Caring and Reflective Professionals for a Democratic Society s1

EDSP 301- 4

Excellence- Integrity-Caring

CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

SCHOOL OF SOCIAL SCIENCES AND EDUCATION

EDSP 301 (3 quarter units)

Teaching Exceptional Diverse Learners in Inclusive Settings

Fall, 2010

Instructor Yeunjoo Lee, Ph.D.

Instructor’s office EDUC 219

Phone : (661) 654-6478 (w)

E-Mail:

Candidate Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

· Professional Collaboration: Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.

· Reflective Practitioner: Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.

· Ethical Professional: Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

· Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.

· Professional Leader: Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.

· Professional Competence: Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

COURSE DESCRIPTION

This course presents an overview of the role and responsibilities of elementary and secondary teachers in meeting the educational needs general of exceptional and diverse learners in general education classrooms. Students will be given the opportunity to study the special education process, characteristics of exceptional, diverse, and at-risk learners, and the use of effective differentiated instructional guidelines, practices and accommodations. Emphasis will also be focused on management considerations, evaluative and collaborative activities, curriculum modifications, and laws, procedures and regulations pertaining to the education of exceptional learners.

REQUIRED TEXT:

· Vaughn, S. Bos, C. S. & Schumm, J. S. (2011). Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom (Fifth Edition). Boston, MA: Allyn and Bacon.

· Livetext.com membership: You can purchase the livetext membership at the CSUB runner bookstore (Multiple or Single subject credential candidates only)

RECOMMENDED READING (Reserved in the Walter Stern Library):

Friend, M. & Bursuck, W. D. (2002). Including Students with Special Needs: A Practical Guide for Classroom Teachers. (Third Edition). Boston, MA: Allyn and Bacon.

Lewis, R. B. Z& Doorlag, D. H. (1999). Teaching special Students in General education Classrooms. (Fifth Edition). Upper Saddle River, NJ: Merrill, Prentice-Hall.

Wood, J. W. (2002). Adapting Instruction to Accommodate Students in Inclusive Settings. (Fourth Edition). Upper Saddle River, NJ: Merrill, Prentice-Hall.

COURSE OBJECTIVES/COMPETENCIES:

The candidate will be able to:

1. demonstrate basic knowledge and understanding of major categories of exceptionalities including the students with disabilities and giftedness;

o Program Standard 3: Educating Diverse Learners.

2. discuss relevant and state and federal laws, practices, and procedural safeguards, and regulations pertaining to the education of exceptional and diverse populations, as well as the general education teacher’s role and responsibilities in Individual Education Program (IEP) process, including: identification; referral; assessment; IEP planning and meeting; implementation; and evaluation;

o Program Standard 2: Professional, Legal, and ethical Practices

o (CLAD 13).

3. demonstrate the basic knowledge and skills in assessing the learning and language abilities of students with special needs in order to identify students for pre-referral and referral to special education programs and gifted and talented education programs;

o Program Standard 5: Assessment of Students

o (CLAD 7, 13)

4. select and use appropriate instructional materials and technologies, including assistive technologies, and differentiated teaching and management strategies to meet the needs of special populations including exceptional, diverse and at-risk learners in the general education classroom;

o Program Standard 6: Using Educational and Assistive Technology

o (CLAD 7, 13)

5. demonstrate the skills to plan, deliver and evaluate instruction to those identified as students with special needs and/or those who are gifted and talented that will provide these students access to the core curriculum;

o Program Standard 13: Curriculum and Instruction of Students with Disabilities

o Program Standard 9: Preparation to Teach Reading/Language Arts

o (CLAD 7, 13)

6. demonstrate the skills to know when and how to address the issues of social integration for students with special needs who are included in the general education classroom(14f);

o Program Standard 12: Behavioral, Social, and Environmental Supports for Learning.

o (CLAD 13).

Journals for Review

Exceptional Children Focus on Exceptional Children

Journal of Applied Behavior Analysis Journal of Learning Disabilities

Journal of Mental Retardation Journal of Special Education

Behavioral Disorders Learning Disabilities Quarterly

Learning Disabilities Research and Practice Teaching Exceptional Children

Teacher Education and Special Education

General Information:

a. Request for modifications: If you require instructional modifications due to a DOCUMENTED disability (by Student Disability Services), please make an appointment to see me after the first class or before the second class meeting.

b. Assignments are due at midnight on the assigned due date. Late assignments will automatically lose 10% of its assigned credit. No assignments will be accepted one week after assigned due dates.

c. If you have an emergency on the day of a test you will be allowed to make up that test on a compromised day with the instructor.

d. All assignments should be written in APA format (6th edition). For example, 12 fonts, one-inch margins, and double space.

e. Be aware that I do not assign extra work. You will receive the grade you have earned. I do not assign bonus points, nor do I give you credit for how hard you try.

f. Students who choose to violate the standards of ethical conduct will be dealt with as outlined in CSUB 2009-2011 (p. 82-83) catalogue. See the instructor if you need a copy of this information.

GUIDELINES FOR THE COURSE ASSIGNMENTS

1. Self-Introduction

· Post self-introduction in the “Discussion” by Sept. 20.

· Your description should include

o Your name.

o Experience with students with disabilities.

o Current work place.

o One unique thing about yourself.

2. Informational Examinations.

§ There are three scheduled tests throughout the quarter. Clink the TEST link in Blackboard to take a test on an assigned date (between 9 am and midnight).

§ Test questions will take many forms, but most will be multiple choices, true/false, fill-in the black, and/or short answer. Each test is valued 40 points.

§ The test items will be generally from textbook, therefore, it is critical to read the textbook before taking tests.

§ You have 90 minutes to complete a test.

Test Number

/ Date / Assigned Chapters
Test 1 / Sept. 30 / 1, 2, 3, 5, 6
Test 2 / Oct. 22 / 4, 7, 8, 9, 10
Test 3 / Nov. 18 / 11, 12, 13, 14, 15, 16

3. Two Mandatory Blackboard Discussions

· Instructor will provide two discussion topics.

· You will need to actively participate in discussion boards.

· Your main posting should be 2-3 paragraphs and reflect on the readings.

· Protocols for Online Discussion

· Postings should be evenly distributed during the discussion period (not concentrated all on one day or at the beginning and/or end of the period).

· Postings should be a minimum of one short paragraph and a maximum of two paragraphs.

· Avoid postings that are limited to 'I agree' or 'great idea', etc. If you agree (or disagree) with a posting then say why you agree by supporting your statement with concepts from the readings or by bringing in a related example or experience.

· Address the questions as much as possible (don't let the discussion stray).

· Try to use quotes from the readings that support your postings. Include page numbers when you do that.

· Build on others responses to create threads.

· Bring in related prior knowledge (work experience, prior coursework, readings, etc.)

· Use proper etiquette (proper language, typing, etc.).

Rubric for evaluating online discussions:

Criteria / Excellent (90-100%) / Good (80-89%) / Average (60-79%) / Poor (50% or lower)
Timely discussion contributions / Timely and substantive postings. Great contribution to discussion. / Timely postings. Adequate contribution to discussion. / One or two late postings.
Minimal contribution to discussion. / Late postings. No contribution to discussion.
Responsiveness to discussion and demonstration of knowledge and understanding gained from assigned reading / very clear that readings were understood and incorporated well into responses / readings were understood and incorporated into responses / postings have questionable relationship to reading material / not evident that readings were understood and/or not incorporated into discussion
Adherence to on-line protocols / all on-line protocols followed / 1online protocol not followed / 2-3 online protocols not followed / 4 or more online protocols not followed

4. Please select one project from following options and submit a report to Livetext.com.

1) Special Education Class Observation Reports:

· Observe a K-12 special education classroom in public schools.

· Please see Appendix A for further description about the assignment.

· Submit your report to LIVETEXT.COM.

· Please see Appendix B for the direction to submit an assignment to LiveText.

· PROFESSIONAL LIABILITY INSURANCE: As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students in various fields, including the Credential Program to purchase Professional Liability Insurance at the cost of $20 per Academic Year (or the designated current rate). This fee may be paid at the Cashier’s window or online.

2) Visit online modules in the table. Select TWO online modules from the table that are meaningful or interest you.

· Complete the module by following the order of Challenge, Thoughts, Perspectives and Resources, Assessment, and Wrap-up. Respond to questions in ASSESSMENT from each module.

· Your responses should demonstrate your understanding and reflection of the contents.

· Post your responses to Livetext.com.

Module #1 / RTI (Part 1): An overview (http://iriscenter.com/rti01_overview/chalcycle.htm)
Module #2 / The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns (http://iriscenter.com/preref/chalcycle.htm)
Module #3 / RTI (Part 3): Reading Instruction (http://iriscenter.com/rti03_reading/chalcycle.htm )
Module #4 / Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities (http://iriscenter.com/v02_successsight/chalcycle.htm )

Assignment Point Values:

Assignment

Individual Point Value

Due Date

My Grade

Self-Introduction / 10 / Sept. 20
Test 1 / 40 / Sept. 30
Test 2 / 40 / Oct. 22
Test 3 / 40 / Nov. 18
Blackboard Discussion / 15X2
Choice of projects / 40 / Oct. 28
Total

Grading Scale:

A = 94% (or higher) A- = 90-93%

B+ = 87-89% B = 83-86%

B- = 80-82% C+ = 77-79%

C = 73-76% C- = 70-72%

D = 69-60% F = 59% or below

WEEKLY CLASS SCHEDULE and DISCUSSION TOPICS

· The schedule is subject to change.

Topics of Discussion

/ Assignments
Week 1
Sept. 13-19 / Syllabus

Chapter 1. Special Education and Inclusive Schooling

Chapter 2. Response to Intervention: Developing success for all learners. / Self-Introduction
Week 2
Sept. 20-26 / Chapter 3.Communicating and Collaborating with Other Professionals and Families.
Chapter 5: Promoting Social Acceptance and Managing Student Behavior.
Week 3
Sept. 27- Oct. 3 / Chapter 4. Teaching Culturally and Linguistically Diverse Students.
Chapter 6. Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder. / Test #1
Week 4
Oct. 4-10 / Chapter 7. Teaching Students with Communication Disorders. / Blackboard Discussion
Week 5
Oct. 11-17 / Chapter 8. Teaching Students with Emotional and Behavioral Disorders.
Week 6
Oct. 18-24 / Chapter 9. Teaching students with Autism Spectrum Disorders/Pervasive Developmental Disorders.
Chapter 10. Teaching Students with Developmental Disabilities. / Test #2
Week 7
Oct. 25-31 / Chapter 11.Teaching Students with Lower-Incident Disabilities. / Special education classroom observation and interview due.
Week 8
Nov. 1-7 / Chapter 12. Facilitating Reading
Chapter 13. Facilitating Writing / Blackboard Discussion
Week 9
Nov. 8-14 / Chapter 14. Helping All Students Success in Mathematics.
Chapter 15. Differentiating Instruction and Assessment for Middle and High School Students.
Week 10
Nov. 15-21 / Chapter 16. Fostering Strategies for Student Independence / Test #3