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Counseling Psychology and Special Education 400
Winter 2009
Brigham Young University
Department of Counseling Psychology and Special Education
Course Title: Exceptional Students: Principles of Collaboration
(Section 4: Early Childhood, Elementary Education, & Special Education majors)
Course Credit: 2 semester hours
Instructor: Suzanne F. Plowman, Ph.D.
340 MCKB – CPSE department office
492-9122 (home) 836-8215 (cell)
Email:
Course Time: Fridays, 11:00 am – 12:50 pm, 168 MCKB
Office Hours: Please call or email.
Teaching Assistant: Haley Ellis: phone: (971) 570-2405 or email:
Course Description: This course prepares future classroom teachers to understand how students with exceptionalities learn, and how to use basic strategies for meeting their educational needs. Teacher candidates will identify: the ways individuals differ, the exceptionalities defined in the Individuals with Disabilities Education Act, strategies to instruct students with various learning needs, curricular adaptations and accommodations for students with disabilities, and ways to collaborate with parents and professionals.
Prerequisites: None
Concurrent field experience/practicum: Work a minimum of 12 hours with one student in a general education 2nd through 5th grade* classroom. The student will be identified at-risk of academic failure and/or has been identified with a special education disability. Teacher candidates will submit two assignments (#6 and #7) regarding this volunteer work. *Please contact Dr. Plowman prior to commencing your practicum volunteer experience if you will not be working in a 2nd to 5th grade classroom.
(TIP: Special Education Exploratory Experience requirement included in the application to BYU’s Special Education department requires a minimum of 10 hours working with students having mild/moderate disabilities and a minimum of 10 hours working with students having severe disabilities, for a total minimum of 20 hours.)
Materials:
Carter, N., Prater, M.A., & Dyches, T.T. (2009). What every teacher should know about making accommodations and adaptations for students with mild to moderate disabilities. Upper Saddle River, NJ: Pearson.
(Identified as WETSKA in syllabus)
Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction.
Upper Saddle River, NJ: Pearson. (Custom Textbook)
CPSE 400-Section 4 Course Packet (available at BYU Bookstore).
Prater, M.A. (2008). Chapter 2: Laws and reform impacting special education from: Teaching strategies for students with mild to moderate disabilities. Boston: Allyn & Bacon. (Available on Pearson website)
Web sites:
Pearson 400 web site – http://www.pearsoncustom.com/ut/byu_education
IRIS at Vanderbilt University -- www.iriscenter.com
Course Assignments and Grading Point Value
· Connections Journal ………..…(Email to Haley Ellis)…………..…. 25 points (5 @ 5 points each)
· Course Assignments
1) Disability Awareness (w/partner) …………………………….… 10 points
· Paper copy due in class
2) IRIS RtI Module, Part 1 …………………………………………. 10 points (4 assessment questions)
· Email to Haley Ellis
3) Tier-2 Intervention Plan ……….………………………………... 20 points
· Email to Dr. Plowman
4) CRIME Model …………………………………………………… 15 points
· Email to Dr. Plowman
5) Behavior Contract ……………………………………………….. 20 points
· Email to Haley Ellis
6) Volunteer Experience Log/LD Checklist …………….……….… 65 points (12 @ 5 + 5 for cklist/signature)
· Email Log to Haley Ellis; Turn in paper copy of LD Checklist and signature of Cooperating Teacher
7) Performance Analysis …………………….…………………..… 15 points ( 3 @ 5 points each)
· Email Analysis to Dr. Plowman; Paper copy of student work samples due in class
· Final Project ………………………………………………………..… 100 points
· Email to Dr. Plowman
· Class Participation and individual conference w/instructor ….…..….. 10 points
· End of semester course evaluation on Blackboard …………...... … 10 points
TOTAL POINTS 300 points
Your letter grade for the course will be calculated using the following percentages:
A 95 - 100 / B+ 87 - 89 / C+ 77 - 79 / D+ 67 - 69A- 90 - 94 / B 83 - 86 / C 73 - 76 / D 63 - 66
B- 80 - 82 / C- 70 - 72 / D - 60 - 62
Course Assignment Summary
Volunteer Experience: For this course, teacher candidates will spend 12 hours working with one student who is experiencing difficulty academically (i.e., learning to read, write, spell, or solve mathematic problems). In conjunction with the volunteer experience, students will complete the following assignments:
Assignment #6: LD Checklist and Volunteer Log (posted on Blackboard)
Assignment #7: Performance Analysis
Reading Assignments: Reading materials include the following: Mastropieri and Scruggs custom text, Prater Chapter 2 (on-line chapter), the What Every Teacher Should Know About Making Accommodations (WETSKA) book, articles from the field, and the IRIS Web site modules.
Connections Journal Assignments: For specified readings (5 in all), students will complete a Connections Journal assignment (approximately 1/2 page). Connections Journals will be emailed to the Teacher Assistant, Haley Ellis.
Course Assignments: Students will complete 5 assignments, in addition to #6 and #7 listed above):
Assignment #1: Disability Awareness (may be completed in class)
Assignment #2: IRIS RtI Module, Part 1 (4 assessment questions, may be completed in class)
Assignment #3: Tier-2 Intervention Plan (may be partially completed in class)
Assignment #4: CRIME Model (may be partially completed in class)
Assignment #5: Behavior Contract
Final Project: The final for the course is a collaboration assignment. Students may choose to work independently or with a partner to develop a hypothetical case study. (Description posted on Blackboard and included in handout packet.)
Participation: Participation points may be earned by attending class, arriving on time, staying for the entire class session, participating in classroom activities, and attending individual student-instructor conference(s), if time permits.
Due Dates: Listed on Course Calendar. Connections Journal entries for each lesson are due via email to the teacher assistant before class begins on the due date specified on the Course Calendar. No late Connections Journals will be accepted.
Assignment Revisions: For assignments # 3, 4, 5, and 7, you will be given feedback to help you refine your work. You may choose whether to attend to the feedback given. If you revise your work, you may resubmit once per assignment by the beginning of the next class period. Revised assignments may earn additional points, up to 50% of the difference between 100% and your original score. (For example, original score 6 out of 10, 50% of 4 point difference is 2, so resubmitted assignment may earn up to 8 points.) The Final Project, Connections Journals, Assignments # 1, 2, and 6 as well as any late work may not be resubmitted for revisions.
Course Evaluation: Complete the course/instructor evaluation found on BYU’s system. I will receive notification of the names of students who have completed course/instructor evaluations, but I have no access to student evaluations until after grades have been posted by the university.
Course Expectations
Course Work: Written work is expected to be professionally appropriate; please proofread your work prior to submission. Assignments should typed and be free from spelling, grammatical, and typographical errors.
Assignments: All written work must reflect the efforts of the individual student; however, Assignment #1, “Disability Awareness,” and the Final Project may be completed with a partner.
Time Commitment: University standards are 2 to 3 hours of out-of-class work for each credit hour. For this class you may spend 4 to 6 hours a week completing course work.
Methodologies/Teaching Strategies: Course instruction includes reading the lessons, completing mastery checks, accessing internet sites, viewing electronic video presentations, working with a child with special needs, as well as attending class and participating in instructional activities in class.
Personal Responsibility: Students are expected to check the online course information and/or the course syllabus for clarification regarding assignments prior to contacting the instructor. Students are responsible for completing course work and for managing learning behavior in and out of class. If you encounter problems completing course work, it is your responsibility to contact the instructor to resolve issues.
Classroom Behavior: Reading and sending emails, completing work for other courses while in class, working on puzzles, or any other multi-tasking type activity is not an appropriate use of the learning opportunity available in class. Cell phones should be turned off prior to class.
Professionalism: You are expected to behave in a professional manner. If you have concerns about the course, you should discuss your concerns privately with the instructor. The classroom is not an appropriate forum for airing personal frustration or stress.
Course Communication: I will be communicating with you via e-mail and Blackboard this semester. As a BYU student, each of you has access to an account. Please obtain your account information and inform us of your e-mail address. Contact BYU Information Technology (422-4000) if you require assistance with Blackboard.
Observe BYU’s Honor Code: Please review the code if needed.
Course Calendar
Date / Focus / Reading(s)(Completed prior to class) / Connections Journal / Assignments
Jan. 9 / Introduction and Syllabus
Disability Awareness
--Volunteer Placements
--People First Language / #1: Disability Awareness
(in-class assignment)
Due at end of class session
Jan. 16 / Laws: IDEA/NCLB/504
Teacher Responsibility
RtI and Assessment
--Writing a Tier 2 Plan / Mastropieri Chapter 1
Prater—Ch 2 (pps. 27-34) / 1 / #2: IRIS RtI Module Part 1
(in-class assignment -- email to H. Ellis)
Due at end of class session
Jan. 23 / Learner Characteristics:
Identifying Learning Problems
--F.A.T. City Video / Mastropieri Chapters 3 and 4;
Chapter 5 (pages 98-102) / #3: Tier 2 Intervention Plan
(email to Dr. Plowman)
Due PRIOR to class
Jan. 30 / IEPs and IEP Process
Section 504
TAT/SAT/SST Teams
Early Intervention
Child Find / WETSKA, Part 1
Prater Ch. 2 (pps. 34-59)
Early Childhood section, end of custom Mastropieri Text (pps 1-14) / 2
Feb. 6 / CRIME Model
Planning Instruction / Prater, “She Will Succeed” article
WETSKA, Part 2 / 3 / #4: CRIME Model
(in-class assignment – email to Dr. Plowman) Due at end of class session
Feb. 13 / Behavior Management / Mastropieri, Chapter 7 / 4
Feb. 20 / Motivation & Affect
Attention & Memory
Lesson Plan Accommodations / Mastropieri, Chapters 9 and 10 / #5: Behavior Contract
(email to Haley Ellis)
Due PRIOR to class
Feb. 27 / Collaboration
Listening & Problem Solving
Review Practicum Break Assignments / Mastropieri Ch. 2 (pps. 26-29 and 43-49) / 5
Practicum Break – No Class
March 6, 2009 -- March 13, 2009 – March 20, 2009 – March 27, 2009
April 3 / Discuss volunteer experiences
Final Project –
example and review / Assignments #6 & #7
due prior to class / #6: LD Checklist (paper copy) and
Volunteer Log (email to Haley Ellis)
#7: Performance Analysis
(Email analysis to Dr. Plowman;
paper copy of student work samples)
April 10 / Prepare for Final
--Work with partner on project
FINAL PROJECT – Due April 21, 2009 by 10 pm
Email to Dr. Plowman
Success in the Course
I hope that all students enrolled in this course will achieve desired results. Students who have been successful in this course attend class, read the lessons, and complete assignments on time. Completing work on time is especially important. Typically, this is a busy semester for students. If you get behind early in the semester, it becomes increasingly difficult to catch up. Turn in work on time. Assignments turned in late will automatically earn reduced points. Students who contact me when they encounter problems completing assignments or attending class, work with me to resolve problems. I am willing to work with students who proactively manage their learning experience.
Mission Statement of the BYU Special Education Programs:
We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:
· Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.
· Prepare master special educators who provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors.
· Add to the knowledge base of special education and related disciplines through research.
· Serve and advocate for learners with individualized educational needs and others who support them.
Honor Code
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.
Plagiarism
Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of his or her own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student's own work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or other standard referencing.
The substitution of another person's work for the student's own or the inclusion of another person's work without adequate acknowledgment (whether done intentionally or not) is known as plagiarism. It is a violation of academic, ethical, and legal standards and can result in a failing grade not only for the paper but also for the course in which the paper is written. In extreme cases, it can justify expulsion from the University. Because of the seriousness of the possible consequences, students who wonder if their papers are within these guidelines should visit the Writing Lab or consult a faculty member who specializes in the teaching of writing or who specializes in the subject discussed in the paper. Useful books to consult on the topic include the current Harcourt Brace College Handbook, the MLA Handbook, and James D. Lester's Writing Research Papers.