PIEDMONT COLLEGE

SCHOOL OF EDUCATION

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

 

 

I.              COURSE INFORMATION:

SPED 337                                              

Prerequisites:   EDUC 355, SPED 311                                                                                                                                Credit:    3 semester hours                                                                                     

                                                                                               

II.            INSTRUCTOR INFORMATION:

                Name:     Dr. Donna Andrews                           

                Office Location:    L 108      

                Phone Numbers:   706 778-8500 ext. 1256          Home: 706 878-3835 (please call before 9:30 p.m.)

                E-mail:    dandrews@piedmont.edu                 

                Fax Number:706 776-0135                   

                Office Hours: Mon. 1-3 p.m.  Wed. 10-12 a.m. or by appointment                                                              

 

III.           TIME AND PLACE

              CAMPUS:  Demorest                 SEMESTER:  Spring                          

Time:      5:50 – 10:10 p.m.

Place: Stewart 117               

 

IV.           TEXT AND SUPPLEMENTARY READINGS:

                Westling, D. & Fox, L. (2004).  Teaching students with severe disabilities, (3rd ed.) Upper

                 Saddle River, NJ:  Merrill Publishers.

 

American Psychological Association. (2001).  Publication manual of the American Psychological

 

          Association (5th ed.).  Washington, D. C.: Author.

 

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 MISSION:

 

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

 

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.

 

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 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). 

 

 

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 an understanding of assessment, diagnosis, and academic and behavioral evaluation of students with mental retardation/developmental disabilities.

¨       Inform the candidates of instructional content and practice for educating students with mental retardation/developmental disabilities, and provide opportunities to refine their understandings.

¨       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 examines the philosophical foundations, methods, materials, teaching and instructional strategies for working with individuals with severe and profound intellectual disabilities in the home, school, and community settings.  This course will examine issues and teaching methodology relative to the life span of individuals with severe and profound intellectual disabilities, ranging from parenting issues, inclusion, community-based instruction, transitioning to post-school environments, supported employment, to retirement, and estate planning.

 

 The purpose of this course is to train teachers to work with the continuum of learners that they will be certified to teach in the public school setting.  Additionally, this course will prepare candidates to teach individuals with severe and profound intellectual disabilities in the least restrictive environment, so these students can become less dependent on others, and participate as fully as possible in their communities and work environments when they graduate from public school.

 

 

 

VII.         SCHOOL OF EDUCATION OUTCOMES

                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):

                Upon successful completion of this course, the candidate will be able to:

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

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

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

4.        Inform the candidates of instructional content and practice for educating students with mental retardation/developmental disabilities, and provide opportunities to refine their understandings.

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

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

 

Discuss and provide application opportunities for the:

 

                1.    Learning characteristics of individuals with severe disabilities.

2.    The philosophy of community based instruction and teaching functional academics.

3.        The implementation of community based vocational instruction.

4.        The steps required to conduct an ecological inventory.

5.        Instructional planning and implementation of the ecological inventory.

6.        Systems for data collection for skills taught in the classroom, home, and community.

7.        Health care procedures and physical management.

8.        Assistive technology and alternative communication/technology.

9.        Employment, transition, and person centered planning.

10.     IEPs, ISPs, IWRPs, as related to transition planning.

11.     Reinforcement systems and schedules to be used in a variety of environments.

12.     Employment:  Sheltered, Supported, and Competitive and Fair Labor Standards.

 

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.  All ideas and contributions will be explored and respected.

 

 

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

Only those absences due to emergencies will be excused.  Work missed due to an excused absence may be made up.  It is the student’s responsibility to inform the professor in writing how he or she plans to make up the work.  Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester.  Please contact the professor prior to an absence when possible. 

               

Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.

 

 

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.

 

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, 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.  This class will be conducted in strict observance of the policy.  Refer to your Piedmont College Student Handbook for details.

 

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: Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs.  Reasonable and appropriate accommodations are coordinated through the Academic Support Office.  Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations.  Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special 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.

 

VIII.             Course Outline and Student Expectations

a.        Description of Assessments & Assignments and their due dates

 

1.       EXAMS:  Two exams will be administered during the course of this class.  Each exam will be a combination of multiple choice, fill in the blank, short and long discussion questions. Each exam will count 20% of your grade.

 

2.       Guest Speakers:  There will be several guest speakers from different agencies that work with individuals with severe/profound disabilities.  No one will be excused from these sessions.

 

3.       FIELD EXPERIENCE CASE STUDY:  A case study will be turned in on the last night of class.  You may use students in public school or adults in a service center as your participants.  We will discuss confidentiality and other prerequisites for working with individuals with severe/profound intellectual disabilities as the course progresses.

The case study should include the following sections (with each section clearly marked in bold letters underlined):

a.        Historical data:  age, educational background, vocational and community background if appropriate.

b.        Skills the individual has:  communication, mobility, physical, vocational, social, cognitive, recreational, etc.

c.        Preferences for reinforcement, recreating, vocational/academic situation

d.        One functional objectives from IEP or ISP

e.        Eight sessions of data collection for either one of the objectives

f.         Results and discussion of data collection for the targeted objective:  Was there an increase?  Decrease?  Maintenance?

g.       Future recommendations for the individual participating in community-based vocational instruction.

h.       Discussion/reflection on what you learned from writing this case study.

4.  Curriculum Reviews:   Each student will be responsible for 5 curriculum review.  This is due on the seventh night of class.  These reviews will be handwritten on 5’x8’ note cards.  You may check out curricula from my office.  Please NOTE:  the curricula that you check out will be due the next week for other students to use.  You should include the following information in your review:

1.Title, author, and date of publication.

2.Who it was written for—such as the population of learners, age,

     parents, teachers, researchers, etc.

3.Strengths.

4.Weaknesses.

5.Your opinion of it. 

6.Would it be useful in your classroom setting? Why? Or Why not?

 

The format on your card should be like this:

1.       Title.  Author.  Date of publication.

2.       Written for:

3.       Strengths of Curriculum

4.       Weaknesses of Curriculum

5.       Opinion of curriculum

6.       Usefulness for your setting

 

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

3.   Evaluation Criteria:

25  points  Mid-term                           A= 90 or above points

25  points   Final                                  B= 80 – 89 points

25 points Case Study                          C = 70 – 79 points

25 points Curriculum                        D = 60 – 69 points

  

 

4.  Field Experiences (Initial and Advanced Certification Tasks): 

You will be required to do a case study using a student or adult with severe/profound

Intellectual disabilities.  The purpose of the case study is to familiarize you with the

IEP/ISP, functional objectives, data collection and analysis, and future planning.  You will need to

discuss with the instructor the placement of the student/individual you will be including in your case

study.  If you need help finding a subject, please let the instructor know.  For more information on

the case study, read the description under CASE STUDY.

 

 

XI.           RESOURCES: 

1.       Bibliography

 

Best, S., Heller, K., & Bigge, J. (2005). Teaching individuals with physical or multiple disabilities, (5th ed.). Upper Saddle River, New Jersey: Pearson, Merrill Prentice Hall.

 

Fraser, B., Hensinger, R., & Phelps, J.  (1990).  Physical management of multiple handicaps:  A

professional’s guide, (2nd ed.)  Baltimore, MD:  Paul Brookes.

 

                    Hilton, A. and Ringlaben,  (editors). (1998.)  Best and promising practices in developmental

disabilities. Austin, TX: Pro-Ed.

 

Heller, K., Alberto, P., Forney, P., & Schwartzman, M.  (1996).  Understanding physical, sensory, and health impairments.  Pacific Grove, CA: Brookes/Cole Publishing.

 

Kennedy, C. & Horn, E. (2004).  Including students with severe disabilities. Boston, MA:

Pearson, Allyn and Bacon.

 

                      Kurtz, L., Dowrick, P., Levy, S., & Batshaw, M. (1996). Handbook of developmental

disabilities: Resources for interdisciplinary care. Gaithersburg, MD: Aspen Publishers.

 

                         McDonnell, J., Hardman, M. & McDonnell, A. (2003). An introduction to persons with

moderate and severe disabilities: Educational and social issues. (2nd. ed) Boston, MA:

Allyn & Bacon.

 

                        Pierangelo, R. & Giuliani, G. (2004).  Transition services in special education: A practical

approach. Boston, MA: Pearson Publishers.

 

Rusch, F. & Chadsey, J.  (1998).  Beyond high school:  Transition from school to work.

 Belmont, CA:  Wadsworth, Publishing Company.

 

                        Ryndak, D. & Alper, S. (2003) Curriculum and instruction for students with significant

disabilities in inclusive settings. (2nd ed.). Boston, MA: Allyn and Bacon.

 

Sitlington, P., Clark, G., & Kolstoe, O.  (2000).  Transition education and services for

adolescents with disabilities, (3rd ed.)  Needham Heights, MA:  Allyn & Bacon.

 

Snell, M.  (1993).  Instruction of students with severe disabilities, (4th ed.)  Upper Saddle River,

NJ:  Merrill Publishers.

 

Sternberg, L. (1994)