CPSE 480: Educational and Multicultural Issues in Special Education

Syllabus

CPSE 480: Educational and Multicultural Issues in Special Education

BrighamYoungUniversity

Department of Counseling and Special Education

Fall Semester, 2006

Credit Hours:3

Location and Time:Thursday, 4:30-7:20 p.m.

Instructor: Barbara (McCauley) Lovejoy

343 MCKB

Office Hours: By appointment

Contact Information: Cell: 548-1538, Home: (801) 466-1117

Required Text:Required Texts:

Nieto, Sonia (2004). Affirming Diversity: The SocioPolitical Context of Multicultural Education. Pearson Education, Inc. ISBN: 0-295-4512205

& Other required readings as provided by the instructor, Barbara Lovejoy

Required materials:

A journal

Course Description:Special education issues: multicultural, historical, and legal foundations.

Prerequisites:None

Course Objectives: (Objectives are based on NCATE/CEC International Standards and are in accordance with INTASC Principle #3 which is: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.)

Core Course
Outcomes from
CEC/NCATE
Standards / Knowledge / Conceptual Framework Aims
(McKaySchool of ED)
CF 1: Embrace and Apply the Moral Dimensions of Teaching

Practicing nurturing pedagogy
Providing access to knowledge
Enculturating for democracy
Ensuring responsible stewardship of the schools

CF2: Demonstrate Academic Excellence
CF3: Model Collaboration
CF4: Act with Social Competence / INTASC Evaluation Standards
S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
CC3K5 / Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences. / CF1 / S3, S9
CC5K8 / Ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage. / CF1, CF4 / S3, S4, S5, S7
CC5K9 / Ways specific cultures are negatively stereotyped. / CF4 / S3, S10
CC5K10 / Strategies used by diverse populations to cope with a legacy of former and continuing racism. / CF1 / S3
CC6K2 / Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages. / CF3 / S3, S6, S9
CC6K3 / Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. / CF1 / S3, S5
Skills
CC5S14 / Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person. / CF3 / S3, S4
Students will interact with individuals from a culture different than their own. / CF4 / S3, S9

Course Expectations:

1. Students will adhere to the BYU Honor Code.

Students will attend every class and participate in discussions, activities, research, group work, and service learning. During discussions, which may get lively, students should treat each other with the respect they deserve, even if they disagree. Late arrivals or early dismissals are inappropriate. Five participation points will be deducted for each class missed.
Students will complete all assignments on time. Written reports are expected to be typed, proof-read, spell-checked and written in American Psychological Association (APA) style.

Course Content:

This course is designed to prepare special educators to understand and effectively assess, teach, and make adaptations for students from multicultural backgrounds (African-American, Native American, Asian American, Latino, etc.) including students who are bilingual, students with low socioeconomic status, and students at risk of school failure.

Methodologies/Teaching Strategies:

Course format may include but not be limited to lecture, group discussion, panel discussion, small group work, service learning, and research participation.

Grading Scale: (percentage)

(A) = 95-100 / (B+) = 86-91 / (C+) = 71-76 / (D+) = 56-61 / (E) = 0-40
(A-) = 92-94 / (B) = 80-85 / (C) = 65-70 / (D) = 50-55
(B-) = 77-79 / (C-) = 62 - 64 / (D-) = 41-49

Course

EXPECTATIONS FOR COURSE: Participation, Attendance, & Professionalism in class. Attend every class period, arriving on time and staying the whole class period. Please turn off all pagers and cell phones during class time.

COURSE REQUIREMENTS

More detailed information on directions, grading rubrics, and examples will be provided in class.

Preparation and class participation and completion of

In class assignments50 pts.

!5 pts. off for each class missed/ 5 pts. off for tardies or early leaves

Cultural Assignment 100 pts.
Topic Assignments 50 pts. each
Book case study assignment 15 pts.
Book of Mormon assignment 50 pts.
Critical Pedagogy/Service Learning Project 250 pts.
Class journal writing (13 entries)50 pts.

(10 pts. off for each missing entry)

Letter to a teacher 15 pts.

5 extra pts. if the letter is mailed or delivered

List of at least 100 books for a multicultural classroom 10 pts.
Book presentation for book group 100 pts.
Quizzes 15 pts. each
Final 100 pts.

Due dates for assignments: (Turn them in class)

#4 September 14th

#8 September 21st

#3 December 14th

#6 December 14th or before

#10 December 7th

#9 December 7th

#2 December 19th

#7 December 19th

#5 December 19th or before

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.

Preventing Sexual Discrimination or Harassment

Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by BrighamYoungUniversity 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).

Students with Disabilities

If you have a disability that may affect your performance in this course, you should get in touch with the office of Services for Students with Disabilities (1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.

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.

CLASS SCHEDULE: (Subject to change)

Thursday, September 7th---Class 1

Topic: Introduction

Objective: Students will have a basic understanding of the issue and will be thinking about how the Savior views multiculturalism

Vocabulary:

In-class activity: PRE-TEST, Discussion of Savior’s way, Journal writing

Reading: Case studies

Assignment: Explanation of all assignments and due dates

Thursday, September 14th---Class 2

Topic: Case studies

Objective: Students will learn from case studies approaches to take towards

multiculturalism as a teacher and decide which they want to adopt

Vocabulary:

In-class activity: Case studies, Journal writing

Reading

Assignment: Letter to teacher

Thursday, September 21st---Class 3

Topic: Making our schools inviting for all students

Objective: Students will decide on specific ways to make their classrooms

and schools inviting for diverse students, including Sp. Ed. students

Vocabulary:

In-class activity: Video: “Inviting Schools” with Dr. William Purkey, Journal

Readings:

Assignment:

Thursday, September 28th---Class 4

Topic: Learning what it is like to be a diverse student

Objective: Students will experience what it feels like to be a diverse student

and will respond to this in their journals.

Vocabulary:

In-class activity: Green Eyes/ Blue Eyes, Speaking only Spanish, Student video, Journal

Readings: Read Chapter 4 in Nieto’s book

Assignment:

Thursday, October 5th—Class 5

Topic: Structural and Organizational Issues in Schools

Objective: Students will demonstrate through “jigsaw” and graphic organizers and journal writing their knowledge of how retention, standardized testing, the curriculum, pedagogy, physical structure, disciplinary policies, role of students, role of teachers, and family and community involvement affect diverse learners.

Vocabulary:

In-class activity: Jigsaw and graphic organizer for Chapter 4, Journal

Readings:

Assignment: Chapter 7 in Nieto’s book for October 26th

Thursday, October 12th---Class 6

No class—Work on service learning

Thursday, October 19th---Class 7

No class

Attend the Brown Bag session by Dr. Izquierdo. Complete the Bilingual/Biliteracy questionnaire that will be sent to you by email which can be done as a group of up to 5 people.

If unable to attend the Brown Bag session, arrange to watch the video of the presentation.

Attendance at the UABE dinner in SLC Thursday evening and/ or at the UABE conference on Friday, October 20th, in SLC is extra credit.

Thursday, October 26thth—Class 8

Topic: Understanding of School Achievement

Objective: Students will demonstrate through “jigsaw” and graphic

organizers and journal writing their understanding of theories that affect

school achievement.

Vocabulary:

In-class activity: Jigsaw and graphic organizer for Chapter 7, Journal

Readings: Chapter 9 in Nieto’s book

Assignment:

Thursday, November 2nd ---Class 9

Topic: Multiculturalism Education and School Reform

Objective: Students will demonstrate through “jigsaw” and graphic

organizers and journal writing their understanding of the aspects of a

multicultural education.

Vocabulary:

In-class activity: Jigsaw and graphic organizer for Chapter 9, Journal

Readings:

Assignment:

Thursday, November 9th —Class 10

Topic: Pedagogy/ Service Learning Activity

Barbara Lovejoy, instructor, will possibly be at NAME Conference

Thursday, November 16th---Class 11

Topic: Panel / Video from Hispanic students

Objective: Students will write in their journals what they have learned from

people involved in the community who serve diverse populations on how they

can complement these efforts and advocate for their diverse students in their

classroom and school.

Vocabulary:

In-class activity: Panel, Journal

Readings:

Assignment:

Thursday, November 23rd: No class for Thanksgiving

Thursday, November 30th—Class 12

Topic: Literacy and Diverse Learners

Objective: Students will write in their journals what they have learned about

literacy and diverse learners.

Vocabulary:

In-class activity: Presentation on literacy, Journal

Reading:

Assignment:

Thursday, December 7th—Class 13

Topic: Multicultural Issues

Objective: Students will demonstrate through Literature Circles, Talking

Points, “jigsaw,” and journal writing what they have learned from different

authors about a variety of issues affecting our diverse learners.

Vocabulary:

In-class activity: Book reports in Literature Circle + talking points +Jigsaw,

Journal

Readings:

Assignment: Cultural Assignment

Book of Mormon Assignment

Pedagogy or Service Learning

Thursday, December 14th : Class 14

Topic: Multiculturalism issues

Objective: Students will learn through presentations by classmates about

different multiculturalism issues

Vocabulary:

In-class activity: Individual topics in groups, Journal

Readings:

Assignment:

FINAL: Tuesday, December 19th5:45-7:45 p.m. Rm. 343 MCKB

Topic: We Can Learn From Other Cultures / FINAL due! (take home)

Objective: Students will show through their presentation what they have

learned about another culture as well learn from the presentations of their

classmates.

Vocabulary:

In-class activity: Cultural Presentation

Reading:

Assignment:

Bibliography

Artiles, A. J., Barreto, R. M., Pena, L., & McClafferty, K. (1998). Pathways to

teacher learning in multicultural contexts: A longitudinal case study of two novice bilingual teachers in urban schools. Remedial and Special Education, 19 (2), 70-90.

Baca, L. M., & Cervantes, H. T. (1998). The bilingual special education interface

(3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Baca, L. M. (1990). Theory and practice in bilingual cross cultural special

education: Major issues and implications for research, practice, and policy. Washington, DC: US Government Printing Office.

Bruneau, O. (1985). A comparison of Native Americans and Anglo preschoolers.

Psychology in the Schools, 22, 378-379.

Dean, A. V., Salend, S. J., & Taylor, L. (1993). Multicultural education: A

challenge for special education. Teaching Exceptional Children, 26, 40-43.

Dyches, T. T., Wilder, L. K., Sudweeks, R., Obiakor, F. E., & Algozzine, B. (in

press). Multicultural perspectives on autism. Journal of Autism and Developmental Disorders.

Dyches, T. T., Wilder, L. K., & Obiakor, F. E. (2001). Autism: Multicultural

perspectives. In F. E Obiakor & A. F. Rotatori (Eds.), Advances in special education: Autism (pp. 151-180).Stamford, CT: JAI Press.

Epstein, M. H. (1999). Using strength-based assessment in programs for children

with emotional and behavioral disorders. Beyond Behavior, 9, (2), 25-27.

Fuchs, D., & Fuchs, L. S. (1989). Effects of examiner familiarity on black,

Causasian, and Hispanic children: A meta-analysis. Exceptional Children 55 (4), 303-308.

Harris, K. C. (1996). Collaboration within a multicultural society: Issues for

consideration. Remedial and Special Education 17 (6), 355-362, 376.

Hirschfelder, A., Fairbanks, M., & Wakim, Y. (1999). American Indian stereotypes

in the world of children.Metuchen, NJ: The Scarecrow Press, Inc.

Kea, K. D., & Utley, C. A. (1998). To teach me is to know me. The Journal of

Special Education 32 (1), 44-47.

Maag, J. W., & Katsiyannis, A. (1999). Teacher preparations in E/BD: A national

survey. Behavior Disorders 24 (3), 189-196.

Obiakor, F. E. (1999). Teacher expectations of minority exceptional learners:

Impact on “accuracy” of self-concept. Exceptional Children, 66, 39-53.

Obiakor, F. E. (2001). It even happens in “good” schools: Responding to cultural

diversity in today’s classrooms. Thousand Oaks, CA: Corwin Press.

Obiakor, F. E., Algozzine, B., Thurlow, M., Gwalla-Ogisi, N., Enwefa, S., Enwefa,

R., & McIntosh, A. (2002). Addressing the issue of disproportionate representation: Identification and assessment of culturally diverse students with emotional or behavioral disorders.Arlington, VA: Council for Children with Behavioral Disorders, Council for Exceptional Children.

Obiakor, F. E., & Ford, B. A. (2002). Creating successful learning environments for African American learners with Exceptionalities. Thousand Oaks, CA: Corwin Press.

Obiakor, F. E., Grant, P. A., & Dooley, E. A. (2002). Educating all learners: Refocusing the comprehensive support model.Springfield, IL: Charles C. Thomas.

Obiakor, F. E., Harris-Obiakor, P. (1997, Fall). Career counseling for the minority college student: The neglected reality. Journal of Educational Opportunity, 16, 35-47.

Obiakor, F. E., & Wilder, L. K. (2003). Disproportionate representation of

culturally diverse students in special education: What principals can do. Principal Leadership, 4 (2), 16-21.

Obiakor, F. E., & Wilder, L. K. (2004). Issues, practices, and solutions in

transitioning ethnically diverse learners with emotional/behavioral disability. In D. Cheney (Ed.), Transition of Students with Emotional or Behavioral Disability from School to Community: Current Approaches for Positive Outcomes.

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Wilder, L. K., Jackson, A. P., & Smith, T. B. (2001). Secondary transition of

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MTM with ethnically diverse learners with exceptionalities.

LITERATURE CIRCLE ASSIGNMENT

Power of Reading by Stephen Krashen

Language Loyalties by James Crawford

Negotiating Identities by Jim Cummins

Funds of Knowledge by Luis Moll and Norma Gonzalez

Star Teachers of Children in Poverty by Martin Haberman

Framework for Understanding Poverty by Ruby Payne

Case Against Standardized Testing by Alfie Kohn

Teaching Reading in Multilingual Classrooms by David Freeman and Yvonne Freeman

Special education in multicultural contexts by M.A. Winzer

Involving Latino Families in Schools by Concha Delgado Gaitan

English Language Learners With Special Education Needs by A.J. Artiles and A.A. Ortiz

Developing Cross-Cultural Competence by E.W. Lynch

Why Are All the Black Kids Sitting Together in the Cafeteria by Beverly Tatum

Savage Inequalities by Jonathan Kozol (or any other book by him)

Extra credit: Lies My Teacher Told Me by James W. Loewen

Literature Circle Assignment

What did you know about the topic before reading the book?

What were you hoping to learn from the book?

Why did you choose this book?

What information surprised you as you read the book?

How can you use the information you learned in your classroom?

What information do you question or think might not be correct? How might you check it out?

What is the most important thing you have learned? Why?

What is the most interesting thing you read?

What techniques did the author use (or not use!) so the information could be easily understood?

Where do you think you could look for more information on this topic?

What are the advantages of “Literature Circles” for ELLs/ SpEd students and/or to teach multicultural issues?

Topic Assignment