Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 1
New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Programs in Special Education
Professor:
Lisa Fleisher, PhD.
Office:
618 East.Building (239 Greene Street)
Phone:
212-998-5390.
Email:
[email protected]
Office Hours: Wednesdays 2pm-4pm by appointment, others by appointment
Fall 2014
Classroom: 406 Silver Building
SPCED-GE 2161: Education of Students with Disabilities in Childhood Settings (3 CREDITS)
Course Description:
Strategies for general and special education teachers to meet the cognitive, emotional, social and behavioral
needs of the children with disabilities in elementary level general education settings. Methods for
collaboration among teachers, parents and other professionals, including participation in IEP
development. Curriculum development, instructional planning, and identifying strengths and
differentiating instruction.
Course Overview and Learner Objectives:
This course is designed for students pursuing certification in Childhood Education, and those
pursuing certification in Special Education at the childhood level.
• prerequisite or co-requisite: SPCED-GE 2124 Students with Disabilities in schools and society
(or another Foundation of Special Education or Intro to Special Education course)
• concurrent field placement in a school classroom serving elementary level students (that
including students with IEPs).
* Please contact me immediately if you do not meet either of the above requirements...
In your curriculum courses, you are learning about theory and methods in curriculum, in mathematics,
literacy and science, and have read/are reading about a host of different models associated with
children's learning and development.
For those of you in the Foundations of Special Education course, you have learned (are learning) about
values and ideals regarding access to education and quality of life for students with disabilities,
and current models of service delivery in schools and communities (and related legislation and
litigation that have shaped these models). Included were chapters on each characteristic
associated with each of the 13 categories of disabilities...
In this course, we will be looking at the literature on effective teaching and models of instruction,
particularly as they relate to children experiencing learning and behavior challenges. We will learn how to
evaluate the demands of the learning tasks and the environment; we will look more closely at the
characteristics of the learners, and explore how to match curriculum-based assessment and instructional
methodologies accordingly.
Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 2
If one envisioned a three tiered RTI model, this course focuses on instructional models as may be
utilized in the bottom and middle tier—that is the design of effective, empirically validated
instruction (and concomitant assessment) procedures for use in the general education classroom
(Tier I), and interventions for those students, who, despite sound, class room instruction and
intervention, are still experiencing significant learning and behavior challenges. Thus, the primary
focus of this course will be the informal (classroom-based) assessment and intervention strategies
that will focus on the individual needs of these students and their applications to individual and
group instruction. Not surprisingly, you may find that many of these methodologies will have application
to the effective instruction of all students…
Next semester, students pursuing certification in Special Education at the Childhood level will continue into the
course SPCED-GE 2133: Assessment and Instructional Design for Students with Mild/Moderate Disabilities, where
we will examine in greater depth what might be considered tier III interventions-- focusing on the individual
strengths and needs of students who continue to have significant learning challenges despite quality Tier I and II
intervention.
Required Readings:
Mastropieri, M., and Scruggs, T.(2014) - Inclusive-Classroom: Strategies for Effective
Differentiated Instruction - (5th Edition). The-LooseLeaf-Version-with-VideoEnhanced-Pearson-eTextAccess-Card-Package.
Boyle, J. and Scanlon, D. (2010) Methods and Strategies for Teaching Students with Mild
Disabilities: A Case-Based Approach. Belmont, CA: Wadsworth, Cengage Learning.
Purchase the eChapter 3: Learning Theories: Past and Present ($6.49)
ISBN10: 1-111-14388-9
(purchase chapter at: http://www.cengagebrain.com/shop/isbn/9780618396894
You will also get Chapter 1 and table of contents for free: You can highlight, take notes, search,
print, online/offline & mobile access.
Additional Required Readings will be posted on CLASSES , or accessible on the internet.
Course Requirements:
TOPIC
Sept 3
Sept 10
What is appropriate
education? What are the
biggest challenges to
appropriate education for
students with disabilities?
Have these readings completed by class time:
Subject to change, based on the characteristics and needs of
class participants. ... check each weekly assignment, posted on
CLASSES for most up-to date weekly reading assignments
• M&S CH 1: Intro to Inclusive Teaching
• M&S CH 2: Collaboration: Partnerships and Procedures
• The [NY] Parent's Guide to Special Education (on classes)
http://schools.nyc.gov/NR/rdonlyres/DBD4EB3A-6D3B-496D8CB2C742F9B9AB5C/0/Parent_Guide_for_Students_with_Disabilites
_Updated_Web.pdf
• 3 minute overview video: What are common core?
http://www.youtube.com/watch?v=g5ktLyHDjL4&list=UUm4TsS6zK1twb4V87AM39Q
• Common Core: Application to Students with Disabilities
http://www.corestandards.org/assets/application-to-students-withdisabilities.pdf
Assign
DUE
#1
Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 3
Sept 17
Learning and performance
as an interaction of:
Learner X History X
Environment (including
TASK demands)
• Who are the learners?
• Characteristics of
children experiencing
learning and behavior
challenges
• Child characteristics x
Environmental variables
x Task demands
Sept 24
Class
cancelled
Hashanah)
Oct 1
Learning Theories &
Models of Teaching and
Learning;
• Behavioral Theory
• Cognitive Behavior
Modification
• CognitiveTheories
• Constructivist Theory
Oct 8
Oct 15
Oct 22
(Rosh
• Dimensions of
empirically validated
classroom interventions
for all children…
• Dimensions of Effective
Instruction
• Universal Design
*M&S CH 3: Teaching Students with Higher-Incidence
Disabilities
M&S CH 4: Teaching Students with Lower-Incidence
Disabilities (read throughout the semester)
M&S CH 5: Teaching Students with Other Special Learning
Needs (read throughout the semester)
#2
•
READ one-page: What are learning Disabilities?
http://www.ncld.org/types-learning-disabilities/what-is-ld/whatare-learning-disabilities (also posted on CLASSES)
• Watch "FAT city: How Difficult Can this be?"
https://www.youtube.com/watch?v=fFmOvUhDiQ&list=PL7XpUHVR9E3wPCQRMqjtvJQ0_GogLw
2TS
o Watch Chapter 1: Introduction (3 miniutes:37)
o Chapter 2: Chapter 2: Experiencing Frustration, Anxiety, and
Tension (4:48)
o Chapter 3: Processing (5:15)
o Chapter 7: Effect of Perception On Behavior (4:21)
(Of course, You can watch the entire FAT city video, if interested!)
• READ one-page: What is Executive function?
http://www.ncld.org/types-learning-disabilities/executivefunction-disorders/what-is-executive-function , which includes
"what is working memory"?
•
Watch the 5 minute introductory video on "what is executive
function" (Sheldon Horowitz at the NCLD)
• Intensive Interventions for Students struggling in reading and
mathematics (preface through page 16): (on CLASSES)
http://www.centeroninstruction.org/intensive-interventions-forstudents-struggling-in-reading-and-mathematics
• Boyle & Scanlon Ch 3: Learning Theories: Past and Present
• Rosenshine, B. (2008). Five meanings of direct instruction. Center
on Innovation & Improvement. Retrieved from
http://www.centerii.org;
• DIRECT INSTRUCTION SUMMARY (copied from the National
Institute for Direct Instruction website:
http://www.nifdi.org/about-di) (on CLASSES)
• Constructivism as a Paradigm for Teaching and Learning (on
CLASSES)
http://www.thirteen.org/edonline/concept2class/constructivism/in
dex.html
• M&S CH 6: Effective Differentiated Instruction for All
Students
• Instructional Hierarchy: Matching Interventions to Student
Learning Stage (Haring, et al., 1978 (one page) ON CLASSES
http://www.interventioncentral.org/academic-interventions/generalacademic/instructional-hierarchy-linking-stages-learning-effective-in
• PP: webinar for UDL
• Archer chapter 1: Exploring the Foundations of Explicit
Instruction http://explicitinstruction.org/
• watch Archer video on explicit teaching
http://explicitinstruction.org/?page_id=92
#3
#4
#5
#6
Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 4
Oct 29
Nov 5
Nov 12
• Cognitive Strategy
Instruction & models of
effective teaching to
Writing Self-regulated
Strategy Development
• :(SRSD)
• RTI
• http://kc.vanderbilt.edu/projectwrite/
• see CLASSES for additional required sites
• Cognitive Strategy Instruction: What is self-regulation?
http://cehs.unl.edu/csi/self.shtml
• M&S CH 10: Motivation and Affect
• M&S CH 11: Improving Attention and Memory
#7
Proj#1
DUE
• M&S CH 7: RTI
#8
•
Nov 19
• Writing behavioral
(learning) objectives
• Matching instruction to
child needs and
strengths
• IEP development
• Task Analysis
Nov 26 *
• Data collection for
instructional planning
and monitoring
Review/recap
Dec 3
Last class
Dec 10
Dec 17
What is the IS the Achievement Discrepancy Model? (a ONE
page explanation!) ON CLASSES
• Fuchs & Fuchs (2006).Identifying Learning Disabilities with RTI
. The International Dyslexia Association, pp 39-43. ON CLASSES
• Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A
Next-Generation Approach to Multilevel Prevention. Exceptional
Children, 78(3), 263-279. (It is posted on CLASSES, under
RESOURCES/RTI)
• IEP Goal Development Using RTI Information:
http://buildingrti.utexas.org/RTI/iep-goal-development/
see CLASSES for uploaded IEP collaboration logs to accompany
IEP Goal Development...
• see CLASSES for other assigned readings. as described in
assign #9.
• Vaughn et al (2012) Intensive Interventions for Students
struggling in reading and mathematics (on CLASSES )
page 17-end
• Review module 2 , 3 &4 on the online course that accompanies
Vaughn (2012)
copies of the slides are posted on CLASSES
• M&S chapter 12: ASSESSMENT
• Work through the IRIS module (Vanderbilt Univ) : Classroom
Assessment (Part 1): An Introduction to Monitoring Academic
Achievement in the Classroom
http://iris.peabody.vanderbilt.edu/module/gpm/challenge/#content
• IEP Goal Development Using RTI Information:
http://buildingrti.utexas.org/RTI/iep-goal-development/
see CLASSES for uploaded IEP collaboration logs to accompany
IEP Goal Development...
SEE THE POWERPOINT : ABCs of CBMs hosp hosp & howell -116-13.ppt (POSTED ON CLASESS)
12/3: Take-home final will be distributed...
NO CLASS (NYU follows Mon schedule)
Special group and individual office hours will be arranged, as needed
Take Home FINAL Exam . To be distribute on Dec 3.
DUE Dec 17 @ 4pm on CLASSES
#9
#10
Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 5
Attendance Policy:
Class attendance and participation is expected. Class meets only once per week. More than one absence may
result in a lowering of your grade. Appointments with advisors, doctors, and other personal needs should be
arranged during non-class time.
Grading Policy:
Project #1 :
Due Nov 5
Final Exam
Due Dec 17th
DETAILED INSTRUCTIONS WILL BE POSTED ON CLASSES.
You will be applying your knowledge of models of effective teaching to an analysis of
instruction for students with disabilities. Observations of instruction in a grade
1-5 classroom that includes students with IEPs will be required.
This will be a cumulative take-home exam.
The exam will focus largely on application of the skills and readings addressed
throughout the semester.
30%
50%
The questions will be distributed on Dec 3. All responses will be due no later than
Dec 17th @4pm, submitted on CLASSES.
Explicit directions will be included when the exam is distributed.
Class
Participation
20%
participation in whole
class and small group
discussions
Class participation that reflects thoughtful responses, supported by up-to-date assigned
readings (text and those assigned on CLASSES) is a critical part of the course.
There will be small group discussions and whole class discussions, providing a
comfortable environment for everyone to participate.
completion of readings
(text and those posted
weekly on CLASSES)&
weekly written
assignments.
Most weeks will also have an assignment posted on CLASSES, with associated readings.
Although these assignments will not be graded, you will be expected to bring them to
class, completed (or respond, as directed on CLASSES, before 4:00pm on the day of
class,) . Be prepared to share your work with small groups or in whole class
discussions/demonstrationsThese activities will provide you with the opportunity to
reflect and get feedback on these weekly assignments. Your ability to participate in
discussions and activities associated with these assignments is critical to your class
participation grade.
• All students are expected to behave in a manner that is respectful, and does not
distract me and your fellow students in the class.
• Distractions include reading a newspaper during class or using your cell phone (text,
talk or email!). Please remember to shut off your phone ringer before coming to
class. Texting, reading and responding to emails are NOT acceptable in class. Please
keep your phones away during class.
• You may use laptop computers to take notes in class, or to be accessing the materials
relevant to our discussions. However, using them to write emails, surf the web, or
play solitaire or free-cell, is distracting and disrespectful to other students and me –
don’t consider it, or you will not be permitted to use your laptop in class.
Classroom
ettiquette
Check CLASSES each week for the [updated] readings and assignments due for the following session.
I will also alert you when there is a powerpoint available that you may want to download (as a handout) prior
to class.
Please send ALL emails about this course through CLASSES.
Please give your e-mail a descriptive SUBJECT line (and please DO NOT just respond to one of my old emails,
unless you are specifically responding to the content of a specific email to me)
in the subject line please state:
YOUR NAME]-[subject of e-mail] for example: JONES--Q about assignment #4
Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 6
Students with Disabilities:
Students with physical or learning disabilities are required to register with the Moses Center for
Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to
present a letter from the Center to the instructor at the start of the semester in order to be
considered for appropriate accommodation.
Academic Integrity:
The following has been retrieved from NYU Steinhardt’s Policies and Procedures (available
from http://steinhardt.nyu.edu/policies/academic_integrity):
The relationship between students and faculty is the keystone of the educational experience in
The Steinhardt School of Culture, Education, and Human Development at New York University.
This relationship takes an honor code for granted. Mutual trust, respect and responsibility are
foundational requirements. Thus, how you learn is as important as what you learn. A university
education aims not only to produce high quality scholars, but to also cultivate honorable
citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral
presentations to writing term papers. It requires that you recognize and acknowledge
information derived from others, and take credit only for ideas and work that are yours.
You violate the principle of academic integrity when you:
•
•
•
•
Cheat on an exam;
Submit the same work for two different courses without prior permission from your
professors;
Receive help on a take-home examination that calls for independent work;
Plagiarize.
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended
or not, is academic fraud. In a community of scholars, whose members are teaching, learning
and discovering knowledge, plagiarism cannot be tolerated.
Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation,
a musical score and/or other materials, which are not your original work. You plagiarize when,
without proper attribution, you do any of the following:
•
•
•
•
•
•
Copy verbatim from a book, an article or other media;
Download documents from the Internet;
Purchase documents;
Report from other's oral work;
Paraphrase or restate someone else's facts, analysis and/or conclusions;
Copy directly from a classmate or allow a classmate to copy from you.
Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 7
Your professors are responsible for helping you to understand other people's ideas, to use
resources and conscientiously acknowledge them, and to develop and clarify your own thinking.
You should know what constitutes good and honest scholarship, style guide preferences, and
formats for assignments for each of your courses. Consult your professors for help with
problems related to fulfilling course assignments, including questions related to attribution of
sources.
Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and
exchange ideas and opinions with others, including your classmates and professors. You will be
expected, and often required, to build your own work on that of other people. In so doing, you
are expected to credit those sources that have contributed to the development of your ideas.
Avoiding Academic Dishonesty
•
•
•
•
•
Organize your time appropriately to avoid undue pressure, and acquire good study
habits, including note taking.
Learn proper forms of citation. Always check with your professors of record for their
preferred style guides. Directly copied material must always be in quotes; paraphrased
material must be acknowledged; even ideas and organization derived from your own
previous work or another's work need to be acknowledged.
Always proofread your finished work to be sure that quotation marks, footnotes and
other references were not inadvertently omitted. Know the source of each citation.
Do not submit the same work for more than one class without first obtaining the
permission of both professors even if you believe that work you have already completed
satisfies the requirements of another assignment.
Save your notes and drafts of your papers as evidence of your original work.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty,
appropriate disciplinary action may be taken following the department procedure or through
referral to the Committee on Student Discipline.
Departmental Procedure
•
•
The Professor will meet with the student to discuss, and present evidence for the
particular violation, giving the student opportunity to refute or deny the charge(s).
If the Professor confirms the violation(s), he/she, in consultation with the Program
Director and Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director and Department
Chair, and inform the student in writing, instructing the student to schedule an appointment with
the Associate Dean for Student Affairs, as a final step. Copies of the letter will be sent to the
Department Chair for his/her confidential student file and the Associate Dean for Student Affairs.
The student has the right to appeal the action taken in accordance with the School's Student
Fleisher SPCED-GE 2161 Fall 2014 distributed 9/3/2014 page 8
Complaint Procedure as outlined in The Steinhardt School of Culture, Education, and Human
Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual
circumstances, faculty may choose to refer the issue to the Committee on Student Discipline for
resolution, which they may do through the Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York
University Policy on Student Conduct, published in the NYU Student Guide.