Piedmont
College
School
of Education
________________________________________________________________________
Preparing
Proactive Educators to Improve the Lives of Children
I.Course
Title:Curriculum
and Instruction Methods for Students with SED, and Autism
Number:SPED
635
II.Instructor
Name:
Office
Location:
Office
Hours:
Phone:
Email
and fax #:
III.Time
and Place
Day(s):
Time:
Class
Location:
IV.Text(s)
Required:Long,
N., & Morse, W. (1996).Conflict
in the classroom:The education of
at-risk and troubled students. Austin,
TX:Pro-ED.
Simpson,
R., & Myles, B. (1998).Educating
children and youth with autism. Austin,
TX:Pro-ED.
Publication
Manual of the American Psychological Association, (4th ed.).
Supplemental:Some
supplemental readings will be required.Copies
will be made available.
V.School
of Education 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 studentsÕ
needs.
School
of Education Mission & Philosophy:
The
theme of the School of Education is ÒPreparing Proactive Educators to Improve
the Lives of Children.ÓReinforcing
the mission of Piedmont College, the School of Education strives to prepare reflective,
scholarly, proactive educators.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:
1.Engaging
in participatory decision-making.
2.Collecting
information from all constituencies.
3.Examining
options and projecting consequences.
4.Nurturing
open discourse.
5.Providing
for field experiences.
6.Assessing
processes as well as products.
7.Modeling
democratic ideals in the classroom.
8.Forming
communities of learners.
9.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).
Conceptual
Framework:
As
a facilitator of environmental management familiar with models of best
practices for effective education
of the diverse population of students with EBD, the candidate will prepare students
to successfully manage their own behavior in the home, school, and community.This course
introduces the candidate to curricula and instructional/behavioral methodology
for educating students in the
public school setting and in transition them into post school opportunities
including employment and community
living.
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 candidateÕs undergraduate program,
experience, and professional goals, the program seeks to:
¥encourage
and equip program participants to become scholarly, reflective, practitioners;
¥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
candidateÕs content knowledge, integrating it with instructional technology;
¥enable
candidates to interpret and assess educational research, and conduct their
own classroom-based
research;
¥provide
experiences that enable candidates to assume roles as scholarly practitioners
and develop
their skills and abilities as professional teachers.
VI.Course
Description & Purpose
This
course is designed to provide methodology, intervention strategies, and
curriculum for educating students
with SED, EBD, and autism.Because
of the intensity of behavior problems exhibited by this population
of learners, specific methods and curricula are needed to effectively intervene
with maladaptive behaviors.
VII. School
of Education Outcomes Addressed in the Class
Core
Candidate Learning Outcomes(CCLO):
The
following outcomes, adapted from the 1994 INTASC (Interstate New Teacher
Assessment and Support Consortium)
standards, are addressed in this course:
1)Learning
Environment: The candidate
uses an understanding of individual and group motivation to create
a caring learning environment that encourages positive social interaction,
active engagement in learning,
and self-regulation.The candidate
additionally 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 candidate
understands and can model the central concepts, tools of inquiry,
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 candidate
understands how students develop and learn and can provide
well-managed learning opportunities that support studentsÕ intellectual,
social, and personal growth.
4)Diversity:The
candidate committed to the ideals of the democratic classroom understands
that learners are the products
of their innate talents/disabilities, preferred learning styles, and cultural experiences
and can adapt instruction to meet diverse needs.
5)Instructional
Strategies:The candidate understands
and uses a variety of instructional strategies to encourage
the development of studentsÕ critical thinking, problems solving, and performance
skills.
6)Assessment
Strategies:The candidate understands
and uses a variety of assessment strategies to encourage
the continual intellectual, social, and personal growth of students.
7)Communication
and Technology:The candidate
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 candidate
plans and manages instruction based upon knowledge of subject matter/pedagogy,
students, the community, and curriculum goals.
9)Reflection
and Professional Development: The
candidate is a reflective practitioner who continually
evaluates the effects of her/his choices and actions upon others, and who
actively seeks opportunities
for the continual development of a personal pedagogy.
10)Collaboration
and Relationships: The
candidate communicates and interacts with other educators, parents/families,
and the community to support studentsÕ learning and well-being.
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
ChildrenÕs 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 ChildrenÕs
Code of Ethics for Educators
of Persons with Exceptionalities.
VIII.Course
Outcomes
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.Identify
classification systems, etiology, and behavioral characteristics of students
with SED, EBD. and autism.
2.Identify
and apply a variety of instructional strategies for students with SED,
EBD, and autism.
3.Identify
and discuss a variety of different treatment models for students with SED,
EBD, and autism.
4.Identify
and discuss the strengths and weaknesses of curricula used in teaching
students with SED,EBD, and autism.
5.Identify
transition requirements for students with EBD, SED, and autism in post
high school and employment settings.
IX.Course
Policies & Procedures
A.Class
Attendance & Participation
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
Only
absences due to illness or emergencies will be excused.Work
missed due to an excused absence
may be made up.It is the candidateÕs
responsibility to inform the professor in writing of
his or her plan for making up the work. Any
candidate who misses more than the allotted 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 includes (a)preparing
for class by reading the text and/or other assigned readings, (b)actively participating
in class discussions, and (c)contributing
to group activities.
B.Academic
Honesty
Written
Work:
Use
APA style (4th ed.).All papers for
the course are to be typed using 12 point print.Papers should
be error-free and grammatically correct (including punctuation, spelling,
capitalization, etc.).Candidates
should make good use of writing resources.Each
paper should have a cover sheet
with the candidateÕs name, course number and name, assignment title, and
date.
Academic
Integrity:
By
accepting admission to Piedmont College, each candidate makes a commitment
to understand, support, and
abide by the ÒAcademic Integrity PolicyÓ without compromise or exception.This
class will be conducted in strict observance of the policy.Refer
to the Piedmont College Student
Handbook for details.All work submitted
must be original, appropriately referenced,
and created in and for this course.
C.Special
Consideration:
Candidates
with any special needs should make these special needs known to the instructor during
the first class session.Please provide
appropriate documentation.
X.Course
Outline & Student Expectations
A.Schedule
& Topic Outline
Week
1:Syllabus & Classification
Systems
Week
2:Etiology & Behavioral Characteristics:EBD
& SED
Week
3:Curriculum & Instruction:EBD
& SED
Week
4:Etiology & Behavioral Characteristics:Autism
Week
5:Curriculum & Instruction:Autism
Week
6:Strengths & Weaknesses of
Curricula
Week
7:Current Treatment Models
Week
8:Transition Requirements
COURSE
REQUIREMENTS:
B.Description
of Assessments & Assignments
1.Candidates
are responsible for all material presented in texts, handouts, and resource
manuals.
2.Exams:Two
exams will be administered.
3.Characteristics
paper:Each candidate will
complete two five page papers with five
references that are no more than five years old.One
paper will address the characteristics
of individuals with autism.The other
paper will be written on one of the
exceptionalities or disorders listed below.
Eating
disordersNo conscienceToileting
problems
Dual
diagnosisSleep disordersPost
traumatic stress disorder
Childhood
depressionSeparation anxietyAspergerÕs
syndrome
Conduct
disordersMood disordersObsessive
compulsive disorder
School
phobiasSuicidal behaviorSexual
deviance
4.Curriculum
Reviews:Each candidate will
review 10 curriculum.Five of the curricula
must be for individuals with autism.Five
of the curricula must be for individuals
with EBD or SED.Each review is to
be one page and should include the following
headings:
a.Reference
information.
b.Description
of the curriculum and identification of the targeted population.
c.Strengths.
d.Weaknesses.
e.Your
opinion.
5.Methods
Paper:You will write two 5
page papers on two methods that have been found
to be effective in teaching reading to students with SED and language to
students with autism.Each
paper will include the following:
a.A
statement of the problem including a review of the literature (5 reference).
b.Methods.
c.Application.
d.References.
e.Copies
of the research articles used in the paper.
C.Evaluation
Criteria
Midterm
exam10%
Final10%
Characteristics
paper on autism20%
Characteristics
paper on SED20%
Methods
paper on autism20%
Methods
paper on SED20%
D.Instructional
Methods
Various
instructional approaches will be utilized by the candidates and professor.Demonstrations,
observations, class discussions, small group discussions, cooperative group
work, use of educational technology, student presentations, readings, writings,listening,
questioning, as well as formative and summative evaluations will be utilized.
X.Resources
A.Bibliography
Kauffman,
J. (1997).Characteristics of
emotional and behavioral disorders of children and youth, (6th
ed.). Upper Saddle River,
NJ:Prentice Hall.
Long,
N., & Morse, W. (1996).Conflict
in the classroom:The education
of at-risk and troubled students. Austin,
TX:Pro-ED.
Mastropieri,
M., & Scruggs, E. (1994).Effective
instruction for special education. Austin,
TX:Pro-ED.
Mesibov,
G., Adams, L., & Klinger, L. (1997).Autism:Understanding
the disorder.New York, NY:Plenum
Press.
Simpson,
R., & Myles, B. (1998).Educating
children and youth with autism. Austin,
TX:Pro-ED.
Walker,
H. M., Colvin, G., & Ramsey, E. (1995).Antisocial
behavior in school:Strategies and
bestpractices.Pacific
Grove, CA:Brooks/Cole Publishing
Company.
B.Websites
XII.InstructorÕs
Resources
Candidates
may check out texts and curricula from the instructor.These
are personal resources.If these resources
are lost or damaged, they will need to be replaced prior to receiving a
grade for the course.