PIEDMONT COLLEGE

SCHOOL OF EDUCATION

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

 

 

I.              COURSE INFORMATION:

SPED 780  Capstone Seminar in E/BD, SED, and Autism                             

Prerequisites:   all coursework in E/BD program, unless with approval from Department Chair                             Credit:    3 semester hours

Period: Thursdays every other week                                                                                                               

                                                                                               

II.            INSTRUCTOR INFORMATION:

                Name: Donna Andrews, Ph.D.                          

                Office Location:    L 108  or in Athens by appointment prior to class        

                Phone Numbers:   706 778-8500 ext, 1256  or Home: 706 878-3835 Please call BEFORE 9:30 p.m.           

                E-mail:    dandrews@piedmont.edu                 

                Fax Number: 706 776-0135                  

                Office Hours: by appointment  in Athens prior to class                                                               

 

III.           TIME AND PLACE

              CAMPUS:  ATHENS                      SEMESTER:      FALL

Time:7:30 until 9:30 every other Thursday unless otherwise specified

Place:      Athens

 

IV.           TEXT AND SUPPLEMENTARY READINGS:

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). 

 

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:

The purpose of this course is to provide the teacher candidate with a synthesizing opportunity in order to integrate the program objectives in an applied format.  Through critical thinking activities emphasizing current issues in the field, litigation, and professional dilemmas, candidates will evaluate the efficacy of various models and approaches of educating students with EBD and autism. Application will take place through the development of a capstone portfolio and exhibition that includes a public presentation of the portfolio and related documents.

 

 

 

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)      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)      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)      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.

 

 

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. Teacher candidates will understand the field as an evolving and changing discipline based on philosophies, evidenced-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. (Foundations)
  2. Teacher candidates understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individuals with emotional learning needs. (Development and Characteristics of Learners)
  3. Teacher candidates are active and resourceful in seeing to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options. (Individual Learning Differences)
  4. Teacher candidates possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with emotional learning needs.  Special educators select, adapt, and use these instruction strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for students with E/BD. (Instructional Strategies)
  5. Teacher candidates actively create learning environments for students with emotional learning needs that foster cultural understanding, safety, and emotional well-being, positive social interactions, and active engagement of these students. (Learning Environments and Social Interactions)
  6. Teacher candidates understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and the use of language. Teacher candidates use individualized strategies to enhance language development and teach communication skills to individuals with emotional learning needs. (Language)
  7. Teacher candidates develop long-range individualized instructional plans anchored in both general and special curricula. Individualized instructional plans emphasize explicit modeling an efficient guided practice to assure acquisition and fluency though maintenance and generalization. (Instructional Planning)
  8. Teacher candidates use multiple types of assessment information for a variety of educational decisions.  The results of assessments are used to help identify exceptional learning needs and to develop and implement individualized instruction programs, as well as to adjust instruction in response to ongoing learning progress. (Assessment)
  9. Teacher candidates are guided by the profession’s ethical and professional practice standards, actively plan and engaging in activities that foster their professional growth and keep them current with evidence-based best practices. (Professional and Ethical Practice)
  10. Teacher candidates routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. Special educators promote and advocate the learning and well being of individuals with emotional learning needs across a wide range of settings and a range of different learning experiences; facilitating the successful transitions of students with emotional learning needs across settings and services. (Collaboration)

 

 

 

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 teacher candidate will be able to:

                1.  Create and present a portfolio demonstrating the ten major goals of the EBD program.

                2.  Create and present a scholarly and personal synthesis of the program which must include:

•  An interpretation of research findings in the education and behavior management of students with EBD.

•  A rationale for the use of a specific model in keeping with the CEC Professional Code of              Ethics.

•  A discussion of the current issues in the field and their implications for federal,

state, and local programs. 

 

 

 

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 for this course is one.  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.

 

 

Attention: You must apply for graduation according to the established dates (see website calendar) !!!!!!! If not, this will interfere with your raise…..

 

 

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.  (Add any specific requirements for this course.)

 

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.

 

SAMPLE:  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  

As the course progresses, the following checkpoints will be met:

 

•  It is anticipated that all presentations will be in Athens.  There will be a limit of 3 presentations per day.

 

•  Completed submission of sections on due dates for review/approval by Dr. Andrews

 

§         A plan for presentation using technology.

 

§         Selection of professors to rate presentation—this includes 3 professors that you have had in classes, besides Dr. Andrews.

 

§         An approved rehearsal of the presentation with the professor.

 

§         A copy of your final document needs to be copied for all professors who will be on your rating committee, besides Dr. Andrews. Copies of your final document need to be given to all members of your committee no later than 2 weeks prior to your presentation.

 

                                                •  A final summary document to be maintained on file in the School of Education.

 

 

 

 

4.       Field Experiences

There is not a formal field experience with this class. However, you should have copies of all your class and field work over the past 2 years to place in your portfolio.

 

XI.           RESOURCES: 

 

1.  Bibliography

               

                Frith, U. (editor). (1993).  Autism and Asperger syndrome. Cambridge, Great Britain: Cambridge

                                Press.

                Fullerton, A., Stratton, J., Coyne, P., & Gray, C.  (1996).  Higher functioning adolescents and young

adults with autism:  A teacher's guide.  Austin, TX:  Pro-ED.

 

                Handleman, J. & Harris, S. (editors) (2001). Preschool education for programs for children with

autism. (2nd edition). Austin, TX: Pro-Ed.

               

Hol,mes, D. (1998).  Autism through the lifespan: The Eden model.  Bethesda, MD: Woodbine

House Publishers.

               

                Huebner, R. (2001).  Autism: A sensorimotor approach to management. Gaithersburg, MD: Aspen

Publishers.

 

                Kauffman, J. (2005).  Characteristics of emotional and behavioral disorders of children and youth,

(8th edition.).  Upper Saddle River, NJ:  Prentice Hall.

 

Janzen, J. (1996).  Understanding the nature of autism: A practical guide.  San Antonio, TX: 

Therapy Skill Builders.

 

                Leaf, R. & McEachin, J. (editors) (1999). A work in progress: Behavior management strategies and

a curriculum for intensive behavioral treatment of autism.  New York, New York: DRL Books.

 

                Koegel, L., Koegel, R., & Dunlap, G. (1996).  Positive behavioral support: Including people with

difficult behavior in the community.  Baltimore, MD: Paul Brookes Publishing.

               

                Maurice,C., Green, G., & Luce, S. (editors) (1996).  Behavioral intervention for young children with

autism: A manual for parents and professionals.  Austin, TX: Pro-ED.

               

                McClannahan, L. & Krantz, P.  (1999). Activity schedules for children with autism: Teaching

independent behavior.  Bethesda, MD:  Woodbine House Publishers.

               

                McConnell, K., & Ryser, G. (2000).  Practical ideas that really work for students with autism

spectrum disorders.  Austin, TX: Pro-ED.

 

Mesibov, G., Adams, L., & Klinger, L. (1997).  Autism:  Understanding the disorder.  New York,

NY:  Plenum Press.

 

Murry-Slutsky, C. & Paris, B.  (2000).  Exploring the spectrum of pervasive and

developmental disorders: Intervention strategies.  San Antonio, TX: Therapy Skill

Builders.

               

            Myles, B. & Simpson, R. (2003).  Asperger syndrome: A guide for educators and parents.  (2nd

edition).  Austin, TX: Pro-ED.

               

Quill, K. (2000).  Do-watch-listen-say: Social and communication intervention for children with

autism.  Baltimore, MD: Paul Brookes Publishers.

 

                Sewell, K. (2000).  Breakthroughs:  How to reach students with autism.  Verona, WN:  Attainment

Publications.

 

Simpson, R., & Myles, B. (1998).  Educating children and youth with autism.  Austin, TX:  Pro-ED.

 

Scott, J, Clark, C., & Brady, M.  (2000).  Students with autism:  Characteristics and Instructional