Wilkes University
Education Department
ED 210: Teaching Students with Special Needs
Dr. Michael Garzella Breiseth 205
570-408-4461
Teacher Education Program Mission:
The mission of the Teacher Education Program (TEP) is to provide the educational community and society at large with competent, caring, and ethical educators who are life-long learners, reflective practitioners, and effective communicators. The Teacher Education Program provides opportunities for students to grow academically and professionally. The program promotes an appreciation for diversity, as well as a regard for research-based and innovative practices. The ethic of service and dedication are expected of graduates to meet the diverse needs of all students within the learning community.
Course Description:
This three-credit course is designed to enable pre-service teachers to develop the knowledge base and instructional skills necessary to meet the educational needs of students with special needs in the classroom. This course is designed to familiarize pre-service teachers with varied exceptionalities, including behavioral disorders, learning disabilities, mental retardation, Attention-Deficit-Hyperactivity-Disorder, and physical and sensory disabilities. The course will incorporate useful pedagogical information, which addresses the learning abilities of exceptional students and enhances instruction across all subject areas.
Required Textbook:
Heward, W.L (2008). Exceptional children: An introduction to special education. (9th ed.). Upper Saddle River, NJ: Pearson Education Inc. (With MyEducationLab)
APA Online References:
American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.) Washington, DC: APA.
http://apastyle.apa.org/
http://owl.english.purdue.edu/owl/resource/560/01/
*** Please note: you will be expected to follow APA format and guidelines, 6th edition, for citing all internet and non-internet sources. For your convenience, examples of APA reference citations are included in your ‘Directions and Rubric Packet’. APA format is important for professional publications. Please be aware that points will be deducted for reference citations which do not follow APA format or do not give due credt to all relevant sources, whether used as a reference or quoted directly. References will be edited within the body of the assignment, as well as on a separate reference page following APA format.
Course Objectives as Related to Pennsylvania Department of Education (PDE) Guidelines- Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting (Numbered Assignments follow each objective):
The students will:
A. Demonstrate an understanding of and ability to plan for: type, identification and characteristics of different types of disabilities, as well as effective, evidenced-based instructional practices and adaptations ( 3, 5, 6)
B. Demonstrate understanding of the legal rights and responsibilities of the teacher for special educational referral and evaluation and the rights and procedural safeguards that students are guaranteed (3, 6)
C. Demonstrate an understanding of the use of formal and informal assessment data for instructional, behavioral and possible eligibility decisions based on the type of assessment, level of the students being assessed, and the point and quality of instruction (3, 4)
D. Demonstrate an understanding of the components of the Individualized Education Plan (IEP) process, with emphasis on understanding measurable goals based on present levels, specially designed instruction, adaptations, accommodations, supplementary aids and services, and supports for school personnel (3, 4)
E. Demonstrate an understanding of the multi-disciplinary evaluation process and an ability to articulate the findings presented in an evaluation report (3, 4)
F. Identify positive behavioral interventions based on a functional analysis of behavior (4)
G. Create an optimal learning environment by utilizing, evaluating, modifying and adapting the classroom setting, curricula, teaching strategies, materials, and equipment (4, 5)
H. Understand the role of the general educator as part of the team for transition planning across transition points (3, 4)
I. Demonstrate an understanding of the meaningful roles that parents and students play in the development of the student’s education (3, 4, 6)
J. Understand the importance of working collaboratively with all members of the student’s instructional team including parents and agency personnel (3, 4)
K. Identify evidence-based instructional practices to be used with students with disabilities in the area of literacy (3, 5, 6)
L. Demonstrate instructional strategies to enhance comprehension of material (3, 5, 6, 8)
M. Demonstrate an understanding of the challenges that students with specific disabilities face in content area literacy (3, 5, 6)
N. Identify effective instructional strategies to address areas of need (3, 5, 6, 8)
O. Identify and implement instructional adaptations based on evidence-based practices to provide curriculum content in a variety of ways without compromising curriculum intent (3, 5, 6, 8)
P. Analyze performance of all learners and make appropriate modifications (3, 5, 6, 8)
Q. Understand the concept of universally designed instruction (5)
R. Demonstrate an understanding of the range and use of assistive technology (4)
S. Demonstrate understanding of differentiated instruction for effective instruction required for inclusive settings (4, 5)
NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS)
The students will:
1. Identify and locate technology resources and evaluate them for accuracy and suitability (4,5,6)
2. Plan for the management of technology resources within the context of learning activities (5)
3. Use technology to support learner-centered strategies that address the diverse needs of students (5)
4. Use technology resources to engage in ongoing professional development (2,6)
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COURSE REQUIREMENTS AND ASSESSMENTS
1. Participation/Discussion “Take-Part-Don’t-Depart”: (30 pts.)
I trust that you will make a sincere effort to attend every scheduled class, to interact positively during discussions and activities, and to contribute your ideas for other students to appreciate. Abiding by the maxim that ‘EXPERIENCE IS WISDOM’, we can all learn from one another and mutually work through the challenge of striving to become effective, caring teachers in a demanding world. Expected behaviors include: attendance and punctuality, evident class preparation, on-time readings and assignments, sincere verbal responses, participation in activities and discussions, apparent interest, positivism, organization, professionalism, and respect for the ideas and opinions of others.
2. Personal Interview: (10 pts.)
You will interview a person that has been diagnosed with a disability. The age of the person can range from school age to adult. A list of interview questions will be developed for you to follow. You will hand in a typed document that includes the interview questions and the responses from the individual. Potential settings for the interview can include schools, centers, disability service clinics, after school programs, etc.
3a. Capture-the-Chapter Study Guides (10 pts. each = 130 pts. total)
You will be responsible for READING 13 CHAPTERS in the course textbook throughout the semester and completing a STUDY GUIDE for each chapter. Study guides can be done in any format that meets your learning style. They can be in the traditional outline format, bullets, summaries, etc. They should contain chapter headings for easy viewing. They must be neat and legible. Outlines need to thoroughly summarize/explain each chapter. They will be a great resource for the course and for your future teaching experience.
8. Mid-Term Exam –(65 pts).
The mid-term exam will encourage you to apply knowledge of instructional strategies, adaptations, and modifications to specific student scenarios. Your Electronic Portfolio will be used as the basis for responding to the mid-term exam scenarios. If you miss class on the date of the exam and need to reschedule on a mutually agreed upon date, there will be a deduction of 10 points.
4. Reflections (10 pts. each = 50 pts. total)
Reflections sheets will help you think about and process specific course concepts. There are five Reflection Sheets that align to Pennsylvania Department of Education Special Education Guidelines. A thoughtful and thorough response to each reflection will earn 10 points.
5. MAIN SEMESTER PROJECT: Project Consists of 3 Parts....
(1) EXCEPTIONALITY CONTRIBUTION (40 pts.)
(2a) TEACH-A-TECHNIQUE (35 pts.)
(2b) MAP-YOUR-METHOD (M.I.C.E.)(10 pts.) = Total 85 pts. total
Part 1) (40 pts.) EXCEPTIONALITY CONTRIBUTION
During the first half of semester – Each student will draw for a specific EXCEPTIONALITY, read an article about it, write an abstract summary of the article and enumerate a list of learning and teaching implications and suggestions for learning strategies. You will be asked to include 2 strategies as an EXPERT during the class in which the exceptionality is scheduled to be discussed on the syllabus. You will upload your list of learning strategies to the ed 210 Wiki. This expert contribution will be created in GLOGSTER.
Part 2a) Teach-A-Technique Presentation (35 pts.)
During the second half of the semester - To continue your informal EXPERT sharing of your chosen Exceptionality, you will demonstrate an example of 2 or more learning strategies that can be implemented in a classroom. The techniques may be obtained from your Exceptionality Contribution article, the course textbook, the Internet, other articles, personal experiences / observations, or various educational resources. Partners will present a "workshop" presentation at the end of the semester, to the entire class, which will facilitate hands-on practice of your chosen strategy. You can be as creative and motivational as necessary to truly engage your classmates in the strategy. Refer to your Directions and Rubric guidelines.
Part 2b) Map - Your - Method (10 pts.) Refer to “M.I.C.E” [Management, Instruction, Curricular, Environmental]
You will fill out a diagrammed MAP to encapsulate the TECHNIQUE that you choose for your Teach-A-Technique presentation. This Methods-Map will be typed to enhance legibility for the other students. You will upload your map to the ED 210 Wiki prior to or your Teach-A-Technique presentation. A blank template for the Methods-Map is uploaded to the Wiki. This template is a guideline for your Map and can be transcribed & revised to your own specifications.
6. Be-Wise-and-Organize -Special Needs Digital Portfolio (40 pts.)
You will organize a “Digital Portfolio,” which will represent a collection of special needs strategies, ideas, materials, and educational / teaching reminders which are addressed throughout this course. The finished product will be a compilation of descriptions, adaptations, and reminders to be used in your own teaching experiences with your own special needs students when you are student teaching and in your future classroom. Refer to your Directions and Rubric Packet for specific guidelines and instructions.
Your PORTFOLIO will feature the following items:
1. Exceptionalities: Page with definitions, characteristics, and special notes.
2. Copies of all Exceptionality Contributions
3. Copies of all Methods-Maps
4. Copies of teaching ideas and suggestions given throughout the semester
5. Templates and examples of student strategies
6. Parent information
7. Legal materials
8. Behavioral management suggestions
9. Other materials from this class or other Education classes, at your discretion
7. Children’s Literacy Task (10 pts.)
You will identify a selection of literature, fictional or non-fictional, that can be read with students in K-12 classrooms that teaches concepts related to special needs awareness. The selection may include books, stories, poetry, documentaries, biographies, and historical pieces. You will send your selection to me as a file attachment (saved in Microsoft Word) any time before final exam week. The selection will include: APA citation and one paragraph description of the literary work, including the recommended age group. I will then compile an Annotated Bibliography of all books and share with the entire class. Refer to APA examples.
8. Final Exam –(40 pts).
The final exam will encourage you to apply knowledge of instructional strategies, adaptations, and modifications to specific student scenarios. Your Special Needs Binder will be used as the basis for responding to the final exam scenarios. The final exam date will be scheduled by the Registrar’s office. If you miss class on the date of the exam and need to reschedule for a VALID reason, on a mutually agreed upon date, there will be a deduction of 10 points.
Class Attendance and Assignment Completion Policies
Because you are the teachers of tomorrow, I trust that you will show respect for the educational process by attending all scheduled classes. There is a high statistical correlation between attendance and academic performance. I know that as teachers, you would expect your own students to show this respect in your classroom.
If you need to miss a class for a valid reason, please contact me by phone or email PRIOR to the time that the class is scheduled (leave a message if necessary). Examples of valid reasons include illness, medical procedures, inclement weather, and family emergencies.
Absences totaling more than 2 excused absences will warrant a deduction of 4 points for each missed class (deducted from the Participation Grade).
Late arrivals or early departures from class will also be factored into the final grade and frequency may be counted as an absence at the discretion of the instructor.
Assignments, preparations and readings should be completed by the due dates listed on the course agenda. Late assignments will warrant a deduction of ONE POINT for each day past the due date. Assignments can always be E-mailed. Arriving late or missing a class on the day of a scheduled contribution or presentation will warrant a deduction of 5 points each from the assignment grade.
Course Grading Scale
Percentages / Grade / Points100-94 % / 4 / 470-500
93-87 % / 3.5 / 435-469
86-80 % / 3 / 434-400
79-75 % / 2.5 / 399-375
74-70 % / 2 / 374-350
69-65 % / 1.5 / 349-325
64-60% / 1 / 324-300
59-0% / 0 / 299-0
Wilkes Teacher Education Program Policies
(Also referenced in the Teacher Education Program Handbook and Wilkes University Student Handbook):
Academic Honesty Policy:
Academic Honesty requires students to refrain from cheating and plagiarism, which are serious academic offenses that cannot be tolerated in a community of scholars. The practice of academic honesty includes completing your own work, completing and logging field experience hours honestly, citing all resources used, refraining from duplicating assignments, projects, or presentations across courses (self-plagiarism), and refraining from plagiarizing by submitting the work or ideas of others as your own, including Internet sources.
Penalties for violations of academic honesty may range from failure for the particular assignment to failure for the course. In accordance with the academic grievance procedures of Wilkes University, cases of academic dishonesty will be addressed first by the instructor. Any appeal by the student should be directed to the department chairperson. Violations of academic honesty will be addressed at the programmatic and university levels and may result in a decision of course failure or program dismissal.