Syllabus
CPSE 440/446R: Curriculum and Instruction for
Secondary Students with Disabilities
Brigham Young University
Department of Counseling and Special Education
Winter Semester 2009
Credit Hours: 2 (course) 1 (practicum 446R)
Location & Time: 440-001: Mondays from 4:00-5:50; MCKB 343
Instructor: Dr. Betty Ashbaker
340-C MCKB
Office Hours: Mondays 10:00 to 11:00 or 3:00 to 4:00; or after class by appointment. I can better prepare to meet your needs and avoid interruptions during our meeting if you pre-arrange by making an appointment.
Required Text: Kochler-Bryant & Greene (2009). Pathways to Successful Transition for Youth with Disabilities: A developmental process. Columbus, OH: Pearson
Course Description
Curriculum and instruction for secondary special needs students including adaptations, accommodations, and transition-related planning and instruction.
Prerequisites: Passing grade in all Fall semester CPSE courses.
Course Expectations
Student/Teacher candidates will:
· BYU Honor Code and Dress Code: Adhere to the BYU Honor and dress codes.
· Preparation: Be prepared for each class by completing assignments and readings from the text, and handouts. Come to class prepared to discuss and evaluate materials.
· Participation: Actively participate in classroom presentations, collaborative learning groups, electronic and classroom discussions.
· Attendance: Attend all class sessions. You are responsible for notes and materials that are disseminated each week as part of the weekly class session. Inform the Graduate Assistant of any necessary absences or tardiness.
· Written Work: Complete and submit assignments on time. Written reports are expected to be professional: proofread your report at least once prior to submitting it. Reports should be free of spelling, grammatical, and typographical errors. Typewritten repots should be written in American Psychological Association 5th Edition style.
· 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 (except for cooperative learning group projects). Identical work submitted by two or more students will be regarded as plagiarism. No late assignments are accepted—except in rare extenuating circumstances such as extreme student illness, family death, etc. These will be addressed on an individual basis.
· No visitors (including children) can attend any class without prior approval from the Professor.
· Professionalism. Conduct self in accordance with standards of professionalism. Civility is a priority! Civility is defined as politeness, a courtesy, good manner, courteousness, respect, graciousness, consideration and is the opposite of rudeness.
· Students With Disabilities: Brigham Young University 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 University Accessibility Center (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 University Accessibility Center. 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.
· There is a standard for computer etiquette in this classes – students are more attentive to group discussions when you are not busy working on computers (cell phones, Ipods) on unrelated tasks (e.g., email, instant messaging, web surfing) during class/meeting times. Rather, computers should enhance your participation with the group (e.g., taking notes, scheduling meetings). Please monitor your own behavior—don’t embarrass me (and you) by requiring me to deal with this.
· Preventing Sexual Discrimination or Harassment: Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by Brigham Young University policy.If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor.Alternatively, you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor Code Office (4440).
· Statement on Diversity: The McKay School of Education and Brigham Young University 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.
The PROFESSOR will:
· Come to class prepared.
· Teach using effective instruction techniques based on research-based literature.
· Maintain office hours.
· Teach individuals to use self-assessment, problem solving, and other cognitive strategies.
· Select, adapt, and use instructional strategies and materials according to characteristics of individuals with exceptional learning needs.
· Teach collaboration techniques.
· Conduct self in accordance with standards of professionalism.
· Use strategies to facilitate maintenance and generalization of skills across learning environments.
· Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.
Course Content:
This course (and its related practicum) is designed to prepare special educators to understand the challenges of adolescence and to support their transitions by effectively assessing, teaching, and making adaptations for secondary level students with disabilities.
Methodologies/Teaching Strategies:
Course format will include lecture, group discussion, panel discussion, small group work, service learning, and research participation.
Class Activities Percentage of
· Large group discussion 35%
· Student presentations to class 15%
· Application-a limited percentage of time will be
spent on the application of principles, case studies,
or unique situations that involve analysis and
problem solving 20%
· A minimal portion of class time will be dedicated
to written quizzes and reflection 5%
· Discussion, reflection and simulation activities in
Small groups 15%
· Lecture and guest lecturers 10%
Total percentage of class time 100%
Class Participation (5 per class x 12)Students who attend and participate in class activities and discussions learn more. Make class fun and meaningful by attending and being involved. Contact the professor before (422-8361) class if an emergency or illness prevents attendance. Students with unexcused absences forfeit 5 points per class period. Late arrivals or early departures will result in 3-point deductions. / 60
Tour Summary
Complete and submit the tour form. / 25
Disability Profile
Submit a 4-5 page paper on a high incidence disability-and its implications for helping students with that disability in transitioning into and out of secondary schools. Address the specifics of this disability:
· Define the disability
· State any known causes for this disability
· Include national occurrence rates
· Clearly detail at least 3 teaching strategies that may be used for secondary students with this disability
· Explaining the transition process for these students
· Use at least 3 professional sources from which you obtained your information.
NOTE: While some information for this report can be found in the text, you will be able to find multiple other sources, which enhance your knowledge and the report you write. Please identify a minimum of 4 additional resources for your paper. Use APA format. The report must be long enough to cover all of the necessary information; but it is estimated (based in previous papers) that is will take approximately 4 double spaced pages to adequately cover the topic. / 50
Practicum Contract-submitted / 5
IRIS Module. School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings; Perspectives and resources
http://iris.peabody.vanderbilt.edu/cou2/cresource.htm / 10
Cultural Inquiry Assignment
You will learn about a student’s home culture and experience as a high school adolescent and submit a typed one to two page paper. Please spell check! / 20
Transition Assessment-COPS
Complete and submit the COPS or another appropriate interest inventory on a secondary age (14 to 21 and in school) student with a disability. Type a one to two page document to summarize transition-related strengths and weaknesses, interests and non-interests, stating present level of performance and giving recommendations for the student’sIndividual Transition Plan (ITP). / 25
Individualized Transition Plan
Write a transition plan for a student using the given forms and information from the assessments. Now create a page of narrative that gives background information such as intellectual ability, academic performance, limitations, or strengths due to disability, culture, interests, about this student useful for planning and developing the ITP. / 25
Secondary Reading, Writing, or Study Skills Lesson
Plan and carry out an academic transition activity for a student with a disability. You will
write a lesson plan using the direct instruction model and teach the lesson to one or more students at your practicum site. Include cultural considerations as well as support for diverse learners. Submit the planned lesson and a one page written report about the experience which will include: such information as how long it took to teach the lesson, how students received the lesson, any measurement techniques you used to identify whether or not the students were learning the concepts, a self-evaluation of how successful you were, and changes you will make to the lesson to make it more successful if/when you teach it again. / 50
Complete IRIS Module Challenge
http://iris.peabody.vanderbilt.edu/srs/challenge.htm / 10
Professionalism –PIBS
You will self-evaluate and the professor will also evaluate your professional behavior. A
2-point discrepancy will be discussed on an individual basis. / 10
Quizzes 5@10 points each
Answer short, (unannounced) quizzes on selected chapters. / 50
Course Evaluation
Online / 5
Final Assessment / 50
Total Points Possible / 400
Expected Learning Outcomes
Upon completion of the Special Education Severe Disabilities Undergraduate Program, teacher candidates meet the needs of students with disabilities through competencies related to the Interstate New Teacher Assessment and Support Consortium and the Council for Exceptional Children (Common Core and Individualized Independence Curriculum). The six primary learning outcomes of this program include:
1. Assessment Candidates select, administer, and interpret appropriate tests to determine if students are eligible for special education, to plan and adjust daily instruction, and to monitor student progress toward Individualized Education Plan (IEP) goals.
2. Teaching Candidates use effective teaching practices and assistive technologies to help students with severe disabilities master their IEP goals in areas such as functional living skills, communication skills, reading, and mathematics.
3. Behavior Candidates use effective behavior improvement strategies to help students increase appropriate social behavior and to prevent and reduce inappropriate behaviors.
4. Collaboration Candidates work effectively with parents, professionals, paraprofessionals, and others in the school and community to help students with disabilities achieve their IEP goals.
5. Interpersonal Relations Candidates work with students, parents, professionals, paraprofessionals, and others in the school and community with kindness and respect regardless of their diverse backgrounds.
6. Professional Practice Candidates fulfill all duties and assignments, comply with all education laws and policies, and continue to improve professional practice.
Course Assignments*
*All assignments must be completed on time. Written reports are expected to be typed, proof-read, spell-checked and written in American Psychological Association (APA) style. Late assignments will receive half credit.
Bibliography
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