SPED 641.621 & SPED 641.101Curriculum and Methods of Instruction for

Students with Disabilities (K-12)

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Instructor: Brenda M. Workmeister

E-Mail:

Contact Information: 410-446-1072

Office Location:Classroom

Office Hours: Appointments are available before or after class.

Course Time:4:20-6:50

Course Location:PY0312

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Towson University College of Education’s Mission: To inspire, educate and prepare educators as facilitators of active

learning for diverse and inclusive communities of learners in environments that are technologically advanced.

Conceptual Framework: All students should be able to identify and discuss the Conceptual Framework. It is our mission statement that is operationalized by required content, professional and pedagogical national, state, and institutional standards. To review the entire document, visit the web site at:

Special Education Concentration Statement:When completing projects and/or assignments in this course, TU students should select or will be assigned topics/observations which focus on the educational level of PreK-12 students in their declared area of special education concentration (e.g. infant primary, elementary/middle or secondary/adult).

Required Text:

Prater, Mary Anne (2007).Teaching Strategies for Student with Mild to Moderate Disabilities. Boston, MA: Pearson Education.

SCatalogDescription:This course provides instruction in instructional planning designed to meet the needs of students with disabilities. Emphasis is on long range individualized educational program planning and the implementation of plans based on those programs and the curriculum, the use of appropriate technology to help students with disabilities achieve, and the use of evidence based instructional strategies to individualize instructions. (3 credits).Prerequisites: 6 credits in PSYCH and 6 credits in education.

Diversity Statement: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race, gender, socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and geographical location. Our values, beliefs, customs, and behaviors are shaped by any one or any combination of these attributes.

The lens through which our perceptions of diversity are constructed continuously change as a result of not only the context within which diversity is examined, but also the evolving of our individual sense of self.

The Department of Special Education at Towson University recognizes the importance of diversity in the development of the knowledge, skills, and dispositions required of professional educators. Each course within the department provides students in teacher preparation programs with various information, activities, and assignments to guide them in developing the knowledge, skills, and dispositions that will enable them to work within diverse communities.

MSDE Institutional Performance Criteria for Diversity

Programs prepare professional educators to teach a diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of students with special needs in regular classrooms).

a. The program provides instruction to - and assesses proficiency of - teacher candidates in developing and implementing integrated learning experiences for diverse student needs

b.The program provides instruction to - and to assesses proficiency of - teacher candidates in planning instruction, adapting materials, implementing differentiated instruction, and to provide positive behavior support for students with disabilities in an inclusive classroom

c.The program provides instruction to - and assesses proficiency of - teacher candidates in how to differentiate instruction for English Language Learners (ELL)

d.The program provides instruction to - and assesses proficiency of - teacher candidates’ in how to differentiate instruction for gifted and talented students

e.The program provides instruction to - and assesses proficiency of - teacher candidates in how to collaboratively plan and teach with specialized resource personnel

Within SPED 441, ways of developing the necessary knowledge, skills, and dispositions are reflected in class activities, lesson planning and planning cycle assignments.

CEC Preparation Standards* / InTASC Teacher Standards*
A. Learners and Learning / A. Learner and Learning
1. Learner Development and Individual Learning Differences
2. Learning Environments / 1. Learner Development
2. Learning Differences
3. Learning Environments
B. Content / B. Content
3. Curricular Content Knowledge / 4. Content Knowledge
5. Applications of Content
C. Instructional Pedagogy / C. Instructional Pedagogy
4. Assessment
5. Instructional Planning and Strategies / 6. Assessment
7. Planning for Instruction
8. Instructional Strategies
D. Professionalism and Collaboration / D. Professionalism and Collaboration
6. Professional Learning and Ethical Practice
7. Collaboration / 9. Professional Learning and Ethical Practice
10. Leadership and Collaboration

*11. CEC Technology Standard: Technology

Teachers are expected to routinely use technology to support student learning and assessment. Use of technology has been embedded within the CEC and the InTASC standards. To ensure a clear connection between courses taught within the College of Education and the use of technology, the College of Education developed a standard specifically addressing technology within education (i.e., COE Standard 11). COE 11 also aligns with the Maryland Teacher Technology Standards.

Course Objectives

  1. Students will identify the definitions, characteristics, and functional limitations for the disability categories delineated in IDEIA 2004 (CEC 1, 3; InTASC 1, 2, 4, 5).
  2. Students will utilize the National Common Core Curriculum in instructional planning (CEC 3, 5; InTASC 4, 5, 7).
  3. Students will utilize the National Common Core Curriculum to develop an Individual Education Program (IEP) (CEC 1, 4; InTASC 1, 2,6).
  4. Students will review and critique student learning objectives (SLOs) based on given data (CEC 4, 5; InTASC (6, 7).
  5. Students will incorporate principles of Universal Design for Learning (UDL), differentiation, accommodations and modifications in instructional planning (CEC 1, 2, 3, 5; InTASC 1, 2, 3, 7, 8).
  6. Students will incorporate strategies to address the needs of diverse learners, including students from culturally and linguistically diverse backgrounds, with special needs, and students from socio-economically diverse backgrounds (CEC 1, 2, 5, 6; InTASC 1, 2, 3, 7, 8, 9).
  7. Students will identify and describe appropriate strategies and interventions for reading, writing, mathematics, content area, and meta-cognitive skills (CEC 3, 5; InTASC 4, 5, 7, 8).

Course Policies

Attendance:The student is expected to attend and participate actively in ALL class sessions. Prior notification of intended absence is required. In most cases make-up work will not be accepted for missed assignments due to absence. This instructor will adhere to Towson’s policy on excused absences. If the student misses portions of more than two classes (e.g. due to lateness, absence, or leaving class early), the student’s final grade may be lowered one full grade.Repeated lateness is disruptive to others in the class. Participation points will be reduced if lateness is a pattern.

When absence from class is unavoidable, students are responsible for getting all class information (e.g., handouts, announcements, notes, syllabus revisions, etc.) from another class member prior to the class meeting that follows the absence. Be aware any points earned for participation in class activities during an absence will not be earned and cannot be reclaimed. This means only students in attendance are eligible to earn in class activity points. If the student is absent when an assignment is due, it is the responsibility of the student to submit the assignment on time unless prior arrangements have been made.

Academic Integrity Policy:Honesty & Behavior Policy. All students are expected to adhere to the Student Code of Conduct as outlined in the student Policy Book and summarized in the Student Handbook. Plagiarism and cheating are not acceptable behaviors. Academic Integrity: Students in this course are expected to exhibit academic integrity at all times. Be aware plagiarism is presenting someone else's work as your own, whether the act is deliberate or unintentional is irrelevant. You must take great care to give credit to an author when you borrow either exact words or ideas. Generally, if you use 4 or more words consecutive words from a document, you should use quotation marks and a proper citation. Academic dishonesty will be reported to the appropriate authorities and handled as outlined in your student handbook. Students are encouraged to consult the website below for specific details.

Americans with Disabilities Act Compliance:Towson University is committed to providing equal access to its programs and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.Any student who may need an accommodation due to a disability should make an appointment to see me as soon as possible. A memo from the Towson University Disability Support Services office (410-704-2638) will be needed. Disability Support Services is the office designated to provide reasonable accommodations to students with disabilities.Students seeking accommodations must identify themselves to DSS, request an appointment to discuss their needs, and provide DSS with up-to-date and complete documentation of their disabilities. DSS determines what accommodations are reasonable on a case-by-case basis, taking into account the student’s disabilities and needs, nature of their learning task, course standards and essential requirements of the program of study, and educational environment.Students are encouraged to register with DSS as soon as possible after admission to the University to ensure timely provision of services.

American Psychological Association (APA) Formatting and Style: The standard format for any written work in the College of Education is APA, unless otherwise indicated by the instructor. If you are unfamiliar with APA, it would benefit you to purchase the Publication Manual of the APA (6th ed.).

Additional resources for APA formatting are:

  1. Towson University Cook Library website
  2. Special Education library liaison (Claire Holmes) is also available to assist you with applying professional writing standards. Her contact information is located at
  3. APA tutorials at The tutorial for new users takes less than 22 minutes to complete.
  4. A highly recommend resource is the Purdue Online Writing Lab (OWL)

While the additional resources may be helpful, they should not be considered a substitute for directly consulting the APA manual (6th ed.).

Blackboard (Bb): Students are expected to check the Bb site, regularly for announcements, posted documents and other course related materials and links.

Calculation of Grades: Grades will be determined by points earned out of a possible 1400 points. Variables identified in the syllabus can and will be factored into the final grade. The final grade may be lowered by one whole letter grade (e.g., from an A- to a B- or a B+ to a C+) due to a lack of or limited participation; class attendance issues (tardiness, absences, leave early); late, incomplete, or unprofessional work (i.e., projects, presentations, reports, quick quizzes, etc.); unprofessional behavior; and damage to testing equipment borrowed from Towson University or the instructor and/or equipment that is not returned.For a satisfactory grade in the course, students are expected to attend all classes, arrive on time, demonstrate professional behavior in the classroom and complete all in class, on line, and out of class assignments, with professional quality and in a timely manner.

Computers: Computers may be used to take notes during class, but they may not be used for internet exploration or other non-class activities during class time. Failure to honor this request may result in the loss of the opportunity to use a computer during class.

Conferences: It is assumed all students will be successful in this course. I am available for individual conferences with students by appointment. If you feel you are having difficulty with the course, need further clarification, or assistance in designing the mini teaching activity, please meet early as possible or send an email to establish an appointment.
Course/Instructor Evaluation Procedures: Student evaluations play a crucial role in the delivery of this course. This semester, all course evaluations will be administered online during the last two weeks of the course. You will receive an email with a link to the website with directions on how to access the survey. It is vitally important that you complete the survey, as the results are used to modify the course and assess my teaching, and the University uses the results to address technology and facility needs. You can be assured that your responses will be confidential as the results will be transmitted to me after the grading period and they will not include any identifying information.

Due Dates/ Late Assignments: Assignments are due by class on the date due. If you cannot access the web site or will be absent from class, email the assignment to the instructor from your Towson email account, have a friend bring the assignment to class, or arrange to have the assignment delivered to the instructor’s mailbox in 304 Hawkins Hall – The Dean’s Office. Ten percent of the grade may be deducted every day an assignment is late. NOTE: Work maynot be accepted after two weeks of the due date. You must provide documentation for any extenuating circumstances.

Electronic Devices: The use of electronic devices that produce sound or otherwise interfere with the learning of others (i.e., cell phones, pagers, etc.) is prohibited during class. Please turn these devices off or to vibrate before the start of class. Cell phones should be out of sight during class unless there is an emergency situation that requires attention and the phone should be placed on vibrate so as not to disturb your fellow classmates.

Email: Routine access (at least weekly) to electronic mail and Blackboard for communication and assignments is crucial to participation in this class.

Incomplete (I): Please note that the grade of (I) is assigned at the end of the term because of verifiable medical reasons or for other documented circumstances beyond the control of the student. Unless the course is completed within the 180 days, the grade becomes an F unless changed to another letter grade. It is the responsibility of the student to make arrangements to complete course requirements to change the grade of I. Please refer to the Towson University Graduate Catalog or Towson University Undergraduate Catalog for additional information.

On Line Class Modules & Activities: During the semester, there may be class meetings that will occur via an on line activity. The URL for the on line class activity will be provided by the course instructor. More specific information tailored to each activity will provide in the class immediately preceding the on line class.

Professionalism: It is expected that all students in pre-service and graduate education courses will conduct themselves in a professional manner. This includes interpersonal dealings, conflict resolution, and managing responsibilities with college staff, fellow students, and field placement personnel.

Repeating a Course: Students may not repeat the course more than once without prior permission of the Academic Standards Committee.

Withdrawals: Withdrawals must be completed by the date designated in the Towson University Graduate Catalog or Towson University Undergraduate Catalog. Failure to withdraw by the designated date will results in a grade of “W” on your permanent record.

Important Phone Numbers

Academic Achievement Center:

Blackboard:

Cook Library, 524, 410-704-2291;

Counseling Center: 410-704-2512;

Disability Student Services: 410-704-2638;

Email:

Writing Lab: Linthicum Hall, Room 308; Telephone: 410-704-3426

Writing Support Center: Linthicum Hall, Room 201-B, 410-704-2857

COURSE REQUIREMENTS

Assignments / % of final grade
Attendance, Participation, and In-Class Assessments / 10%
IEP Development / 20%
Lesson Plan / 20%
Cultural Linguistic Diversity Online Module / 10%
Planning Cycle Adaptation & Modifications / 25%
Strategies Project/Presentation / 15%
Total / 100

Attendance, Participation, and In-class Assessments (10%): The format of this course includes cooperative groups, discussions, online activities, and multimedia presentations. Students are expected to be actively involved, prepared to discuss all assigned readings on the day they are due, and willing to share their perspectives, knowledge, and experiences. Students who attend classes and participate regularly can expect to earn the full number of points.

Individualized Education Program (IEP) Development (20%): Students are to develop an Individualized Education Program (IEP) based on a fictional student (a case study will be provided). Students will use the Maryland Online Training website to complete the required components of the IEP. Please note: The completion of the entire IEP is not required for this course. Students are to complete the required components of the IEP on the website and then print the completed document. More information will be provided in class. See Blackboard for scoring tool and other supporting documents.

Lesson Plan (20%):Each student will develop an original lesson plan based on the standards set forth in the Maryland Common Core State Curriculum (MCCSC).The lesson will be eitherThe required lesson plan format will be provided and discussed during class sessions. Students may select the grade, age that is most relevant to their area of teaching specialization.

Cultural Linguistic Diversity Online Module (10%): In order to explore important issues related to cultural and linguistic diversity in today’s classrooms, students will complete an online learning module. Specific instructions will be given as students explore, respond to questions, complete activities, and complete the assessment portion of the module for course credit. The module, titled “Cultural and Linguistic Differences: What Teachers Should Know,” is available at Specific requirements for this assignment will be discussed in class and a scoring rubric will be available on Blackboard.

Planning Cycle Adaptations and Modifications (25%): Utilizing an existing unit plan or curriculum guide (consisting of a minimum of 3 lesson plans and accompanying assessments), students will adapt materials and identify appropriate strategies to address accommodations, principles of Universal Design for Learning, strategies to address cultural and linguistic Diversity in the classroom, as well as strategies designed for at least three specific diverse learners. These diverse learners may be students with IEPs, English Language Learners or students from culturally and/or linguistically diverse backgrounds. Students may describe four of their current students or request that student descriptions be provided to them. Additional detail will be provided via the scoring rubric in Blackboard.

Effective Instructional Strategies for Students with Disabilities Project (15%): In pairs, students will develop a presentation and handout with effective instructional strategies for an assigned topic. When preparing information, students are asked to specify a specific age and functioning level within each available topic, in order to bring increased focus to the presentation. Students may select from the list of topics below, though additional suggestions for topics will be considered for approval by the instructor. Please see specific information in the scoring rubric for details in preparing this assignment.