CPSE 300 Exceptional Students: Principles of Collaboration
Fall 2012
Section 003: 277 MCKB on M W from 11:00 am - 11:50 am
Name: Katie Steed
Office Phone: 801-422-1408
Office Location: 237 C MCKB
Email:
Office Hours: M,W 12:00 pm to 12:30 pm
M 1:00 pm to 2:00 pm
Or By Appointment
Name: Jessica Cahill
Office Phone:
Office Location:
Email:
Course Information
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.
Texts and Materials
Item / Vendor / Price (new) / Price (used)INCLUSIVE CLASSROOM + WHAT EVERY TEACHER SHOULD KNOW PKG Required
by M, MASTROPIERI,
ISBN: 9781256421788 / BYU Bookstore / $105.40 / $79.05
Learning Outcomes
Learning Difficulties and Accommodations
Analyze student's learning difficulties and plan appropriate accommodations.
Special Needs Learning Characteristics
Describe learning characteristics of special needs students.
Assessment Plans and School Support
Develop assessment plans to evaluate students' progress and collaborate with school experts to support student learning.
Collaboration
Collaboration: Candidates work effectively with parents, professionals, paraprofessionals, and others in the school and community to help students with disabilities achieve their IEP goals.
Interpersonal Relations
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.
Professional Practice
Professional Practice: Candidates fulfill all duties and assignments, comply with all education laws and policies, and continue to improve professional practice.
Assessment Plans and School Support
Develop assessment plans to evaluate students' progress and collaborate with school experts to support student learning.
Interpersonal Relations
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.
Learning Difficulties and Accommodations
Analyze student's learning difficulties and plan appropriate accommodations.
Collaboration
Collaboration: Candidates work effectively with parents, professionals, paraprofessionals, and others in the school and community to help students with disabilities achieve their IEP goals.
Professional Practice
Professional Practice: Candidates fulfill all duties and assignments, comply with all education laws and policies, and continue to improve professional practice.
Special Needs Learning Characteristics
Describe learning characteristics of special needs students.
Grading Scale
Grade / PercentA / 95% to 100%
A- / 90% to 94%
B+ / 87% to 89%
B / 85% to 86%
B- / 80% to 84%
C+ / 77% to 79%
C / 75% to 76%
C- / 70% to 74%
D+ / 65% to 69%
D / 63% to 64%
D- / 60% to 62%
E / 0% to 59%
Grading Policy
Assignments are to be handed at the beginning of class on the due date designated by the instructor. (This applies in the case of absences, also.) Assignments will be lowered 10% for each day late. No assignments will be accepted after the last day of class.
Participation Policy
We 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.
Students who contact me when they encounter problems completing assignments or attending class, work with me to resolve problems. We are willing to work with students who proactively manage their learning experience.
Attendance Policy
Students are expected to attend every class period, stay teh full duration and be on time.
Concurrent Field Experience
Work a minimum of 10 hours with a student with disabilities, or a student
who is at risk of school failure. Teacher candidates will submit case study assignments regarding this volunteer work.
Assignment Descriptions
Disability Awareness Assignment
Due: Wednesday, Sep 05 at 11:59 pm
See Course Description for details
Tier 2 Intervention Plan
Due: Wednesday, Sep 19 at 11:59 pm
See Course Description
High Incidence Disabilities Research and Presentation
Due: Wednesday, Oct 03 at 11:59 pm
See Course Description
Behavior Assignment
Due: Wednesday, Oct 31 at 11:59 pm
See Course Description
Final Project
Due: Wednesday, Dec 05 at 11:59 pm
See Course Description
Connections Journal/Reflection 1
Due: Wednesday, Aug 29 at 11:59 pm
See Course Description for details
Connections Journal/Reflection 2
Due: Wednesday, Sep 19 at 11:59 pm
See Course Description for details
Connections Journal/Reflection 3
Due: Wednesday, Oct 03 at 11:59 pm
See Course Description for details
Connections Journal/Reflection 4
Due: Monday, Oct 15 at 11:59 pm
See Course Description for details
Connections Journal/Reflection 5
Due: Monday, Oct 22 at 11:59 pm
See Course Description for details
Connections Journal/Reflection 6
Due: Wednesday, Oct 24 at 11:59 pm
See Course Description for details
Class Participation
Due: Monday, Aug 27 at 11:59 pm
Participation points are given out randomly in class and can only be earned by attending class.
Iris Module 1
Due: Monday, Sep 24 at 11:59 pm
Complete IRIS Module: Assessment & Wrap-up sections
Iris Module 2
Due: Wednesday, Nov 07 at 11:59 pm
Complete IRIS Module: Assessment & Wrap-up sections
Working with members with Disabilities in The Church
Due: Monday, Dec 03 at 11:59 pm
Write a one-page response to the case study handed out in class.
LD Checklist & Log
Due: Wednesday, Dec 05 at 11:59 pm
See Course Description for details
Lesson Plan Accommodations
Due: Wednesday, Dec 05 at 11:59 pm
See Course Description for details
Praise Notes
Due: Wednesday, Dec 05 at 11:59 pm
See Course Description for details
Visit to Resource Room
Due: Monday, Dec 10 at 11:59 pm
See Course Description for details
Point Breakdown
Assignments / Percent of GradeGrade / 68.66%
Disability Awareness Assignment / 2.99%
Tier 2 Intervention Plan / 2.99%
High Incidence Disabilities Research and Presentation / 5.97%
Behavior Assignment / 2.99%
Final Project / 29.85%
Connections Journal/Reflection 1 / 1.49%
Connections Journal/Reflection 2 / 1.49%
Connections Journal/Reflection 3 / 1.49%
Connections Journal/Reflection 4 / 1.49%
Connections Journal/Reflection 5 / 1.49%
Connections Journal/Reflection 6 / 1.49%
Class Participation / 5.97%
Iris Module 1 / 2.99%
Iris Module 2 / 2.99%
Working with members with Disabilities in The Church / 2.99%
Field Work / 31.34%
LD Checklist & Log / 17.91%
Lesson Plan Accommodations / 4.48%
Praise Notes / 5.97%
Visit to Resource Room / 2.99%
Schedule
Date / Column TitleM - Aug 27 / Introduction, Syllabus, Field Experience
Class Participation
W - Aug 29 / Disability Awareness:
Mastropieri Ch. 1
Elder Marlin K. Jensen’s talk- Those Who Are Different
Connections Journal/Reflection 1
M - Sep 03 / Labor Day Holiday
W - Sep 05 / Disability Awareness
Disability Awareness Assignment
M - Sep 10 / Laws: Teacher Responsibility: Mastropieri Ch. 1
W - Sep 12 / Special Education Law and Collaboration
Mastropieri Ch. 1
M - Sep 17 / Learner Characteristics
WETSKA
W - Sep 19 / Collaboration: Prerefferal & Referral Processes and RTI
Mastropieri Ch. 2
Tier 2 Intervention Plan
Connections Journal/Reflection 2
M - Sep 24 / IRIS RTI (Part 1) Module: An Overview: Out of Class
http://iris.peabody.vanderbilt.edu/
Submit Assessment & Wrap-up
Iris Module 1
W - Sep 26 / IEP/IEP video
M - Oct 01 / Mock IEP
W - Oct 03 / High/Low Incidence Disabilities Presentations
Mastropieri Ch. 3
High Incidence Disabilities Research and Presentation
Connections Journal/Reflection 3
M - Oct 08 / High/Low Incidence Disabilities Presentations
Mastropieri Ch. 4
W - Oct 10 / High Incidence Disabilities
Mastropieri Ch. 3
M - Oct 15 / Low Incidence Disabilities
Mastropieri Ch. 4
Connections Journal/Reflection 4
W - Oct 17 / Autism
M - Oct 22 / Accommodations--Academic
Mastropieri Ch. 6
WETSKA
Connections Journal/Reflection 5
W - Oct 24 / Accommodations--Academic
Mastropieri Ch. 10
WETSKA
Connections Journal/Reflection 6
M - Oct 29 / Accommodations--Behavior
Mastropieri Ch. 7
WETSKA
W - Oct 31 / IRIS Module-out of class assignment
WETSKA
Behavior Assignment
M - Nov 05 / Accommodations--Behavior
Mastropieri chapter 9
WETSKA
W - Nov 07 / Assessment and Progress IRIS Module (out of class)
http://iris.peabody.vanderbilt.edu/
Iris Module 2
M - Nov 12 / Gifted and Talented
W - Nov 14 / National Reading Panel: Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension
M - Nov 19 / National Reading Panel: Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension continued
W - Nov 21 / No Classes
M - Nov 26 / Inclusion
Mastropieri Ch. 6
W - Nov 28 / Mathematics
M - Dec 03 / Working with those with disabilities in a religious setting
Working with members with Disabilities in The Church
W - Dec 05 / Praise Notes
Wrapping up/Final study session
LD Checklist & Log
Lesson Plan Accommodations
Final Project
M - Dec 10 / Visit to Resource Room
W - Dec 12 / Final Exam:
277 MCKB
2:30pm - 5:30pm
University Policies
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.
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 and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours).
Student Disability
Brigham Young University is committed to providing a working and learning atmosphere that 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 (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. 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 by contacting the Equal Employment Office at 422-5895, D-285 ASB.
Respectful Environment
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional. "I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010