PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

I. COURSE INFORMATION

SPED 311 Nature of Intellectual Disabilities

Prerequisites: none

Credit: 3

II. INSTRUCTOR INFORMATION

Name: Gene Pease, Ed. D.

Office: L120

Phone: 706 778-8500 ext. 1279

E-mail: gpease@piedmont.edu fax # (706) 776-9608

Office Hours:

III. TIME AND PLACE

Campus: Demorest Semester: Fall 2005

Day(s): Wednesday Time: 5:00-7:30

Place: L130

Final exam:

IV. TEXT AND SUPPLEMENTARY READINGS

Beirne-Smith, M., Patton, J., & Ittenbach, R. (1998). Mental retardation, 5th edition.Upper Saddle River, NJ:Merrill.

Supplemental readings will be required as needed throughout the course. These readings may include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.

V. PIEDMONT MISSION:

Piedmont College Mission:

Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines. Learning opportunities are provided through undergraduate and graduate programs offered at various locations. The institution emphasizes high ethical standards and respect for diversity.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

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).

Program Goals;

This is a foundational course for special educators. The goal of the special education program at Piedmont College is to provide undergraduate candidates knowledge in the behavioral, educational, and social development of students. Through an individualized program of the study the program seeks to: ¨

· Explain, discuss, and provide opportunities for application of the philosophical, historical, and legal foundations of special education, specific to mental retardation/developmental disabilities.

· Provide the candidate with the ability to understand, discuss, and apply the learning and behavioral characteristics of students with mental retardation/ developmental disabilities. ¨

· Provide the candidate with opportunities to learn and apply and understanding of assessment, diagnosis, and academic and behavioral evaluation of students with mental retardation/developmental disabilities.

· Provide and refine the candidate’s knowledge of instructional content and practice for educating students with mental retardation/developmental disabilities.

· Provide opportunities to demonstrate skills specific to applied behavior analysis when teaching students with mental retardation/developmental disabilities to manage their own behaviors.

· Provide opportunities to candidates to demonstrate and apply professionalism and ethical practices when teaching students with mental retardation/developmental disabilities.

VI. COURSE DESCRIPTION AND PURPOSE

This course is an introduction to individuals with intellectual disabilities. The purpose of this course is to introduce candidates to the learning characteristics of persons with mental retardation, etiology and severity of retardation, from a life-cycle approach. Professionals who work with individuals with mental retardation must be knowledgeable of learning characteristics, planning for transition, person centered planning approaches, vocational and community needs, legal, life span, and other emerging issues.

VII. School of Education Outcomes Addressed in the Class

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.

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.

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:

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.

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.

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:

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.

8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals.

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.

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.

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 School of Education faculty:

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):

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 discussion and problem solving will be emphasized where all ideas and contributions are explored and respected. Upon completion of this course, candidates will:

1.Examine the historical perspectives of the treatment and education of individuals with mental retardation, including sociopolitical factors and trends in service delivery. CCLO: 1,7,8,9,10

2.Define and classify mental retardation and discuss incidence and prevalence. CCLO: 1,3,9

3.Describe major theories and assessment instruments of intelligence and adaptive behavior.

CCLO: 4,6,7,8,9,10

4.Describe the biological and psychosocial causes of mental retardation, including prevention and ethical issues. CCLO: 3,4,7,8,9,10

5.Examine the nature of individuals with mild mental retardation, including characteristics of demographics, socio-behavior, cognition, motivation, speech and language, physical well-being, physical health characteristics and implications of a dual diagnosis. CCLO:3,4,8,9

6.Examine the characteristics of individuals with severe and profound mental retardation, including secondary disabilities which often occur with this population, such as communication disorders, motor involvement, health care needs, maladaptive behaviors, and vocational community programming.

CCLO: 3,4,8,9

7.Describe accreditation, legislation, assessment, and program development for individuals with intellectual disabilities. CCLO: 2,5,6,7,8,9,10

8.Visit and describe programs available for individuals with intellectual disabilities. CCLO: 1,3,5,7,9,10

9.Discuss issues related to IEP and IFSP development, adjustment to life in the community, supported and competitive employment and retirement. CCLO: 1,2,3,5,6,7,9,10

10.Discuss issues concerning transition planning, natural supports, employment and post school options, career education, and retirement. CCLO: 5,6,7,8,9,10

11.Examine legal precedents for individual rights including self-advocacy. CCLO: 1,2,7,9

IX. COURSE POLICIES & PROCEDURES:

1. Class Attendance/Participation

Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.

The allotted number of excused absences is as follows:

Day classes meeting three times a week for entire semester: 6 absences

Day classes meeting two times a week for entire semester: 4 absences

All eight-week classes: 1 absence

Evening classes meeting for entire semester:3 absences

Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade. Work missed due to an excused absence may be made up. It is your responsibility to inform me in writing how you make up the work. Your writing should include a statement about why you were absent and a detailed quality description of the process you undertook to make up the work as well as a comprehensive summary of the content that was covered in class. Be sure to include a cover page. If work is not made up, the highest grade a candidate can receive for the course is a B. Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester. However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible. Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.

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 Piedmont College catalog for additional information regarding an incomplete).

If the candidate’s illness is extended, causing more than two 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.

If we must miss class, use the time to research the topic we would have discussed if class had met. You may use the Internet or other resources. Bring your information to the next class and be prepared to discuss it.

PARTICIPATION - Active participation means:

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 (5^th ed.). All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.

Quality is important! Work submitted should reflect your professionalism and graduate 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 Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception (See the Piedmont College Catalog and the Student Handbook for details of the policy). This class will be conducted in strict observance of the policy. The College imposes strict penalties for academic dishonesty (cheating, fabrication, facilitating academic dishonesty, and plagiarism) as defined in the Catalog and Handbook.

Some suggestions for helping you abide by the policy include:

Ø All work submitted must be your original work created in and for this course.

Ø Cite and reference work properly using the current APA guidelines.

o Cite all quotes or paraphrased material. It is better to over cite than not give credit to the author of a work or source that you are using in your paper or project.

§ Any time you use the exact words of researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an indented block omitting quotation marks. (See the APA Manual for specific guidelines).

§ You must also give credit to an author or source when you paraphrase.

§ When referring to information from your course text, be sure you cite and reference the source and/or authors.

§ Follow the protocol in the current APA manual for citing and referencing all electronic sources.

Ø Double dipping is not permitted. For example:

§ You may not use an assignment created in one course to meet the requirements in another.

§ Visiting a classroom for one field experience may not be used to meet a field experience requirement for another course.

4..Special Considerations: Piedmont College makes every effort to provide reasonable and appropriate accommodations to students with disabilities. Accommodations must be coordinated through the Office of Academic Support by contacting the director at 1-800-277-7020 ext. 1359 or by email - dtaylor@piedmont.edu Students are responsible for providing accurate and current documentation of their disability and for making a written request to the Director of Academic Support before receiving accommodations.  Students with special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should also make these needs known to the professor/instructor during the first class session.

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.

2. Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

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 15 points per class meeting unless prearranged by the professor and the candidate. To meet the deadline, assignments may be mailed (post marked by the due date) or delivered by a peer at the class meeting. Make-up tests will be considered if a reason for missing the original test is justified. 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—specific guidelines provided in class

1. Create your own Praxis II study guide. Collect information to be used for this course and SPED courses that follow in one notebook.

2. Professional language: Familiarize yourself with the names, terms and laws of our profession.

3. Website self-tests: Test your knowledge and prepare to take the state licensure assessments.

4. Field Experience: Interact with students, families, educators and other members of the school community

5. SST Meeting: Attend a meeting where everyone works together to find ways to help a student .

6. IEP Meeting: Attend a meeting where an educational plan is created by and for a student.

7. Interviews: Informally talk with educators, parents and students.

8. Virtual communication with colleagues—Using information learned from observations and research you will communicate with colleagues.

9. Virtual communication with parents—Using information learned from observation and research, you will communicate with parents

10. Students—Pretend you must introduce a new classmate with moderate to severe retardation and physical disabilities to a class who has no experience with diversity.

11. Internet Research: Learn about the many resources available to you on the Internet.

XI. TENTATIVE SCHEDULE

Week	Chapter	Assignment for next class
1	Discuss personal knowledge Discuss Syllabus	Review Ch. 1 &2, Arrange Field experience
2	Discuss field experience, Discuss historical perspectives, terminology and definitions	Begin field exp. Always bring notebook to class. Read in detail Ch 3. Take Ch. 1 & 2 test
3	Discuss field experience Discuss assessment of intelligence and adaptive behavior	Continue field exp.
4	Discuss field experience	Continue field exp. Take Ch 3 test. Read in detail Ch. 4
5	Discuss field experience Discuss individual rights and legal issues	Continue field exp. Take Ch. 4 test. Review Ch. 5 & 6
6	Discuss field experience Discuss sources, types, prevention and psychosocial aspects of mental retardation	Continue field exp. Take Ch. 5 & 6 test. Read in detail Ch. 7
7	I Am Sam-movie Discuss characteristics of milder forms of mental retardation	Continue field exp. Always bring notebook to class.
8	I Am Sam-movie Continue characteristics	Continue field exp. Take Ch. 7 test. Read in detail Ch. 8
9	I Am Sam-movie Discuss characteristics of persons with severe mental retardation	Continue field exp.
10	Continue characteristics	Take Ch. 8 test. Read in detail Ch. 9
11	Discuss programming for very young children	Take Ch. 9 test. Read in detail Ch. 10
12	Discuss educational programming
13		Take Ch. 10 test Read in detail Ch. 11 & 12
14	Discuss transition to adulthood and issues of adulthood	Turn in all assignments, grading sheet and notebook. Take Ch. 11 & 12 test. Review Ch. 13 & 14
15	Discuss family considerations and assistive technology	Take Ch. 13 & 14 test. All chapter tests e-mailed to gpease@piedmont.edu
16	Practice Praxis II
Final	Practice Praxis II

XII. ASSESSMENT AND EVALUATION

Professionalism and Participation Rubric

	10		0
Attendance	Attends all classes, is always on time, and stays for entire class		Missed more than maximum allowable classes, is frequently late, or frequently leaves early.
Contribution	Contributes effectively and appropriately to a variety of topics in class.	Nominally contributes to the class discussion in an effective and appropriate manner.	Contributes very little. Contributions are inappropriate, ineffective, or nonexistent.
Collaboration	Willingly and fully enters into a supportive role with other members of the learning community, is actively involved in all class activities.	Sometimes enters into a supportive role with other members of the learning community, sometimes is actively involved in class activities	Does not engage in supporting other members of the learning community. Does not actively participate in all class activities.
Mechanics	Uses appropriate grammar when speaking and writing.  No technical errors in written work. All assignments are complete. Assignments are always in on time.	Makes occasional grammar errors when speaking or writing. Some assignments are incomplete. If assignments are late, candidate has discussed it with the professor.	Frequently uses incorrect grammar when speaking or writing. Most assignments are incomplete. Has more than 1 technical error per page of written work. Assignments are frequently late and no discussion has been initiated by candidate.

90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60% = F

XIII. Resources

1. Bibliography

Drew, C., Hardman, M., and Logan, D. (1996).Mental retardation: a life cycle approach, 6th edition. Columbus, OH: Merrill Prentice Hall.

Henley, M., Ramsey, R.S. & Algozzine, R.F. (2002). Characteristics of and strategies for teaching students with mild disabilities. Upper Saddle River, New Jersey: Pearson

Knapczyk, D.(1997).Teaching persons with mental retardation: A model for curriculum development and teaching. Madison, WI: Brown and Benchmark.

McLaughlin, P. & Wehman, P. [eds.] (1992) Mental retardation and developmental disabilities. Austin, TX: Pro-Ed.

Snell, M. (1993).I nstruction of students with severe disabilities. Columbus, OH: Merrill Prentice Hall.

Turnbull, A.P. & Turnbull, H. R., (2001). Families, professionals and exceptionality: collaborating for empowerment. Upper Saddle River, New Jersey: Pearson

Wehmeyer, M., Agran, M., & Hughes, C. (1998).Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore, MD:Paul Brookes.

Yell, M.L., Drasgow, E. (2005) No Child Left Behind: a guide for professionals. Upper Saddle River, New Jersey: Pearson

2. Relevant Web Sites: Piedmont College’s Web Page: www.piedmont.edu

§ Library: http://library.piedmont.edu

§ Galileo: http://www.galileo.usg.edu/

§ Bookstore: http://www.piedmont.bkstr.com/

§ Georgia Professional Standards Commission: www.gapsc.com

§ Georgia Department of Education: http://www.doe.k12.ga.us/

§ QCC objectives/GPS: http://www.glc.k12.ga.us

US Department of Education: http://www.ed.gov/