Professor: Lavonne Dursch, M.Ed.
I. Course Number: EDT 441L
II. Course Title: Lab for Addressing Content Standards for Students with Special Needs
III. Terms Offered: Winter 2009
IV. Catalogue Description: This lab focuses on the planning, diagnosis, instructional methods, materials, assessment, & evaluation techniques used by intervention specialists in inclusive and more restrictive settings to address K-12 content area standards. I.S. students will work with licensed educators to develop an understanding of how to align Ohio’s academic content standards with applications and instructional techniques that ensure the achievement of special education students in the general education curriculum. The lab emphasizes the role of the intervention specialist in collaboration with general educators in making appropriate accommodations and modifications.
V. Academic Credit: 0 SCH
VI. Prerequisites: EDT 321 & 343
Co-requisite: EDT 441
VII. Course Goals: Based on CEC Standards, students will be able to:
All I.S. candidates should possess a solid base of understanding of the general content area curricula sufficient to collaborate with general educators in teaching or co-teaching academic subject matter content of the general curriculum to students with special needs across a wide range of performance levels and designing appropriate learning and performance accommodations and modifications.
VIII. Course Objectives: Based on CEC Standards, candidates will be able to:
Knowledge:
§ Understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues;
§ Understand how these aforementioned factors influence professional practice, including assessment, instructional planning, implementation, and program evaluation;
§ Understand the effects that an exceptional condition can have on an individual’s learning of content standards, benchmarks, and indicators;
§ Understand the effects of state- and district-mandated assessments on exceptional learners and their school districts.
Skills:
§ Possess a repertoire of evidence-based instructional strategies to individualize instruction;
§ Promote positive learning results in general and special curricula;
§ Modify learning environments;
§ Enhance the learning of critical thinking, problem-solving, and performance skills;
§ Emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the life span;
§ Participate respectfully in professional discussions focusing on needs and academic achievement of students.
Dispositions:
§ Know and demonstrate respect for their students first as unique human beings;
§ Promote and advocate the learning and well-being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences;
§ Promote and maintain a high level of competence and integrity in the practice of the profession;
§ Collaborate to facilitate the successful transition of individuals with exceptional learning needs across settings and services.
IX. Course Topics: Content area standards, benchmarks, and indicators; issues related to high stakes assessments; strategies for accommodating and modifying curriculum, materials, environments, and assessments; collaboration and co-teaching with general educators; transfer and generalization of skills; transition planning and programming.
X. Teaching Methods: Modeling, case studies, individual study, and practical application.
XI. Instructional Technology: Internet resources; use of personal computer; instructional resources for K-12 learners.
XII. Student Evaluation Criteria:
Analysis of textbook
Alternative Assessment lab
Adaptation and modifications of curricula, lesson plans, materials, environments, and/or assessments (lesson plan)
Successful completion of EDT 441L and in class assignments
Final application exam
XIII. Field-Based Experiences: 20 hours
XIV. Text: Coyne, M.D., Kame’enui, E.J., Carnine, D.W. (2007). Effective teaching strategies that accommodate diverse learners. Prentice-Hall.
Polloway, Edward A., Patton, James, R. Serna, Loretta. (2008). Strategies for teaching
learners with special needs. Prentice-Hall.
XV. Supplementary Resources: Curriculum materials as specified by the instructor.
XVI. Disability Statement:
To request academic accommodations due to a disability, please contact the Office for Students with Disabilities, 002 Albert Emanuel Hall, (937) 229-3684. If you have a self-identification form from the Office for Students with Disabilities indicating that you have a disability, which requires accommodation, please present it to me so we can discuss the accommodations you might need in class.
XVII. Benchmark Statement:
The following benchmark requirements are in effect for all teacher licensure candidates. Failure to meet a benchmark listed below results in a candidate being withdrawn from a licensure program. The candidate can be re-admitted after the benchmark has been met, with approval from the Program Coordinator or Chair of the Department of Teacher Education.
1. GPA: Below 2.5 GPA cumulative, in professional education courses and/or in concentration courses (when applicable)
2. PRAXIS I: Failure in any or all sections
3. Grade of “D” or lower in an EDT course
4. Unexcused absences in a Teacher Education course cannot exceed 13% in any given course (University policy for FY students is 13%)
Two or more flags may constitute a Benchmark failure.
1. Feedback which includes a “not met” or “one” in a competency on the field observation forms
2. A “C-” in an EDT course
3. Poor evaluation from a course instructor
4. Inappropriate attendance, participation and/or professional disposition on campus or in the field, as determined by the program faculty. This includes exceeding excused or unexcused absences of 13%.
XVIII. Plagiarism Statement:
Plagiarism is defined in the University of Dayton Student Handbook. Plagiarism involves:
· Quoting directly from any source of material including other students' work and materials from research consultants without appropriately citing the source and identifying the quote
· Knowingly citing an incorrect source
· Using ideas (other than information that is common knowledge) from any course of material including other students' work and materials from research consultants without citing the source and identifying the borrowed material/ideas
· Faculty may establish additional guidelines for plagiarism
Ignorance is no excuse for plagiarism. Students should be aware of their own responsibilities in appropriately quoting and citing sources used.
Additional information on plagiarism is available through the U.D. Roesch Library website (http: library.udayton.edu/faqs/howto/plagiarism.php).
Students should be aware that the University has access to software designed to detect plagiarized passages and work. This software will be applied randomly or at the instructor's discretion. Detection of plagiarized passages or work can result in disciplinary action.
XIX. Email is considered an official method of communication at the University of Dayton. Please maintain your UD Lotus Notes email account and check it regularly. During this semester, you may receive emails from the instructor. These emails will only go to the address in the UD Lotus Notes Address Book. It is the student’s responsibility to ensure that their preferred email address is specified in the UD Address Book. If your preferred email address is not a Lotus Notes email address, you can have your mail forwarded to your preferred address by going to http://address.udayton.edu/
XX. Date of Syllabus Development: 09/2006, Revised 12/2008