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Edu539 syllabus2010


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Edu539 syllabus2010

  1. 1. NIAGARA UNIVERSITY DEPARTMENT OF EDUCATION SPRING 2010 A. Course Number and Title EDU 539: Educating Students with Exceptionalities Thursdays 12:40-3:00 Adjunct Professor, Shelley McLaughlin, M.Ed. Office Hours: Thursdays by appointment, B. Number of Credits Three (3) credit hours C. Course Description and Objectives This course will introduce theoretical issues, research, and clinical practice related to individuals with exceptionalities and promote child development and learning for ALL individuals with exceptionalities, including those at-risk. Readings, lectures and class activities will be oriented towards a practical applied understanding of individuals with exceptionalities. Through the activities of this course, you will: • Know the etiology, identifying characteristics, range and complexity of different exceptionalities, risk factors and their influences on development. • Identify and discuss the psychological, social, and educational characteristics, tests and related implications for each area. • Discuss the various laws that pertain to this area. • Understand how the interaction between biological and environmental factors influences children’s development and learning. • Recognize and respect individual differences in program planning and implementation and develop sensitivity to and meet the needs of children with different ability levels including those with exceptionalities and their families. • Apply the CEC Standards to each area of exceptionalities. • Make appropriate modifications for students with exceptionalities and incorporate the principles of the RTI model into the modifications. D. Course Requirements 1. READING OF TEXT: Kirk, Gallagher, Coleman and Anastasiow (2009), Educating Exceptional Children, 12th edition, Boston: Houghton Mifflin.Company. and CLASS PARICIPATION - class meetings will incorporate lecture, discussion, and activities based on assigned readings. Class participation will be evaluated for (1) evidence that you completed the readings for each class session, and (2) thoughtfulness of your contributions (e.g., Are you on topic? Are your insights thoughtful and reflective or peripheral and superficial? Do your contributions further discussion and insights by building on comments of others and making ties across content?) (3) completion of all outside of class assignments, and (4) the professionalism of your interactions with your colleagues. All students are expected to participate in class discussions. This will count as 50% of your grade.
  2. 2. 2. PORTFOLIO ASSIGNMENT COMPLETION (see rubric attached to this syllabus). We will work on this over the course of the semester. My hope is to engage you in a creative approach to authoring a document that reflects your learning and your needs specific to your discipline/subject area. Each week you can expect to add and revise what will be your final portfolio project. This must be a digital project and it must include APA references. This will count as 50% of your grade. Grading and Evaluation The College of Education requires that written assignments conform to the style used by the American Psychological Association 6th edition (APA style). All assignments that I request you to print must be submitted as typed, stapled hard copies, with double- spacing, twelve-point Times font, and one-inch margins. There are no time extensions for submitting drafts and/or the final copy of your Portfolio Module. In extreme circumstances, at the discretion of the instructor, if late assignments are accepted they will be downgraded in fairness to the other students. This is the grade scale for this section of EDU 539: % Grade % Grade 78-79 C+ 94-100 A 74-77 C 90-93 A- 70-73 C- 88-89 B+ 68-69 D+ 84-87 B 64-67 D 80-83 B- Below or at 63 F An A+ is earned by students who show exceptional participation, preparation and understanding of the material. This grade is given at the sole discretion of the instructor. Attendance Attendance is considered an indicator of professional commitment and responsibility. You are expected to attend all class meetings on time. You will be graded on your participation, commitment to learning and sharing with others, and performance on quizzes/reflections every week. If you miss class, you will be required to complete an alternate assignment on your own time. Only in extreme circumstances, at the discretion of the instructor, will late work be accepted. Plagiarism/Academic Honesty “The integrity of an academic community necessitates the full and correct citation of ideas, methodologies, and research findings to the appropriate source. This is necessary to protect the original work, whether it is found in reference material, other published matter, or unpublished communication from faculty, other scholars, and fellow students. In addition, each student can promote academic honesty by protecting his or her work from inappropriate use. Academic honesty is essential to ensure the validity of the grading system and to maintain a high standard Page 2 of 8 EDU 539/ Professor McLaughlin Fall 2010 Syllabus
  3. 3. of academic excellence.” Please refer to Niagara University Undergraduate Catalog for complete information regarding this policy. Student Disclosure: Candidates with disabilities who may need academic accommodations are encouraged to discuss options with their professors during the first two weeks of class to ensure that appropriate modifications are made. Please alert me as to the nature of the need and any accommodations required. Learning Center: The Learning Center is designed to offer you assistance and is available to all students. More information regarding support you may receive can be found in the Niagara University Undergraduate Catalogue. Page 3 of 8 EDU 539/ Professor McLaughlin Fall 2010 Syllabus
  4. 4. EDU 539 SCHEDULE There will be assigned reading from our text for each class meeting. By completing this reading you will be able to participate in class discussion and approach quizzes with confidence. SCHEDULE THR See Blackboard each week before Chapters in text that we will work with, review & class to view powerpoint & discuss during class. Come to class having read the participate in Discussion Board chapter and considered online materials that go with our text. Week One 1/21 Introduction Week Two 1/28 1: Educating the Exceptional Child 2: Exceptional Children and Social Institutions: Schools, Government, and The Courts Week Three 2/4 3: Early Intervention: Supports and Services Week Four 2/11 4: Children with Specific Learning Disabilities 9: Children with Gifts and Talents Week Five 2/18 WINTER BREAK Week Six 2/25 5: Children with Intellectual and Developmental Disabilities Week Seven 3/4 6: Children with Emotional and Behavioral Disorders Week Eight 3/11 Midterm – on Chapters 1-6 Week Nine 3/18 To be prepared for class: See Powerpoint 1. Bring your six word story 2. Watch Jane Elliot’s A class divided (4 parts, on YouTube) 3. Research you portfolio disability and come to class ready to share your progress toward answering the following questions: Week Ten 3/25 To be prepared for class: Scope and Sequence your dream class Make 5 accommodations IEPs - Go online and find IEP workshop (introduction) a copy of an IEP (blank) IEP meeting role play or perhaps specific to your Hat Day Revisited – Who’s Who in special ed school district. Copy it and we will dissect in class SCOPE and SEQUENCE: Go online and find a copy of an instructional standard that relates to your dream job (i.e. “I want to teach 9th grade Geometry and I have the NYS standards for the year, or a unit, or a week) Page 4 of 8 EDU 539/ Professor McLaughlin Fall 2010 Syllabus
  5. 5. Week Eleven 4/1 SPRING BREAK Week Twelve 4/8 NO CLASS – THIS IS SEE NEXT WEEK’s WORK YOUR DAY TO WORK AS YOU WOULD LIKE Week Thirteen 4/15 “Strategy Fair” THIS WILL LOOK AND FEEL LIKE A Prepare media and CONFERENCE POSTER SESSION. guiding questions for your DON’T KNOW WHAT THAT IS? Google and then strategy – Just like let’s talk Vermette’s Project OF AN EVIDENCE BASED STRATEGY THAT YOU FOUND INTERESTING, DOABLE, TOO COMPLEX YOU WOULD NEVER TRY IT Week Fourteen 4/22 Bring in your “exam” I WILL USE SPEED DATING AGAIN FOR THIS about your disability. EXAM. Share it with team and among you select one question per peson to add into the test bank Week Fifteen 4/29 5/6 Your Portfolio Handbook is Due, Your Grading Sheet is Due to me (yes, you make it – I will provide models to consider) * See next page for University Portfolio Handbook Requirements Page 5 of 8 EDU 539/ Professor McLaughlin Fall 2010 Syllabus
  6. 6. EDU 539 PORTFOLIO REQUIREMENTS AS DEFINED BY THE COLLEGE OF EDUCATION Exceptionality Research Handbook The Individuals with Disabilities Education Act (IDEA) and other federal and state legislation mandate that students with disabilities be educated in the least restrictive environment. As such, more and more learners with exceptional needs are now placed in the general education classroom with additional supports. General and special education teachers need to be aware of the characteristics of each disability category so that they can help secure the appropriate services and adjust their own practice to meet the needs of students with disabilities. This assignment is intended to develop research skills to learn about disability categories, patterns of development typical of these disabilities, and instructional strategies to enhance the learning of students with these educational disabilities. Each candidate will research and create a comprehensive handbook to address all disability categories (as outlined in our textbook) in an easy-to-read format. The handbook will be divided into 9 sections and each candidate will be responsible to research each disability category. Each one-page section must include the following headings and descriptions: definition, characteristics of the disability, accommodations and adaptations, working with families, instructional strategies and scholarly citation(s). The last section of the handbook will include a list of at least five professional and/or community groups/organizations that devote themselves to individuals with disabilities. The handbook should be adaptable to all grade levels, inexpensive and easy to create. The candidate can present his/her handbook in a variety of ways such as digital website, traditional paper hard copy, a power point presentation with voice over, a spiral bound pamphlet, etc. The information contained within the handbook should be entirely research based. The candidate will include specific information about each condition/disability:  a definition of the specific condition/disability  a list of characteristics of the particular condition/disability  a review of how students with the condition/disability commonly differ from typical human growth and development patterns  a summary of instructional strategies including accommodations, modifications, and assistive technologies that may assist a student with this condition/disability in making educational progress  a descriptor of a community, state, or national organization or agency that provides assistance to individuals with the particular condition/disability and their families * See next page for University Portfolio Handbook Rubric Page 6 of 8 EDU 539/ Professor McLaughlin Fall 2010 Syllabus
  7. 7. RUBRIC FOR EDU 539 Exceptionality Research Project Standard 2 - Knowledge of Human Development and Learning AND Standard 3 - Instructional Strategies for Diverse Learners The candidate understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Program Standards Unsatisfactory Satisfactory Exceptional Development: The major research project The major research project The major research project The candidate identifies provides little or no provides a brief description provides a comprehensive how typical children learn description of the of how typical children and detailed description of and develop and identifies development of typical develop and how a child typical development and how children with children, nor does it clearly with this exceptionality how the development of a exceptionalities differ in set out how a student with might differ. child with the their development and this exceptionality would exceptionality might differ. learning capabilities. differ. Learning: The candidate The major research project The major research project The major research project gives examples of does not provide examples identifies at least one identifies several instructional of accommodations and modification and one accommodations and accommodations and modifications. accommodation modifications to assist the modifications that are appropriate for the student with an necessary for student with The journal provides no exceptionality the exceptionality in the exceptionalities to make description of candidate chose to study. classroom educational progress. accommodations and modifications for students The journal provides a brief The journal provides a encountered in the field description of detailed description of experience. accommodations or accommodations and modifications for students modifications for students encountered in the field encountered in the field experience. experience. Assistive Technology The major research project The major research project The major research project Strategies: provides little or no provides brief identification provides a comprehensive Candidates design effective research information information on one and detailed description of learning environments (citations) concerning assistive technology device how assistive technologies supported by technology assistive technology that might pertain to the can enhance instruction for devices and how they can chosen exceptionality. a student with the be used to enhance particular exceptionality. instruction for a student with the chosen The journal provides a brief The journal provides a exceptionality. description of assistive detailed description of technologies used by assistive technologies used The journal provides no students in the field by students in the field description of assistive experience. experience. technologies used by students in the field experience. Page 7 of 8 EDU 539/ Professor McLaughlin Fall 2010 Syllabus
  8. 8. Standard 10 - Community Relationships The candidate fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being. Community Relationships: The major research project The major research project The major research project The candidate identifies does not provide a provides a brief description provides a detailed and uses community description of the services of the services offered by description of the services resources. offered by an agency or an agency or organization offered by an agency or organization that provides that provides support to organization that provides support to individuals with individuals with a particular support to individuals with a particular exceptionality exceptionality and/or their a particular exceptionality and/or their families. families. and/or their families. General Program Expectations Disposition The major research project The major research project The major research project The candidate provides no description of provides a description of provides a comprehensive demonstrates an federal or state laws federal and/or state laws and detailed description of understanding of, and related to special related to special federal and state laws compliance with, laws and education. education. related to special policies at the local (e.g., education. university, college, program, etc.), state and national level. Disposition The major research project The major research project The major research project The candidate and journal do not and journal demonstrate and journal demonstrate demonstrates compassion demonstrate that the that the candidate focuses that the candidate focuses for those experiencing candidate focuses on the on the abilities rather than on the abilities rather than difficulty abilities rather than the disabilities of an the disabilities of an disabilities of an exceptional learner with exceptional learner with exceptional learner with the particular condition. the particular condition and the particular condition. can serve as an advocate for individuals with disabilities in a variety of settings. Writing Conventions The major research project The major research project The major research project The major research project and journal do not follow and journal generally and journal demonstrate and journal follows standard writing follow standard writing outstanding execution of standard writing conventions; do not use conventions, uses standard writing conventions using appropriate grammar, appropriate grammar, conventions using appropriate grammar, spelling, syntax, and voice. spelling syntax and voice. A appropriate grammar, spelling, syntax and voice. Information is not limited number of spelling, syntax and voice. APA style in citation and referenced appropriately. references and citations Multiple references are referencing is accurately are correctly written and appropriately written and used when appropriate. included when appropriate. are included throughout the report. Page 8 of 8 EDU 539/ Professor McLaughlin Fall 2010 Syllabus