Syllabus
CPSE 440: Curriculum and Instruction for
Secondary Students with Disabilities
Brigham Young University
Department of Counseling and Special Education
Winter Semester 2006
Credit Hours: 2
Location and Time: MCKB 166 on Mondays from 4-5:50
Instructor: Dr. Darlene Anderson
237-D MCKB
Office Hours: Monday 2:30-3:30 pm, Wednesday 11 am-1 pm and by appointment
Contact Information: Office: 237D MCKB Phone: 422-7603, Cell: (801) 205-1286
TA: Alla Slinkova
Office Hours: 3-4 pm Mondays, in 180 MCKB
Required Text: Sabornie, E. J., & deBettencourt, L. U. (2004). Teaching Students with Mild Disabilities at the Secondary Level
(2nd ed.). Columbus, OH: Pearson
Supplemental Reading Materials: in CPSE 440/446R course packet at bookstore
Obiakor, F. E., & Wilder, L. K. (2004). Issues, practices, and solutions in
transitioning ethnically diverse learners with emotional/behavioral disability. In D. Cheney (Ed.), Transition of students with emotional or behavioral disability from school to community: Current approaches for positive outcomes. (pp.15-39). Arlington, VA: Council for Children with Behavioral Disorders, Council for Exceptional Children.
Course Description:
Curriculum and instruction for secondary special needs students including
adaptations, accommodations, and transition-related planning and instruction.
Prerequisites: None
Course Objectives:
Objectives are based on NCATE/CEC International Standards. These align with The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards . The following INTASC standards will be addressed in this course:
Standard 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Standard 6: The teacher uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Standard 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Standard 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Course Objectives:
Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards
Core Course Outcomes / Conceptual Framework Aims / INTASC Evaluation Standards / AssessmentCF 1: Embrace and Apply the Moral Dimensions of Teaching
· Practicing nurturing pedagogy
· Providing access to knowledge
· Enculturating for democracy
· Ensuring responsible stewardship of the schools
CF2: Demonstrate Academic Excellence
CF3: Model Collaboration
CF4: Act with Social Competence / S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
Knowledge-Based Objectives
Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice of transition/secondary special education. / CF1, CF4 / S1: Subject Matter
S10: Collaboration, Ethics, & Relationships / Final, Chapter Quizzes
Continuum of placement and services available for individuals with disabilities at the secondary level. / CF1, CF3, CF4 / S1: Subject Matter
S10: Collaboration, Ethics, & Relationships / Final, Chapter Quizzes, IEP paperwork
Psychological and social-emotional characteristics of individuals with disabilities as adolescents and young adults. / CF1, CF4 / S3: Diverse Learners / Final, Chapter Quizzes
Specialized materials and instructional approaches for individuals with disabilities at the secondary level. / CF1, CF2 / S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments / Final, Chapter Quizzes, Lesson plan, group reports/presentations
Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities at this level. / CF1, CF3, CF4 / S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments / Final, Chapter Quizzes
Strategies for integrating student initiated learning experiences into ongoing instruction. / CF1, CF3, CF4 / S2: Student Learning / Lesson Plans
Methods for guiding individuals in identifying and organizing critical vocational content. / CF1, CF4 / S2: Student Learning / Final, Chapter Quizzes, IEP paperwork
Assessing for transition planning. / CF2 / S8: Assessment / Administration of Assessment
Multicultural competence in transition planning processes / CF1, CF4 / S3: Diverse Learners / Chapter Quizzes
Skill-Based Objectives
Use research-supported methods for academic instruction of secondary age individuals with disabilities. / CF1, CF2, CF4 / S1: Subject Matter
S2: Student Learning
S7: Planning Instruction / Final, Chapter Quizzes, Lesson plan, group reports/presentations
Use research-supported methods for non-academic instruction of secondary age individuals with disabilities. / CF1, CF2, CF4 / S1: Subject Matter
S2: Student Learning
S7: Planning Instruction / Final, Chapter Quizzes, Lesson plan, group reports/presentations
Use appropriate adaptations and technology for all individuals with disabilities / CF1, CF2 / S6: Communication / Final, Chapter Quizzes
Use resources and techniques for transitioning individuals with disabilities into and out of school and post-school environments. / CF3 / S1: Subject Matter
S2: Student Learning
S7: Planning Instruction / Final, Chapter Quizzes, Lesson plan, group reports/presentations
Disposition
Demonstrate professionalism / CF4 / S9, S10 / Professionalism Evaluation
Course Expectations:
1. Students will adhere to the BYU Honor Code.
2. Students will attend every class and participate in discussions, activities, research, and group work.
3. Late arrivals or early dismissals are inappropriate. Five participation points will be deducted for each class missed, and three points for each tardy and for each early departure. The instructor or TA must be informed of absences or tardies BEFORE class in order for them to be excused.
4. Students will complete all assignments on time. Written reports are expected to be typed, proof-read, spell-checked and written in American Psychological Association (APA) style. Late assignments will receive half credit if unexcused.
Course Content:
This course is designed to prepare special educators to understand the challenges of
adolescence and to effectively assess, teach, and make adaptations for secondary level students
with disabilities in transition.
Methodologies/Teaching Strategies:
Course format may include but not be limited to lecture, group discussion, panel discussion, small group work, service learning, and research participation.
Assignments:
Class Participation (5 per class) 70
Tour Summary 25
Professionalism 80
Transition Assessment 25
Individualized Transition Plan 25
Reading or Writing Lesson 25
Study Skills Lesson 25
Co-teaching Assignment 50
Pop Quizzes 6@10 each 60
Final 50
400
Class Participation: (70)
Students are expected to attend each class and participate in all in-class activities and discussions. Help us make class fun and useful for you by attending and participating. Students should contact the instructor before class if an emergency or illness prevents them from attending. Students with unexcused absences who miss class will forfeit 5 points per class period. Late arrivals or early departures will result in 3 point deductions.
Calculated at the end of the semester.
Tour Summary Sheet: You will fill out a form as you take the tour (25)
Tentative date: February 13th
Professionalism: You will be evaluated for professionalism (80)
Transition Assessment: (25)
Students will complete the COPS or another appropriate interest inventory (10 points) and the Brigance (15 points) on a secondary age (14 to 21 and in school) student with a disability. Students will turn in the protocols. A one to two page document will summarize transition-related strengths and weaknesses, interests and non-interests, stating present level of performance and giving recommendations for the student’s ITP.
Due February 21.
Individualized Transition Plan: (25)
Write a transition plan for a student using the given forms and information from the assessments. Now create a page of narrative that gives background information such as intellectual ability, academic performance, limitations or strengths due to disability, culture, interests, about this student useful for planning and developing the ITP.
Due Feb 21.
Reading or Writing Lesson: (25)
Students will plan and carry out an academic activity for a student with a disability in transition.
Due March 20.
Study Skills Lesson: (25)
Students will plan and carry out an activity related to recreation/leisure or another transition area for a student with a disability in transition.
Due April 3.
Co-teaching Assignment: (50)
Due April 17.
Pop Quizzes 6@10 each: (60)
Unannounced usually at the beginning of class.
Final: (50)
The final will take place on the scheduled day and time: Monday, April 24 at 5 pm to 7 pm in the same room.
Evaluation:
A 94-100%
A- 90-93%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
D 63-66%
D- 60-62%
E below 60%
Honor Code Standards: In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Preventing Sexual Discrimination or Harassment: Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by Brigham Young University policy. If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor. Alternatively, you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor Code Office (4440).
Students with Disabilities: If you have a disability that may affect your performance in this course, you should get in touch with the office of Services for Students with Disabilities (1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.
Statement on Diversity: The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.
Tentative Course Schedule
Date / Readings Due / Topic / Assignment DueWeek 1 [Jan. 9] / Ch. 1 / Overview of CPSE 440. Overview of practicum (contract sheet), and professionalism. Review high-incidence disabilities. Provisions of IDEA. GE emphasis. Secondary program options.
Week 2 [Jan. 16]
No class / Ch. 2 / Martin Luther King Day
Week 3 [Jan. 23] / Ch. 3 / Theories, characteristics, and behavioral traits of adolescents. / In class quiz on readings and lecture content to date.
Practicum contract due.
Week 4 [Jan. 30] / Pierangelo & Giuliani Ch. 2 / Legal issues. Transition in the IEP. Graduation options. / Begin practicum.
Week 5 [Feb. 6] / Ch. 11 in packet – author: Baer
Transition Planning / Transition assessment, employment/adult life planning, and transition instruction. Learn COPS and Brigance.
Week 6 [Feb. 13] / Ch. 11 / Transition-related instruction.
Field trip.
Feb 20 Holiday
Week 7 [Feb.21] Tuesday / Ch. 4 / ITP paperwork.
Secondary behavior management. / COPS and Brigance due. Complete ITP paperwork in class.
Week 8 [Feb. 27] / Ch. 9
Obiakor & Wilder article / Conflict resolution, multicultural issues, & social skills instruction
Week 9 [Mar. 6] / Ch. 5 / Reading instruction-Dr. Gibb
Week 10 [Mar. 13] / Ch. 6 / Written language instruction
Core curriculum
Week 11 [Mar. 20] / Ch. 7 / Math instruction / Reading or written language lesson plan taught with ESL components and evaluated by you due.
Week 12 [Mar. 27] / Ch. 8 / Study skills instruction
Week 13 [Apr. 3] / Ch. 10 / Content area instruction/co-teaching / Study skills lesson plan taught and evaluated by you due.
Week 14 [Apr. 10] / Ch. 12 / Post-secondary settings
Week 15 [Apr. 17] / Course review. / Co-teaching assignment due.
Monday [Apr.24]
5 pm-7 pm / Scheduled Final.
Bibliography
Arbona, C. (1990). Career counseling research and Hispanics: A review of the literature. The Counseling Psychologist, 18 (2), 300-323.
Arum, R., & Shavit, Y. (1995). Secondary vocational education and the transition
from school to work. Sociology of Education, 68(3), 187-204.
Baca, L. M., & Cervantes, H. T. (1998). The bilingual special education interface
(3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
Bakken, J. P., & Aloia, G. F. (1999). Transitioning multicultural learners with
exceptionalities. In F. E. Obiakor, J. O. Schwenn, & A. F. Rotatori (Eds.), Advances in special education: Multicultural education for learners with exceptionalities (pp. 217-232). Stamford, CT: JAI Press.
Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth
with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62(5), 399-413.
Boone, R. S. (1992). Involving culturally diverse parents in transition planning. Career Development for Exceptional Individuals, 15 (2), 205-221.
Bowman, S. L. (1993). Career intervention strategies for ethnic minorities. The Career Development Quarterly, 42, 14-25.
Campbell-Whatley, G. D., Algozzine, B., & Obiakor, F. E. (1997, May). Using
mentoring to improve academic performing for African American male youths with mild disabilities. The School Counselor, 44, 362-367.
Clark, G. M., & Patton, J. R. (1997). Transition planning inventory. Austin, TX:
Pro-Ed.
Coker, C. C., Menz, F. E., Johnson, L. A., & McAlees, D. C. (1997). School
outcomes and community benefits for minority youth with serious emotional disturbances: A synthesis of the research literature. Menomonie, WI: University of Wisconsin-Stout Publications Department, Research and Training Center, Stout Vocational Rehabilitation Institute, School of Education and Human Services (ERIC Document Reproduction Service No. ED 424 715).
D’Amico, R., & Maxwell, N. L. (1995). The continuing significance of race in