Education of the Exceptional Child
EDU 261-B
Fall 2013
Instructor:
Phone:
E-Mail:
Office Hours:
Location:
Pre-requisites:
Time:
Dr. Robert Pickett
Office: 262.650.4970 Cell: 608.921.1402
[email protected]
Barstow 101A; M: 4:00-6:00; T/R: 9:00-10:00
W: 10:00-12:00; or by appointment
Barstow Building, Room 109
EDU 203
M 6:00-9:35 PM
Course Purpose:
This course is designed to promote and deepen prospective teachers’ understanding
of the needs of students with exceptional needs, with particular emphasis on those
with disabilities, and the multiple ways they can effectively support their
development. This course will enable students to integrate the Carroll Education
Department’s guiding principles (Cultural Sensitivity and Reflection) and Wisconsin
Model Standards (Standards 3 and 10) into their future practices as educators.
Student Learning Outcomes:
Through a range of instructional strategies that may include multiple reading
assignments, individual and small group projects/research, written assignments,
classroom presentations, whole-group discussions, K-12 classroom observations, and
interviews with practitioners, students will:
1. Develop an understanding of the state and federal legislation and relevant
judicial rulings that impact on the delivery of services to students with
exceptional educational needs.
2. Demonstrate an understanding of the
a. range of disabilities and how they are manifested in the classroom
b. process by which a student is identified as having a disability
c. roles and responsibilities of the general education teacher throughout
the process
d. multiple ways that services are delivered to students with special needs
e. range of assessment strategies to monitor the progress of students with
disabilities
3. Develop a comprehensive understanding of the challenges and opportunities
they will encounter in educating students with special needs in the general
classroom.
4. Identify and articulate various curricular and classroom modifications for
educating students with special needs.
5. Develop insight into the dynamics of families of children with disabilities and
articulate the skills essential to create a collaborative relationship.
Text: Smith, T., Polloway, E., Patton, J., Dowdy, C., (2012), Teaching Students with
Special Needs in Inclusive Settings (6th ed.) Pearson Education, Inc., Boston.
Course Components:
1. Class Attendance and Participation (10%)
This course offers multiple opportunities for growth and learning, including
deep and extensive discussions, small group activities, and individual and group
presentations. You are expected to be punctual, prepared, and engaged in the
learning process. Students who miss class are subject to grade reduction.
2. Formative Chapter Reviews (10%)
Students will complete chapter reviews for each assigned chapter from the
text. Late reviews must be submitted within two days.
3. Summative Exams (15%)
Two summative exams will be given based on information from the text as well
as classroom presentations. Students are expected to give advance notice of
missing an exam and make arrangements with the instructor for completion.
4. Analytical Papers (20%)
Students will write lucid and insightful responses to questions posed on issues
related to educating students with disabilities. Late papers will be assessed a
penalty of one point unless prior arrangements are made with the instructor.
5. Field Work Experience (30%)
Classroom observation/participation: Each student will spend one full day
observing and interacting with students with special needs. A written summary
of the experience will be submitted following a presentation of the findings to
the class.
Special Education Systems Analysis: Through interviews and conversations with
a range of school personnel (special and regular education teachers, principals,
psychologists, etc.), students will learn about the multiple systems and
challenges embedded within schools related to how students with disabilities
are identified and supported. Students will prepare a written summary of their
experience and present their findings to the class.
6. Final Assessment (15%)
Each student will schedule a thirty minute interview with the instructor to
respond to questions related to the content of the course.
Summary:
•
•
•
•
•
•
Attendance/participation
Formative chapter reviews
Summative exams
Analytical papers
Field work experience
Final assessment
Total:
= 10
= 10
= 15
= 20
= 30
= 15
=100%
Evaluation
GRADING SCALE
95% 90% 85% 80% -
100%
94%
89%
84%
A
AB
B
BC
75% - 79%
C
70% - 74%
D
69 or below F
Additional Resources:
McGrath, C. (2007). The Inclusion-Classroom Problem Solver. Heinemann,
Portsmouth, NH.
Please Note:
•
The Carroll University Academic Integrity Policy is located in your student
handbook (http://www.carrollu.edu/campuslife/pdfs/handbook.pdf). I
encourage you to familiarize yourself with it. If a student violates this policy
in any way, I reserve the right to impose a sanction of failure on the
assignment/assessment or failure in the course. If you have questions about
appropriate citations, please ask.
•
Carroll University and I reserve the right to modify amend, or change the
syllabus (schedule, course requirements, grading policy, etc.) as the
curriculum and/or program require(s).
•
Special Accommodations: Students with documented disabilities who may
need accommodations, or any student considering obtaining documentation
should make an appointment with Ms. Martha Bledsoe, Director of Services for
Students with Disabilities, no later than the first week of class. She can be
reached by calling 262-524-7335 or contacting her via email at
[email protected].
•
Academic Integrity: Two of the most important qualities any professional
must possess are honesty and integrity. The Carroll University Academic
Integrity Policy is located in the student handbook. If a student violates this
policy the instructor reserves the right to impose a sanction of failure on the
assignment/assessment or failure in the course. If you have questions about
appropriate citation, please ask.
Course Schedule: EDU261 B
Sep 9
Overview, community building,
Sep 16
Chapter 1: Inclusive Education: an Introduction; Formative
Sep 23
Chapter 2: Professional/Home-School Collaboration; Formative
Sep 30
Home-School Collaboration
Oct 7
First Paper due; Chapter 3: Identifying/Programming; Formative
Oct 14
Chapter 4: Differentiation; Formative
Oct 28
First Summative; Chapter 5: Learning Disabilities; Formative
Nov 4
Chapter 6: Emotional/Behavioral Disorders; Formative
Nov 11
Chapter 8: Attention Disorders; Formative
Nov 18
Chapter 9: Autism Spectrum Disorder; Formative
Nov 25
Chapter 12: Speech/Language; Formative
Dec 2
Second Paper due; Chapter 13: Gifts/Talents or Chapter 14: At Risk
Dec 9
Second Summative; Summary/Reflection/Prep for Final
Dec 12
Final
Carroll University Education Program
Philosophy: Carroll University endeavors to develop skilled professional educators who
integrate complex roles and dispositions in the service of diverse communities of learners.
Our program fosters in candidates a commitment to the premise that all children and
adolescents can learn, and we further encourage our students to commit themselves to
supporting that learning. Using developmentally appropriate and educationally effective
approaches and guided by state and national standards, our students create environments
that prepare learners to contribute to a democratic society in an increasingly interdependent
and global world.
Constructivism: Constructivism involves helping learners to question, interpret,
and analyze information. It includes using information to strengthen learner
understanding of concepts and ideas. It encourages the development of higher
order thinking skills including creativity, critical thinking, and problem solving. It
emphasizes the active role of learners as they build understanding and construct
new knowledge from learning experiences.
Cultural Sensitivity: Cultural Sensitivity affirms that knowledge construction is
filtered through a learner's culture, a fact that cannot be disregarded by an
effective teacher. Culture is broadly defined to include social class, gender,
ethnicity, race, religion, family background, age, language, values, experiences,
and rituals that affect the prior and ongoing experiences of learners. Cultural
sensitivity stresses the importance of understanding how learner differences in
social and cultural background influence teaching experiences and practices.
Curricular Integration: Curricular Integration is a way to organize instruction that
respects the natural, interdisciplinary learning processes of learners. Integrative
teachers know that learning and experience are interrelated, and that learners do
not confine their learning to one subject at a time.
Multiculturalism: Multiculturalism views learning and schooling as preparation for
life in a pluralistic society. It explores and celebrates a variety of cultural
perspectives. Multicultural curricula and classroom environments reflect life
experiences, understandings, and backgrounds from a variety of cultures. It
supports the idea that classroom experiences for all learners should include
different racial, cultural, disability, socioeconomic, and gender groups.
Critical Reflection: Critical Reflection involves analysis and critical review of the
learning process and of the personal experiences of both teachers and learners.
Critical reflection informs and supports teaching and learning processes. It also
involves having an understanding of how to effect change by identifying problems,
framing solutions, and analyzing both their real and potential effects. In both
learners and teachers, reflective narratives are used to demonstrate prior
knowledge and experience, personal growth, and development of values.
The Carroll University Compact
Carroll University is a community for learning. As individuals, we come to the campus from
different homes and cultures. We bring with us our distinctive perspectives, traditions and
experiences. Here we become participants in a community dedicated to the pursuit of
academic excellence, personal fulfillment and spiritual meaning. Choosing to join such a
community obligates each member to consider thoughtfully the values espoused by the larger
group. We therefore invite you to contemplate these ideals and strive toward their
realization. We ask that you enter into a voluntary compact with the other members of the
community that is Carroll University to live and work according to these values.
I will value the human diversity and dignity of all people and will respect their ideas,
opinions and traditions. This ideal requires openness of mind, a willingness to affirm the
differences that exist among us, and a desire to develop shared understanding. Dedication to
this ideal is inconsistent with behaviors that compromise or demean individuals and groups.
I will practice personal academic integrity. This ideal requires a commitment to honesty, a
regard for the rights and feelings of others, and the courage to speak one’s convictions. It
obligates each member of the community to support creation of a positive learning and living
environment and is inconsistent with cheating in classes, games or sports; lying, excuse
making or plagiarizing; and infidelity, coercion or disloyalty in personal relationships.
I will care for the physical environment of the campus and its neighborhood setting. This
ideal requires stewardship of the resources allocated to us and a commitment to upholding
the natural ecology of the campus and the larger community of Waukesha. Devotion to this
ideal is inconsistent with all forms of theft, vandalism and misappropriation; wastefulness or
destruction; and violation of the rights of others to live, learn and work in a clean and healthy
environment.
I will support and enhance the development of others. This ideal requires a commitment to
creation of an empowering learning and working environment, where collaboration, trust and
cooperation are favored over suspicion and excessive competition. Dedication to this ideal is
inconsistent with blaming or inhibiting the growth of others.
I will encourage creativity, artistic expression and excellence in all areas of our lives.
This ideal requires the understanding that beauty and boldness are inherent to the
human spirit. A commitment to this ideal is inconsistent with devaluing the work,
performance or expressions of another person.
I will seek to understand my purpose in the world. This ideal requires the development of a
global vision, an understanding that one is a citizen of the international community.
Dedication to this idea is inconsistent with parochialism, bigotry and selfish use or allocation
of shared resources.
This ideal requires the willingness to explore one’s inner life through reflection, study and
inquiry.
I will dedicate myself to exploration of personal values and the spiritual quest for
meaning.
How will I support students with special needs in my
classroom?
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Rubric: Classroom Presentation
Student: ___________________________________________ Date: __________
Knowledge of Subject Matter: 6 points
The student…
• demonstrates a comprehensive understanding of the subject matter
• ensures that the audience understands the main purpose, ideas and concepts
involved as well as critical details
• shows relevance to the course and possible applications for future teachers.
• answers all questions with explanations and elaborations.
Minimal: 1
Basic: 2-3
Proficient: 4-5
Advanced: 6
Comments:
Organization, Structure and Flow: 6 points
The student…
• presents information in a logical manner, with a strong introduction to the
topic
• effectively transitions between the different elements
• closes the presentation with a summary of the topic, key elements and
applicability to the audience
Minimal: 1
Basic: 2-3
Proficient: 4-5
Advanced: 6
Comments:
Style: 4 points
The student…
• maintains effective eye contact with the audience
• uses a clear and strong voice
• uses effective body language to connect with the audience
Minimal: 1
Comments:
Basic: 2
Proficient: 3
Advanced: 4
Total Points: _____/16
Rubric: Analytical/Reflective Paper #1
Student: _____________________________________________ Date: ________
The purpose of crafting an analytical/reflective paper is to articulate the key elements or
concepts that have deepened your understanding or developed your skills. This promotes
your ability to apply your knowledge when you become a teacher.
Content: 6 points
The paper addresses the topic or question and provides sufficient evidence to support the
argument. Main points are clear and relevant.
Minimal: 1
Basic: 2-3
Proficient: 4-5
Advanced: 6
Structure: 6 points
The introductory paragraph sets the stage for what the reader can expect. The body of the
paper articulates points clearly and supports them through strong examples. Each paragraph
develops one main idea. Thoughts and ideas flow logically from beginning to end.
Minimal: 1
Basic: 2-3
Proficient: 4-5
Advanced: 6
Style: 4 points
• Is concise and precise
• Is free of misspellings
• Is free of grammatical mistakes
• Uses complete sentences
• Uses correct punctuation
• Includes subject/verb agreement
• Uses pronouns correctly
• Is free of jargon and clichés
Minimal: 1
Basic: 2
Proficient: 3
Advanced: 4
Total____/16
Re-write___/16
Rubric: Analytical/Reflective Paper #2
Student: _____________________________________________ Date: ________
The purpose of crafting an analytical/reflective paper is to articulate the key elements or
concepts that have deepened your understanding or developed your skills. This promotes
your ability to apply your knowledge when you become a teacher.
Content: 6 points
The paper addresses the topic or question and provides sufficient evidence to support the
argument. Main points are clear and relevant.
Minimal: 1
Basic: 2-3
Proficient: 4-5
Advanced: 6
Structure: 6 points
The introductory paragraph sets the stage for what the reader can expect. The body of the
paper articulates points clearly and supports them through strong examples. Each paragraph
develops one main idea. Thoughts and ideas flow logically from beginning to end.
Minimal: 1
Basic: 2-3
Proficient: 4-5
Advanced: 6
Style: 4 points
• Is concise and precise
• Is free of misspellings
• Is free of grammatical mistakes
• Uses complete sentences
• Uses correct punctuation
• Includes subject/verb agreement
• Uses pronouns correctly
• Is free of jargon and clichés
Minimal: 1
Basic: 2
Proficient: 3
Advanced: 4
Total____/16
Re-write___/16