Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
I.
COURSE INFORMATION:
Education 355 Identification and Education of Children with
Special Needs
Prerequisite: None
Credit: 3
Period 3
II. INSTRUCTOR INFORMATION:
Name: Susan
C. Smith, EDS
Office Location: Library 136
Phone: (706)
778-8500 X 1342 (w)
(706) 782-5267 (h)
E-Mail: ssmith@piedmont.edu
Fax: (706)
776-0135
Office Hours: Monday
1:00-3:00
Tuesday 3:00-5:00
Friday 9:00-10:00
Others by appointment
III.
TIME AND PLACE
Date: Fall Semester, 2004 –
August 12-December 3
Time: 10:00-10:50 MWF
Place: L-122
IV.
TEXT
Kirk, Gallagher
&Anastasiow, 2003. Educating Exceptional Children (11th ed.). Houghton
Mifflin:NewYork.
American Psychological
Association. (2001). Publication
manual of the American Psychological
Association (5th ed.). Washington, D. C.
Supplemental
readings will be required as needed throughout the course. These readings will include research, professional
documents, and personal reading. Also,
copying some materials to share with the class may be required.
V. PIEDMONT
Inspired by the liberal arts tradition and a
historical association with the Congregational Christian Churches,
To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs. Instructional opportunities are also provided at distant locations to meet student needs.
The theme of the
Specific
ideals under-gird our conceptual framework. We advocate the democratic ideals of: equal
rights and opportunities; individual freedom and responsibility; responsibility
for the greater good; respect for diversity; openness to possibilities; and
open, informed discourse.
We endorse the following processes
as a means of striving for our democratic ideals: engaging in participatory
decision-making; collaborating in teaching and learning; collecting information
from all constituencies; examining options and projecting consequences; nurturing open discourse;
providing for field experiences; assessing processes as well as products;
modeling democratic ideals in the classroom; forming communities of learners;
and constantly
revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a
sense of personal integrity and of strong habits of mind (e.g., reflectiveness,
persistence, clarity,
accuracy, and responsiveness to feedback).
VI. COURSE DESCRIPTION AND PURPOSE:
This course is a survey of the basic characteristics
and unique educational and life needs of students who have been determined to
differ significantly from their “average” peers in terms of mental, physical,
and/or emotional characteristics. It is
a brief introduction to those educational and related programs and services
that are collectively known as “special education” in today’s schools. The purpose of this course it to provide a
foundation of legal, social, educational, medical, and psychological concepts
that focus on an understanding of who
exceptional children are and how their diverse needs can be proactively met within the context of a democratic learning community.
VII.
Core Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive teacher uses an
understanding of individual and group motivation to create a caring, democratic
learning environment that encourages positive social interaction, active
engagement in learning, self regulation, and collaboration. The proactive
teacher fosters the ideals of a democratic
classroom by treating students fairly and justly, providing intellectual
challenge, and supporting students as they pursue knowledge and
understanding.
CO: 6,8,
2) Subject Matter: The scholarly teacher understands and can model the central
concepts, tools of inquiry, national standards, and structures of the discipline(s)
he or she teaches and can create learning experiences that make these aspects
of subject matter meaningful for students.
CO: All
3) Student Learning: The reflective teacher
understands how students develop and learn and provides well-managed learning
opportunities that support students’ intellectual, social, and personal growth.
The teacher documents student achievements and contributes to systems of
accountability designed to improve schooling. CO: 2,6
4) Diversity: By understanding that all learners
are products of their innate abilities, preferred learning styles, and cultural
experiences, the democratic teacher modifies instruction and
assessments to meet diverse needs of all students. CO: 6,8,
5) Instructional Strategies: The proactive teacher
understands and uses a variety of instructional strategies to encourage the
development of all students’ creative talents, critical thinking, problem
solving, and performance skills. CO: 5,6
6) Assessment Strategies: The scholarly, reflective,
proactive teacher designs a variety of assessments including
alternative assessment strategies, which (a) assess the acquisition of
knowledge, skills, and dispositions expected in the subject, (b) offset the
negative effects of high-stakes testing, and (c) encourage the continual
intellectual, social, and personal growth of all students to become
knowledgeable, inquisitive learners. CO:
All
7) Communication and
Technology:
The proactive teacher uses knowledge of effective verbal,
non-verbal, and media communication techniques and technologies to foster
active inquiry, collaboration, and
supportive interaction in the classroom. CO:
2,5
8) Planning Instruction: The scholarly,
reflective, proactive teacher plans and manages instruction based upon knowledge
of content, pedagogy, students, the community, and curriculum goals.
CO:
1,2,4,5,9,10
9) Reflection and
Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and actions
upon others, institutes research aimed at improving instruction, attends to the
development of policies affecting education at the state and national levels,
proactively seeks opportunities for the continual development of a personal
pedagogy. CO: 3,5,8
10) Collaboration and
Relationships:
The scholarly, reflective, proactive teacher communicates and collaborates
with other educators, parents/families, agencies and the community through democratic
processes to support student learning and well being. CO: 4,5,7
Dispositions for All
Candidates:
In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals.
Their work with students, families, and communities reflects the
following dispositions as defined by the
Scholarly: Inquiring; creative; seeks solutions; thinks
critically about theory and method; keeps current in discipline (conferences,
journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection,
done frequently and honestly; considers many possibilities for problem
solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management;
anticipates problems and difficulties in instruction; addresses pertinent
issues of school and community to support student learning; encourages
students’ critical thinking, problem solving, and creativity; plans for
important student learning; fosters visionary thinking and action; promotes
mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal
with problems and able to make decisions; promotes equitable treatment for all
students; has high expectations for all students; seeks best interest of
students they serve; open-minded; able to view other perspectives; accommodates
individual differences; culturally sensitive in areas of communications,
learning, assessment, and cultural norms; collaborates well with others; works
for the good of the community.
Responsible: Patience, professional temperament; aims to
be the best he/she can be; good work ethic; punctual; recognizes when their own
dispositions may need to be adjusted and are able to develop plans to do so.
VIII. COURSE OUTCOMES (CO):
What happens when students with diverse abilities
cannot adapt to the standard education program?
The consequences are serious and have lifelong implications. What is the role of a proactive educator in meeting the needs of these students? In this course we will focus on the specific
educational needs resulting from exceptionalities among different groups of
children and the range of educational programs designed to meet their
needs. By the end of the course, the student
should be able to:
1. Define who
exceptional children are and recent trends in prevalence for exceptionalities
in the school-age population. (CLO 3,4)
2. Know the
requirements of I.D.E.A. and the historical events that led to its passage.
(CLO 1)
3. Explain
how technology is being used to meet the needs of students with
exceptionalities. (CLO 7)
4. Discuss
major issues concerning the education of exceptional children, including the
regular
education initiative, inclusion, community-based instruction,
mainstreaming, early intervention, assessment. (CLO 1,2,8)
5.
Discuss issues related to culture and diversity and their implications
for the identification,
placement, assessment, and social
acceptance of exceptional children. (CLO
4)
6.
Describe the definitions of
physical, emotional and sexual child abuse, indicators, and the
responsibilities of the classroom teacher.
(CLO 1,10)
7.
Describe the definitions,
characteristics, etiology, and educational needs of students with
Intellectual disabilities, learning disabilities,
communication disorders, hearing impairments, vision impairments,
emotional/behavior disorders, attention deficit hyperactivity disorders, severe
and multiple disabilities, and those identified as gifted. (CLO 1-10)
8.
Discuss transition and lifespan issues for all areas of
exceptionalities. (CLO 1, 10)
9.
Understand issues of advocacy for students with exceptionalities and
their families, know the
role of the Student Support Team
(SST) and how to make an appropriate student referral, know the role of
participants in an IEP meeting, describe appropriate modifications for students
with exceptionalities, and provide appropriate information to families.
10. Describe the mission and standards of the Council for Exceptional Children (CEC) and understand its national role in professional development. (CLO 9)
IX. COURSE POLICIES & PROCEDURES:
1. Class Attendance/Participation:
:Attendance,
timeliness, and participation are required and part of your grade. The
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean.
An incomplete is not granted just to extend time to complete work that
should have been done in a timely manner.
(See the
If the candidate’s illness is extended, causing more
than three consecutive class absences, the candidate may need to request in
writing a medical withdrawal. If the
Registrar approves the request, a candidate may receive a “W” for the course.
INCLEMENT WEATHER – In general, classes are dismissed or
cancelled (day and/or night classes) when conditions in and around Demorest
become such that the main streets and college parking lots become too dangerous
on which to drive. Candidates who live
outside the Demorest area for which road conditions are too difficult to proceed should stay at home.
Candidates who miss class should consult their instructors for
assignments and make-up work. Dismissed
or cancelled classes must be made up during semester breaks, the first
available Saturday, or an agreed upon make-up by class members and the
professor. When classes are dismissed,
the following radio/TV stations will be informed of the action taken: Station
WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30
AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
PARTICIPATION - Active participation means:
Ø prepare for classes by
reading the text and/or other assigned readings;
Ø attend all classes for
duration of allotted class time;
Ø take active part and
contribute significantly during class discussions and activities;
Ø be attentive and respectful
of peers and the professor during the discussions, dialogue, and presentations;
Ø submit all assignments on time.
2. Written Work:
Use APA style (5th ed.). All papers for the course are to be typed
using size 12 print and one of the following fonts: Bookman, Times New Roman,
Quality is important! Work submitted should reflect your
professionalism and college
level work. Your writings
and reflections will be assessed according to the depth, breadth, clarity, and
accuracy they convey.
Be sure to keep a duplicate copy of all
submitted work for your own records.
3. Academic Integrity:
By accepting admission to
All work submitted must be your original work
created in and for this course. It
should be referenced properly using APA (including information from the
internet). Double dipping (to be
discussed in class) is not permitted.
4. Special Considerations:
X. STUDENT
EXPECTATIONS AND COURSE OUTLINE:
1. Instructional
Methods
This class will operate as a democratic
classroom. Candidates will engage in
shared decision- making and in taking responsibility for making the classroom
the best it can be. Interactive
discussions and problem solving will be emphasized where all ideas and
contributions are explored and respected.
Various approaches will be utilized by the candidates and professor
including: lecture, demonstrations,
observations, class discussions, small group discussions, cooperative group
work, field observations, use of educational technology, student presentations,
readings, writings, listening, questioning, and formative and summative
evaluations.
You will each have access to WebCT. The Learning Modules contained in this
syllabus will be posted there for easy access.
I will occasionally post lecture notes, powerpoints and other assignments
on WebCT for you use. Learning Log
assignments will also be posted on WebCT.
2. Assignments:
All work for the course is to be in on time, or handed in on an agreed upon
future date. Work submitted late will
automatically lose 5 points per class meeting unless prearranged by the
professor and the candidate. Completion
of all assignments is required for a passing grade in the course. If at any time you are unclear about
assignments or expectations, please contact me for clarification.
Other assignments or activities may be required as
deemed necessary to assure the mastery of the course objectives as stated.
3.
Description of Assignments
Module
One: Major Project
Each student is to prepare a three ring binder for
each of the ten disability areas with descriptors including:
Definition/characteristics/causes
Assessments used
to recognize the presence of the disability
Continuum of
severity (i.e. mild to severe)
Typical age of
onset
Impact - School
and Life issues
Specific strategies for
inclusion (instruction and curriculum, promoting social acceptance, behavior
management, classroom accommodations).
Name of someone with this
disability who has achieved "greatness"
The binder is to be labeled with a table of
contents, tabs, resources cited for each area (APA style) and is to be typed.
Module Two Community
Resources
Follow the directions found in Module Two for
community resources. Prepare a one page
word document which outlines what you have found, the resources, links, phone
numbers, etc. You will be expected to
share your community resource with the class.
Module
Three Journal Article
Read two current journal articles in professional
journals on two different areas of exceptionality.
Journal
summaries are to be 2 pages typed double spaced (maximum) in length. Each mini-paper must include the
following:
1. APA Format
2. Each article is to be from a professional
journal from 1997 to present and approved by the instructor if not listed
below:
Journal of Applied
Behavioral Analysis
The Journal of the
Association of Persons with Severe Handicaps (JASH)
Council for
Exceptional Children
Autism and
Developmental Disabilities
Focus on Autism and
Developmental Disabilities
Behavior Disorders
Education and
Training in Mental Retardation and Developmental Disabilities
Journal of Emotional
and Behavioral Disorders
Journal of Learning
Disabilities
3.
PURPOSE: What was the purpose of
this article?
4. APPLICATION: How might you use this information in your
classroom?
5. YOUR OPINION: What do you think
about this article?
In an effort to conserve paper, the journal
citation should be at the top of the first page in correct APA 5th format. An
abstract is not required, but the paper should be divided into the headings of
purpose, application, and opinion.
Module Four
Field Experience
Observe in two different special education settings
(i.e., self-contained class, resource room, inclusion class, speech therapy,
gifted class, sheltered workshop or special needs preschool program. Each observation should be a minimum of 1
hour. Write a two page summary paper of
each visit. Describe what you
observed. What were the ages and
disabilities of the students? What did
you think about the instructional setting. Did it meet the needs of the individual
students? Why or why not.? Did you witness any behavioral issues? How were those handled, etc.
? Include the name of the school
and teacher, but do not give specific names of any students. In order to receive credit for this
assignment, permission slips for each observation for each observation MUST be
attached.
Interview a person with a handicapping
condition. Provide background
information concerning the person and this particular condition (origin,
nature, characteristics, etc.) What was
their educational experience like? How
have they adapted to their handicap?
What is the impact of the handicap on their life? How are they accepted by society? What about employment opportunities? These are some suggested questions. You need to develop and structure your
questions to suit the particular situation.
Unless you have the person's permission, use only the first name. Interviews should be summarized in a paper. Questions asked should be included with the
paper.
Module Five
Video Critiques
Videos that correspond with certain chapters will be
viewed in class..
You will answer the accompanying questions in Module Five for each
video. The following videos will be
required for viewing:
Educating Peter - Inclusion
Skin Deep - Cosmetic surgery for Downs
Syndrome
Fat City - Learning Disabilities
Learning
Logs
I will post specific questions for each chapter on
WebCT prior to our class discussions.
You will need to respond to the questions in a notebook that will be
submitted to me during the mid-term and final exams. The purpose of the learning log is to provide you with the essential
questions related to each chapter. Your
responses to the learning log questions are to be factual in nature, not
opinion driven. Multiple opportunities
for voicing your opinions about certain areas will be provided within the
classroom setting.
XI. RESOURCES:
1. Bibliography
Armstrong, T. (1994). Multiple intelligences in the classroom.
Association
for Supervision and Curriculum Development.
Bos, C. S., &Vaughn, S. (1998). Strategies for teaching students with
learning and
behavior problems (4th ed.).
Campbell,
D. E. (2000). Choosing democracy: A practical
guide to multicultural education
(2nd ed.).
Center for
the Future of Children. (1996). The future of children: Special education for
students with
disabilities, 6
(1).
Choate, J. S. (1997). Successful inclusive teaching: Proven ways to detect and correct
special needs(2nd
ed.).
Choate, J.S. (2000). Successful inclusive teaching: Proven ways to detect and correct
special needs (3rd
ed.).
Friend,
M., & Bursuck, W. D. (1999). Including
students with special needs: A practical
guide for classroom
teachers (2nd ed.).
Gargiulo, R. M., &
Kilgo, J. (2000). Young children
with special needs.
Delmar.
Mastropieri, M. A., & Scruggs,
T. E. (2000). The inclusive classroom:
Strategies for
effective instruction.
McEwan, E. K. (1995). Attention deficit disorder: Helpful, practical information.
Mercer, C. D., & Mercer
A. R. (1998). Teaching students with learning
problems (5th
ed.).
Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural
education.
Sapon-Shevin, M. (1999). Because we can change the world: A practical guide to
building cooperative, inclusive
classroom communities.
Smith, T. E. C., Polloway,
E. A., Patton, J. R., & Dowdy, C. A. (1995). Teaching
children with special needs in inclusive settings.
Vaughn, S., Bos, C. S.,
& Schumm, J. S. (2000). Teaching
mainstreamed, diverse, and
at-risk students in the general
education classroom (2nd ed.).
and
Bacon.
Wood, J. W. (1998). Adapting instruction to accommodate students in inclusive
settings (3rd
ed.).
2. Relevant Web Sites:
·
§
Library: http://library.piedmont.edu
§
Galileo: http://www.galileo.usg.edu/
§
Bookstore: http://www.piedmont.bkstr.com/
§
Georgia Professional Standards Commission: www.gapsc.com
§
§
QCC objectives/GPS: http://www.glc.k12.ga.us
US Department of Education: http://www.ed.gov/
Education World: http://www.education-world.com/
Internet Public Library: http://www.ipl.org/
Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software
Institute: http://www.edsoft.com/
National Council of Teachers
of English: http://www.ncte.org
Center for Research on Education, Diversity and
Excellence (CREDE): http://www.crede.ucsc.edu
Center on English Learning and Achievement (CELA): http://cela.albany.edu
Better Teaching: Tips and Techniques to Improve
Student Learning: http://www.teacher-institute.com
3.
Praxis Information:
All students seeking initial certification in the
state of
SAT: minimum required score – 1000 (w/ no minimum verbal score or math score required) The composite score is obtained by adding the verbal and the math scores. Candidates must take both the verbal and the math sections of the test.
ACT: minimum score – 43 (w/ no minimum English score or math score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the English and the math sections of the test.
GRE: 1030 minimum score (w/ no minimum verbal score or quantitative score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the verbal and quantitative sections of the test.
CBEST: Passing Scores indicated on score report –
Used in