Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
I.
COURSE INFORMATION:
Education 655 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).
Graduate
MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of
Arts in Teaching (MAT) programs at
¨ provide the candidate
with the ability to communicate and teach effectively using an
interdisciplinary knowledge base and understanding of multidimensional
classrooms;
¨ use and facilitate critical thinking skills;
¨ enhance candidates’ content knowledge, integrating it
with instructional technology;
¨ enable candidates to interpret and assess educational
research, and conduct their own classroom-based research; and to
¨ provide experiences that enable candidates to assume roles as
scholarly practitioners and develop their skills and abilities as professional
teachers.
MAT Program Goals
Through an individualized program of study based on the
candidate’s undergraduate program, experience, and professional goals, the MAT
program seeks to:
¨ build the candidate’s knowledge base and understanding
of P-5 students’ characteristics, knowledge, skills, experience, interest,
approaches to learning, special needs, and cultural heritage;
¨ prepare candidates who have knowledge and
understanding about multicultural and global issues and perspectives as well as
to plan and implement instruction based on these perspectives;
¨ build the candidate’s knowledge and understanding of
content, pedagogy, record keeping and a wide variety of diagnostic and
assessment techniques and strategies;
¨ develop the candidate’s understanding and use of
educational technology including the use of computer and other technologies in instruction,
assessment, and productivity;
¨ build candidate’s ability to create classroom
environments that include: respect, rapport, a culture for learning, effective
management of classroom procedures, appropriate management of student behavior,
and efficient organization of physical space;
¨ inform candidates of resources available for teachers
and students to support and enhance student learning;
¨ develop the candidate’s repertoire of strategies for
effective teaching;
¨ enable candidates to plan and implement instruction
based on acquired knowledge of subject matter, students, and the community;
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 three current journal articles in professional journals on three
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