Counseling Psychology and Special Education 402

Winter 2006

BrighamYoungUniversity

Department of Counseling Psychology and Special Education

Course Title:Educating Students with Special Needs in Secondary Classrooms

Instructor:Heidi Abraham, MS

237A MCKB

422-1690

Office Hours:

Course Description:This course prepares future secondary classroom teachers to understand how students with exceptionalities learn, and to use basic strategies for meeting their educational needs. Participants will identify the way 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:Admission to Secondary Education program or consent of instructor.

Concurrent Field

Experience:Work a minimum of 12 hours with a student with disabilities in a general education secondary school classroom

Required Text:

Guiding

Framework:As a department, we embrace the Interstate new Teacher Assessment and Support Consortium (INTASC) Standards as our guiding framework for preparing teacher candidates.

The Interstate New Teachers Assessment and Support Consortium (INTASC)

Standards: The INTASC standards center on five major propositions: (1) Teachers

committed to students and their learning. (2) Teachers know the subjects they teach and

how to teach those subjects to diverse learners. (3) Teachers are responsible for

managing and monitoring student learning. (4) Teachers think systematically about their

practice and learn from experience. (5) Teachers are members of learning communities.

Course Objectives: This course is designed to meet the requirements needed for a state of Utah teaching license in Secondary Education and also meets the standards of the Council for Exceptional Children. INTASC standards are also met in this course as listed below.

Objective / INTASC Standard / Assessment
1. Define special education and describe the legal structure of services for individuals with disabilities, including the Individuals with Disabilities Education Act (IDEA) / Foundations (1) / Final
2. Develop a personal philosophy of special education which includes an understanding of the implications of Least Restrictive Environment as defined in IDEA / Foundations (1) / Field Experience
3. Describe the characteristics and educational implications of students with high incidence disabilities / Development and Characteristics of Learners (2) / Disabilities Chart
4. Describe the characteristics and educational implications of students with low incidence disabilities / Development and Characteristics of Learners (2) / Disabilities Chart
5. Describe the effects of cultural, ethnic, and language diversity on the education of individuals with disabilities / Individual Learning Differences (3) / Final
6. Demonstrate ability to select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. / Instructional Strategies (4) / Teacher Work Sample
7. Use research-supported methods for academic instruction of individuals with disabilities including explicit instruction, learning strategies, task analysis, and active participation / Instructional Strategies (4) / Teacher Work Sample
8. Demonstrate knowledge of basic classroom management theories and an understanding of teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. / Learning Environments and Social Interactions (5) / Teacher Work Sample
9. Demonstrate ability to identify and prioritize areas of the general curriculum and provide accommodations for individuals with exceptional learning needs / Instructional Planning (7) / Teacher Work Sample
10. Describe the steps in the Individual Education Program (IEP) process, including Individualized Transition Plans for students aged 14-22 / Instructional Planning (7) / Final
11. Demonstrate ability to select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with disabilities / Assessment (8) / Teacher Work Sample
12. Demonstrate sensitivity to individuals with disabilities / Professional and Ethical Practice (9) / Field Experience
13. Describe models and strategies of consultation and collaboration including co-planning and co-teaching. / Collaboration (10) / Final

Course Content: This course is organized into two parts, each of which must be successfully completed to receive a passing grade for the course. The first part is the Field Experience. This is explained in detail in the beginning of the course. The second part includes the following three units of study.

Unit I Foundations and the Lawincludes an explanation of special education, instruction on collaboration, and a description of the IEP process.

Unit II Exceptionalities consists of instruction in the characteristics and educational implications of high incidence exceptionalities, low incidence exceptionalities, multicultural issues, and gifted and talented students.

Unit III Instructional Planning and Accommodations includeseffective instruction for all students, course planning, classroom behavior and social skills, accommodations and modifications for students with disabilities, promoting inclusion with classroom peers, and assessment.

Grades are computed by the evaluation of the following areas and assignments:

Class attendance and participation. The class sessions are designed with you in mind. Please plan to attend each of them and to participate actively in the problem solving activities. You will complete several in-class assignments that will count toward your grade. You will work in cooperative teams throughout the semester. Your participation in these teams will be valued. It is important to share your experiences and insights. You will receive points each day for class participation.

Course Assignments:

Field Experiences. There will be four assignments that coincide with your field experience. Each will highlight a topic that will later be discussed in class. Field experiences will be worth 20 points each for a total of 80 points toward your final grade.

Disabilities Chart. You will complete a disabilities chart outlining the characteristics of high and low incidence disabilities discussed in class.

Class Preparation Assignments. You will complete 5 assignments in connection with class discussions and/or reading material. These assignments will be described in detail as they are assigned.

Professionalism. Professional standard of behavior and coursework are expected. Promptness, responsibility, completion of all assignments, problem-solving skills, and appropriate relations with teachers, peers, and students in the schools are qualities of exemplary educators.

Exams. There will be a comprehensive final. It will consist of short answer and essay questions.

Field Experiences / 4 @ 20 points / 80 points
Disabilities Chart / 1@ 40 points / 40
Class Preparation Assignments / 5 components @ 50 / 50 points
Professionalism / 20 points / 20 points
Final Exam / 100 points / 100 points
TOTAL POINTS / 290POINTS

Grading Criteria:
95 - 100% A70-73% C-
91 - 94% A-69-66% D+
86 - 90% B+63-65% D
83 - 85% B60-62% D-
80 - 82% B-<59% E
77 - 79% C+
74 - 76% C

Course Expectations:

  1. Honor Code. Students are expected to adhere to the BYU Honor Code, and dress/ grooming standards.
  1. Preparation.Students are expected to monitor their learning by following a schedule for completing their assignments, readings, quizzes, and exams.
  1. Participation. Students are expected to actively participate in discussions and other activities as directed by the professor.
  1. Written Work. Written reports are expected to be professional. Proof read your report for spelling, grammatical, and typographical errors prior to submitting it. Type-written reports should be written in American Psychological Association 5th Edition style.
  1. Assignments. All assignments are due at the beginning of class on the day assigned. It is expected that all written work reflect the efforts of the individual student (with the exception of cooperative learning group projects). Identical work submitted by two or more students will be regarded as plagiarism.
  1. Out of Class Work. Students are expected to spend approximately 4-6 hours per week studying and preparing for this 2 semester hour course (2-3 hours “out of class” work per semester hour).
  1. Live Text. Some assignments may be submitted electronically via Live Text or other by arrangement. Students may discuss these with their professor and are expected to complete these assignments as directed by their professor.

Date / Unit / Area of Emphasis / Assignments
Due / Other related Due Dates
1/11 / Introduction / Student Inventory
1/19 / I. Foundations and the Law / Special Ed Law & Collaboration / Read Ch. 11
Student Inventory
1/25 / III. Instructional Planning / Behavior / Classroom Management Survey
Field Experience #1
1/26 / II. Exceptionalities / High Incidence Disabilities: Learning Disabilities / Disabilities Ch. 3
Chart
2/2 / II. Exceptionalities / High Incidence Disabilities: Speech and Language, Intellectual, & Emotional / Field Experience #2
2/9 / II. Exceptionalities / Low Incidence Disabilities and Diversity and Special Education / Disabilities Ch. 4
Complete Chart
Chart Due
Field Experience #3
TBA / III. Instructional Planning / Topics as needed / Field Experience #4
TBA / III. Instructional Planning / Topics as needed

Methodologies/Teaching Strategies: The course content will be taught and learned primarily through the following strategies: reading the text, working with a student with special needs, engaging in class discussions, participating in cooperative learning groups, viewing media presentations, and listening to guest speakers.

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.

Statement on Diversity: The McKay School of Education and BrighamYoungUniversity 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.

Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.

Students with Disabilities: BrighamYoungUniversity is committed to providing a working and learning atmosphere, which reasonably accommodates qualified persons with disabilities. If you have any disability, which may impair your ability to complete this course successfully, please contact the UniversityAccessibilityCenter (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the UniversityAccessibilityCenter. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.

McKaySchool of Education Mission Statement: The mission of the David O. McKay School of Education is to improve learning and teaching in the school, home, church, and community worldwide

BYU Special Education Program Mission Statement:

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.