PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
I. COURSE
INFORMATION:
SPED 602
Characteristics of Students with EBD, SED, and Autism
Prerequisites:
none
Credit: 3
Period:
II. INSTRUCTOR
INFORMATION:
Name: R.J.
Waller Ph.D.
Office Location: 345
Hancock Avenue Athens, Georgia
Phone Number: 706
548-2243
E-mail: rjwaller@yahoo.com
Fax Number: 706
548-8771
Office Hours:
Thursdays 12:00-5:00 and by
appointment
III. TIME
AND PLACE
CAMPUS: Athens SEMESTER: Spring YEAR: 2005
Time:
Place:
IV. TEXT
AND SUPPLEMENTARY READINGS:
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).
Graduate
MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students. Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:
¨
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;
¨
provide candidates with
concrete field experiences across grades P-5 that help them link theory and
practice through observation and participation;
¨
develop the candidate’s
understanding and use of effective interactions with parents or guardians for
supporting students learning and well-being;
¨
develop the candidate’s
ability to use research, research methods, and knowledge about issues and
trends to conduct research on an educational topic of interest;
¨
help candidates grow and
develop professionally toward becoming proactive, scholarly, reflective
practitioners, and lifelong learners who improve the lives of children.
MA
Program Goals
Through an individualized program of study based on
the candidate’s undergraduate program, experience, and professional goals, the
MA program seeks to:
¨
enable candidates to
critique their planning and teaching strategies so they can more effectively
plan instruction based on extended knowledge of subject matter, students, and
the community;
¨
broaden the candidates’
knowledge of developmentally appropriate content and resources needed for
teaching and interacting with their students;
¨
expand the candidate’s
repertoire of strategies for effective teaching and communication with parents;
¨
enhance and expand the
candidate’s knowledge and understanding about multicultural and global issues
and perspectives as well as ways to plan and implement instruction based on
these perspectives;
¨
expand the candidate’s
understanding and use of educational technology including the use of computer
and other technologies in instruction, assessment, and productivity;
¨
diversify field
experiences for candidates to strengthen their understanding of the link
between theory and practice;
¨
develop the candidate’s
ability to use research, research methods, and knowledge about issues and
trends to improve practice in schools and classrooms;
¨
develop the candidate’s
ability to assume roles as leaders and mentors in the profession;
¨
establish procedures
that candidates can use to continually keep up-to-date on changes in the field;
¨
help candidates become
more independent in their professional development as scholarly, reflective,
practitioners and lifelong learners who improve the lives of children;
¨
encourage candidates’
involvement in professional activities and endeavors; encourage candidates to
present at local, state, and national conferences.
VI. COURSE
DESCRIPTION AND PURPOSE:
There are many theories, characteristics, and treatments for
students exhibiting behavior problems in schools. This course will examine the
characteristics, classification systems, theories of etiology, and treatment
regarding students with EBD, SED, autism ranging from ADD, ADHD, anxiety
disorders, conduct disorders, obsessive compulsive disorders, pervasive
developmental disorders, to schizophrenia.
(Write a description and purpose of the
course here. Include the Piedmont
College Catalog description and an expanded purpose statement, a statement
describing the general content of the course, and a rationale statement about
why the course is important. Each
syllabus must reflect a multicultural perspective that prepares candidates to
be teachers of all students. References
to a multicultural/global perspective should be included in references and
reading lists. Each syllabus must also
address the use of technology applicable to the particular content or
methodology of the course.
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. CO: (Identify the course outcome(s) that correlate to this.)
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:
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:
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:
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:
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:
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:
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:
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:
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:
In
addition to the Core Candidate Learning Outcomes identified by the School of
Education, this course will address the following standards in alignment with
the Council for Exceptional Children's
Professional Standards for teachers of students with emotional/behavioral
disorders:
1.The
candidate will understand the philosophical, historical, and legal foundations
of special education.
2.The
candidate will identify the major social characteristics of individuals with
E/BD.
3.The
candidate will have knowledge of formal social assessment instruments and will
be able to prepare accurate reports based on formal social assessments.
4.The
candidate will have knowledge of research supported instructional strategies
and the skills necessary for implementing the strategies.
5.The
candidate will be able to construct a functional classroom design that is
effective for students.
6.The
candidate will develop and implement a systematic behavior management plan.
7.The
candidate will utilize behavior management/counseling techniques in managing
student behavior.
8.The
candidate will be a consumer of professional publications, journals, and
development opportunities provided by membership in professional organizations.
9.The
candidate will have knowledge of the Council for Exceptional Children's Code of
Ethics for Educators of Persons with Exceptionalities.
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:
This class will operate as a democratic classroom. Candidates will engage in decision-making and take personal responsibility for the quality and productivity of group activities. Interactive discussion and problem solving will be emphasized. All ideas and contributions will be explored
and respected. Upon completion of this course, candidates will:
1. Demonstrate knowledge of definitions and associated problems with child psychopathology.
2. Identify key theories and conceptual models, terminology, and associated explanations of childhood behavioral disturbances.
3. Describe the impact of social conditions, ethnicity, and culture.
4. Identify screening and classification instruments useful in evaluating students for instruction as well as for eligibility and intervention.
5. Identify disorders of behavior including attention and activity disorders, overt and covert conduct disorders, delinquency, substance abuse, early sexual activity, anxiety, and related disorders.
6. Identify classification systems of childhood behavioral disorders and the longitudinal effects of labeling.
7. Describe theories of etiology and treatments for behavior disorders to include the syndromes of autism, Tourette’s, Rett’s, Asperger’s, and childhood schizophrenia.
IX. COURSE
POLICIES & PROCEDURES:
1.
Class Attendance/Participation:
Attendance, timeliness, and participation are required. The School
of Education policy states that more than the allotted number of excused
absences for any reason will result in a failure of the course. The allotted
number of excused absences is as follows:
* Day classes meeting three times a week for an entire semester: 6
absences
* Day classes meeting two times a week for an entire semester: 4
absences
* All eight week classes: 1 absence
* Evening classes meeting for an 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 will 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.
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. Each paper should have a cover sheet with the candidate's name,
course number and name, assignment title, and date.
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.
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
a.
Candidates are
responsible for all material presented in texts, handouts, and resource
manuals.
b. Exams: One exam will be administered.
c.
Characteristics paper:
Each candidate will complete a five-page paper with a minimum of five
references that are no more than five years old on one of the exceptionalities
or disorders listed below.
Eating disorders Autism Toileting
problems
Dual diagnosis Sleep disorders Post
traumatic stress disorder
Childhood depression Separation anxiety Asperger’s
syndrome
Conduct disorders Mood disorders Obsessive
compulsive disorder
School phobias Suicidal behavior Sexual
deviance
Schizophrenia Child
abuse & neglect Health
related disorders
d. Interview paper: Each candidate will complete a five
page double spaced paper documenting an interview with a family member of a
child with and identified behavior disorder. Use a question-answer format to
document the interview. Include one paragraph at the end of the paper that
summarizes how this information will help you become a more proactive educator.
The purpose of this assignment is to have the family member discuss (a) the
history of the characteristics, (b) how and when the disability was identified,
and (c) how the disability effects the child as well as the family.
e.
Oral Presentation: An
oral presentation will be prepared thoroughly outlining one chapter from the
Christophersen and Mortweet text. This will be a substantial presentation,
professionally done, including technology use and other assistive materials as
appropriate. Include a thoughtful section on ‘implications for education’.
OR
1.
Publishable APA Style Paper that thoroughly addresses a topic on the
characteristics of EBD/Autism, approved and supervised by the instructor.
Examples will be provided.
AND
2.
Mandatory Portfolio item.
4. Field Experiences (Initial
and Advanced Certification Tasks):
REQUIRED PORTFOLIO ITEM: You will observe in two
different classrooms reflecting two different models for educating students
with EBD, SED, and autism. Write a 5 page, double spaced paper summarizing your
observations. Compare and contrast the two models. Include a minimum of 6
references in the body of the paper to support explanations of the models
observed. Use the APA format. This is a required Capstone portfolio item. You
are responsible for entering this in your Capstone portfolio.
(List and describe the field experiences
that are required for the course. If
applicable, include
how the assignment will be weighted. Differentiate between initial and advanced
certification
tasks.)
XI. RESOURCES:
1. Bibliography
Alberto, P., & Troutman, A. (1999). Applied
behavior analysis for teachers, (5th ed.). Upper Saddle
River,
NJ: Merrill/Prentice Hall.
Benson, S. (1987). Biophysical
intervention strategies. The Pointer, 31 (3), 14-18.
Dunlap, G., Kern, L., dePerczel, M., Clarke, S.,
Wilson, D., Childs, K., White, R., & Falk, G.
(1993). Functional analysis of classroom variables for
students with emotional and behavioral disorders. Behavioral Disorders, 18 (4),
275-291.
Evans, S., & Evans, W. (1987).Behavior change and
the ecological model. The Pointer, 31 (3), 9-12.
Eitzen, D. S. (1992, April). Problem students: The
social cultural roots. Phi Delta Kappan, 584-590.
Kauffman, J. (1997). Characteristics of emotional and
behavioral disorders of children and youth,
(6th
ed.). Upper Saddle River, NJ: Prentice Hall.
Knoster, T. (2000). Understanding the difference and
relationship between functional behavioral
assessments
and manifestation determinations. Journal of Positive Behavior Interventions,
2 (1), 53-58.
Maag, J. (1999). Behavior management: From theoretical
implications to practical applications. San
Diego,
CA: Singular Publishing.
Mash, E. & Wolfe, D. (1999).
Abnormal child psychology. Belmont, CA: Wadsworth.
Mesibov, G., Adams, L., &
Klinger, L. (1997). Autism: Understanding the disorder. New York, NY:
Plenum Press.
Nelson, M. (1987) Behavioral interventions: What works
and what doesn’t. The Pointer, 31 (4),
45-50.
Sugai, G., Horner, R., Dunlap, G., Hieneman, M.,
Lewis, T., Nelson, C. M., Scott, T., Liaupsin, C.,
Sailor,
W., Turnbull, A., Turnbull III, H. R.,Wickman, D., Wilcox, B., & Ruef, M.
(2000).
Applying
positive behavior support and functional behavioral assessment in schools.
Journal
of Positive Behavior Interventions, 2 (3), 131-143.
Walker, H. M., Colvin, G., & Ramsey, E. (1995).
Antisocial behavior in school: Strategies and best
practices.
Pacific Grove, CA: Brooks/Cole Publishing Company.
Whelan, R. (1998). Emotional and
behavioral disorders: A 25 year focus. Denver, CO: Love.
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/
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