Instructor: Mary Bailey Estes, Ph.D. Office: MH 304 F

Instructor: Mary Bailey Estes, Ph.D. Office: MH 304 F

Phone: 940-565-2579

Office Hrs: Monday, Wednesday, Thursday—1:30-3:30 PM

Email:

Course Description

This course is designed to help you learn and apply educational interventions that are effective with students with mild to moderate disabilities (e.g., learning disabilities, intellectual disabilities, and emotional/behavioral disorders). Students in this course will gain competency in teaching effective strategies for improving struggling readers’ oral language, reading, and written expression and using formative assessments to monitor student progress.

Competencies

Upon completion of this course students will:

1.1. Demonstrate a thorough understanding of the process for developing an IEP, its components, and methods for implementing instruction based on IEP goals and objectives.

1.2. Demonstrate a thorough understanding of collaborative consultation and communication skills important for facilitating effective educational programming through the IEP.

1.3. Demonstrate a thorough understanding of the relationship between assessment and educational planning.

1.4. Demonstrate competence in using assessment data to develop evidence-based instructional strategies for teaching content area instruction to a target student with mild to moderate disabilities.

1.5. Demonstrate knowledge and skill in applying various instructional strategies for teaching literacy to students with mild to moderate disabilities.

Course Objectives

This course addresses the following objectives from the SBEC Educator Standards for Special Education (EC-12), which align with Council for Exceptional Children (CEC) Professional Standards and the TExES Pedagogy and Professional Responsibilities (PPR) EC-12:

ICSI- Initial Common Specialty Items IGC = Individualized General Curriculum LD=Learning Disabilities

K = Knowledge S = Skill

Initial Preparation Standard 1: Development and Characteristics of Learners (ICSI.1.K3, K8, K12)

· Educational implications of characteristics of various exceptionalities.

· Similarities and differences of individuals with and without exceptionalities.

· Differing ways of learning of individuals with exceptionalities, including those from culturally diverse backgrounds, and strategies for addressing these differences.

Initial Preparation Standard 2: Learning Environments

· Knows effective management of teaching and learning. (ICSI.2.K3)

· Knows ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage. (ICSI.2.K8)

Initial Preparation Standard 3: Curricular Content Knowledge

· Knows theories and research that form the basis of curriculum development and instructional practice. (ICSI.3.K1)

· Knows scope and sequences of general and special curricula. (ICSI.3.K3)

· Knows national, state, and local curricula standards. (ICSI.3.K3)

Initial Preparation Standard 5: Instructional Planning and Strategies

· Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. (ICSI.5.S1)

· Use strategies to facilitate integration into various settings. (ICSI.5.S13)

· Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. (ICSI.5.S15)

· Use strategies to facilitate maintenance and generalization of skills across learning environments. (1CSI.5.S16)

· Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem. (ICSI.5.S17)

· Use research-supported methods for academic and non-academic instruction for individuals with disabilities. (LD.5.SI)

· Teach learning strategies and study skills to acquire academic content. (LD.5.S14)

· Use reading methods appropriate for individuals with disabilities. (LD.5.S8)

· Incorporate and implement instructional and assistive technology into the educational program (ICSI.5.S7)

· Use appropriate adaptations and technology for all individuals with disabilities. (ICSI.5.S7)

· Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. (LD.5.S5)

· Use responses and errors to guide instructional decisions and provide feedback to learners. (LD.5.S6)

· Identify and teach essential concepts, vocabulary, and content across the general curriculum.

· Implement systematic instruction in teaching reading and comprehension and monitoring strategies. (LD.5.S9)

· Teach strategies for organizing and composing written products. (LD.5.S10)

· Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language. (LD.5.S11)

· Develops and selects instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. (ICSI.5.S6)

· Prepare lesson plans. (ICSI.5.S8)

Initial Preparation Standard 6: Professional Learning and Ethical Practice (ICSI.6.K1)

· Models, theories, philosophies, and research methods that form the basis for special education practice.

Initial Preparation Standard 7: Collaboration

· Models strategies of consultation and collaboration (ICSI.7.K1)

· Know co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities. (LD.7.K1)

· Collaborate with school personnel and community members in integrating individuals with exceptionalities into various settings. (ICSI.7.S6)

Students with Special Needs. The University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the Office of Disability

Accommodation website at http://disability.unt.edu . You may also contact them by phone at 940.565.4323.

Administrative Policies

Attendance. Attendance in this course is essential, expected, and required. Frequent absences and/or tardies will lower the student's grade in this course. If absent for more than two class days, students will be ineligible to use any extra-credit points toward their overall score. While absences are discouraged, extenuating circumstances make it necessary for a student to miss class. Thus, “excused absences” may occur due to illness, a death in the family, observance of a religious holiday, or some other extenuating circumstance mutually agreed upon by the instructor. It is the responsibility of the student to see that work missed due to an absence is made up. Professional courtesy also dictates that students notify the instructor ahead of time if possible for "excused" absences.

Questions and concerns may be handled through email, phone, or personal contact. Emails will be answered within 24 hours, Monday through Friday. All course related emails will be sent to students’ UNT email address. Students should check Blackboard messages and their UNT email regularly. If you have difficulty connecting to course materials contact the help desk at or 940-565-2324.

Written assignments. Written assignments MUST reflect a professional quality in terms of scope, depth, writing mechanics (e.g., spelling, grammar, formatting, use of APA guidelines for referencing) that would be expected of education students at a prestigious university and of those who teach. Please check the Rubric for evaluation of individual assignments prior to submission.

Late submissions will NOT be accepted unless a prior agreement has been made with the professor.

Make-up policy. There will be NO make-up exam for this course unless delayed submission was due to an emergency. You are required to submit relevant documentation (e.g., doctor’s report, tow-truck receipt, etc.) in the event of any make-up. Understand that the make-up exam will be different in format from the original exam (e.g., essay-type instead of an objective type). Make-ups of missed assignments or class activities will receive a score less than 90% to be fair to those who submitted on time.

A grade of "Incomplete" will be not be granted unless there are unusual extenuating, and documented, circumstances and only if a student has satisfactorily completed 75% or more of the course requirements with a passing grade. That student will then request an incomplete for extreme personal reasons by completing the appropriate forms required by UNT. The grade of incomplete must be approved by the department chair. The professor will set the due date and requirements for successful completion. If the student fails to complete the requirements by the agreed upon due date, the existing grade will be submitted. Students are expected to remember and submit the requirements by the due date without reminders from the professor. Low class attendance or poor grades are not good enough reasons for requesting an Incomplete.

Academic Integrity. To be successful in this course, you must invest a significant amount of time for study. Academic honesty (i.e., no cheating) is expected. Dishonesty is defined as (i) the use of unauthorized materials, (ii) providing assistance to each other on exams, (iii) plagiarism or representing other's work as one’s own (e.g., copying /pasting or retyping sentences/paragraphs from paper /electronic sources like the Internet) or (iv) fabricating information (e.g., “creating” a scenario not really experienced). Any suspected case of Academic Dishonesty will be handled in accordance with the University Policy and procedures. Possible academic penalties range from a verbal or written admonition to a grade of “F” in the course. Further sanctions may apply to incidents involving major violations. You will find the policy and procedures at: http://vpaa.unt.edu/academic-integrity.htm.

Professionalism and Good Conduct: Student behavior that interferes with an instructor’s ability to conduct a class or other students’ opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student’s conduct violated the Code of Student Conduct. The university’s expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at: www.unt.edu/csrr. All individuals are expected to display professional behavior. For example:

1.1. Use Person-First language when referring to people with disabilities at all times. Refer to them with respect (e.g., student with autism or student with behavioral problems). Please do not use labels like “Mentally Retarded” or “Autistic” or “Handicapped” because of their negative connotations.

1.2. Students are expected to actively listen and engage in the course. To that end, please turn cell phones off or to silent; and refrain from any other activities (i.e., texting, surfing the net, etc.) that would serve as a distraction. Failure to do so will result in a deduction in your participation grade and you may be asked to leave the class session.

1.3. Be punctual in arriving to class and returning back after breaks.

1.4. During class instruction, avoid sleeping, excessive talking with peers, or engaging in activities not related to the course.

1.5. Read assignment instructions carefully before starting and/or submitting to ensure accuracy. Complete and submit assignments on time.

1.6. Be well prepared for class by reviewing the readings for the day before coming to class. Participate actively in class discussions while allowing equal time and opportunity for all class members to participate.

1.7. Understand that your overall grade will be dependent on the quality of your products and not on the amount of effort or your relationship with the professor.

Retention of Student Records. Student records pertaining to this course are maintained in a secure location by the instructor of record. All records such as exams, answer sheets (with keys), and written papers submitted during the duration of the course are kept for at least one calendar year after course completion. Course work completed via the Blackboard online system, including grading information and comments, is also stored in a safe electronic environment for one year. You have a right to view your individual record; however, information about your records will not be divulged to other individuals without the proper written consent. You are encouraged to review the Public Information Policy and F.E.R.P.A.

(Family Educational Rights and Privacy Act) laws and the university’s policy in accordance with those mandates at the following link: http://essc.unt.edu/registrar/ferpa.html

The Student Evaluation (IASystem) is a requirement for all organized classes at UNT. This short survey will be made available April 18-May 1, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the student evaluation to be an important part of your participation in this class.

Course Requirements

Required Texts and Resources

Bos, C. S., &Vaughn, S. R. (2015). Strategies for teaching students with learning and behavior problems (9th edition). London: Pearson.

Sheldon, J., & Schumaker, J.B. (1999). The sentence writing strategy: Instructor’s manual. Lawrence, KS: Edge Enterprises.

Sheldon, J., & Schumaker, J. B. (1998). The sentence writing strategy: Student lessons, volume 1. Lawrence, KS: Edge Enterprises.

IRIS Center Modules: http://iris.peabody.vanderbilt.edu/resources.html

Recommended Texts

Graham, S., & Harris, K.R. (2005). Writing better: Effective strategies for teaching student with learning difficulties. Baltimore, MD: Brookes Publishing.

Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: IRA.

Additional Resources

Best Evidence Encyclopedia www.bestevidence.org

CEC Professional Preparation Standards for Special Educators: www.cec.sped.org/prostandards/

Florida Center for Reading Research (FCCR): http://www.fcrr.org

Meadows Center for Preventing Educational Risk www.meadowscenter.org

National Center for Intensive Intervention www.intensiveintervention.org/

National Reading Panel Report (NRP) (Note: Executive Summaries Only)

http://www.nationalreadingpanel.org/publications/publications.htm

PPR Standards: http://www.sbec.state.tx.us/sbeconline/standtest/edstancertifieldlevl.asp

Reading Rockets: http://www.readingrockets.org/

TEKS: http://www.tea.state.tx.us/index2.aspx?id=6148

Texas Project FIRST: http://www.texasprojectfirst.org/ARDIEP.html

What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/

Supplemental readings may be used for several course topics and assignments. Most readings will be available on Blackboard; however, on occasion, you may have to locate the readings independently.

Tk20. UNT's College of Education uses Tk20 CampusTools™ as a comprehensive online data management system for all student activities in programs leading to certification for teachers or other school personnel. Students enrolled in certification programs are required to subscribe to Tk20 to complete course assignments and to facilitate evaluations for courses, field experiences, and student teaching or internship/practicum. This course requires an assignment that will be uploaded and assessed in the UNT Tk20 Assessment System. This will require the one time purchase of Tk20. Student subscriptions will be effective for seven years from the date of purchase. Key assignments must be uploaded into the Tk20 system for instructors to assess. Please go to the following link for directions on how to purchase Tk20. Announcements regarding Tk20 will also be posted on this website: http://www.coe.unt.edu/tk20 .