We Develop Educational Leaders Who Create Tomorrow S Opportunities

ESE 424 –Spring 2012 1

College ofEducation

Vision Statement

We develop educational leaders who create tomorrow’s opportunities.

Mission Statement

Our mission is to prepare professionals to serve and lead education

ESE 424

Foundations of Special Education:High Incidence Disabilities

EBD/LD/IDD

Spring 2012

Department of Educational Specialties

General Information:

• College of Education, Educational Specialties Department
• ESE 424 – Foundations of Special Education
• Credit Hours: 3 credit hours
• Instructor’s name:Chris Lanterman
• Office address:202M, College of Education, Building #27
• Office hours:Tuesday/Thursday: 9:00 – 11:00, and by appointment
• Office phone:928-523-3575
• Office e-mail:
• Course Evaluations:

Course Prerequisites:

ESE 380 “Introduction to Exceptional Children”, or equivalent

Your Instructional Needs

If you anticipate not being able to participate or effectively demonstrate learning in this class due to the instructional format or design of the class, please meet with me to discuss options or adjustments.

“Each new experience tends to create an unsteady cognitive state or disequilibrium, which the learner seeks to resolve. As the learner experiences each new attainment of equilibrium, the learner spirals upward to a new level of cognitive competence”

Piaget

Course Structure:

This class is taught with the underlying belief that: Content + Process + Product = Learning Experience

This course will be taught using a mixture of lecture, discussion, case study reviews, impromptu presentations, formal presentations, guest speakers, films and small group activities. Class participation is required. Course readings will be assigned to supplement class activities and the textbook. Please complete each assignment prior to the scheduled class meeting. It is my hope that you will begin to recognize special education is a service and an integral component of a child’s educational experience, rather than the child’s complete educational experience.

Conceptual Framework

The conceptual framework of our professional education unit, C.O.E., states that effective educators must have strong content background, professional competence, and dispositions to be confident, open-minded, ethical and empathic. These dispositions are developed through programs grounded in appropriate methodologies identified in the literature. Our philosophy calls us to hold high expectations for all candidates, our colleagues, and ourselves; to embody active respect for our colleagues and those we serve; and to provide the tenacious support needed for all to succeed. Therefore, I believe the following are appropriate guidelines to follow:

Appropriate dress is requested. You are a professional, please come to class dressed accordingly.

Advocate for yourself and take a proactive role while in and out of class.

It is also expected that cell phones and other electronic devices be turned off during class meetings, as they are disruptive to the academic and learning environment.

Should you use a laptop, the use will focus on ESE 424; no emailing, Facebook, or other class work is to be done while in class. I ask that you give 100% of your attention to class material and your colleagues.

All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “ableisms” or “handicapisms” should be clearly evident.

Timeliness speaks to you as a professional; if you are 10 minutes early you are on time!

For a three credit course, this suggests, at the least, six hours of work outside of class per week.

Attendance is mandatory;we count on you and your perspective to enhance our learning community.

Professional Development is an extremely important piece of your growth, knowledge and preparedness to teach. You will be asked to attend events outside of scheduled classroom time.

Be pro-active, problem solve! I will be there to support you in your process.

Candidates demonstrate their role as self-confident professionals in a democratic enterprise.

You will demonstrate a disposition of openness to cultures other than your own, to new ideas, and to the role of ongoing professional inquiry and self reflection.

You will demonstrate professional ethics and professional judgment.

You will demonstrate empathic perspectives in your relations with those you serve and colleagues you work beside.

You have begun your journey. Today you are the student, tomorrow the teacher, but always the professional. Teaching requires both dedication and understanding. The skills, the compassion, and philosophy of teaching that you are developing will serve you for the rest of your life. Take your time and know the importance of your every moment, your every decision. I welcome you to class and look forward to our shared learning experience.

The overall purpose of this course is to provide undergraduate students with the definitions, characteristics, etiologies, legal and ethical concerns, and educational provisions for students identified with Emotional Disabilities (ED), Learning Disabilities (LD), and Mild Intellectual and Developmental Disabilities (IDD).

This course is in the foundations domain, and does not generally address specific classroom strategies, materials or curriculum, which are the focus of courses in the methods domain (ESE 426, ESE 450).

Student Learning Expectations/ Outcomes for this Course

This course covers content related to the following ArizonaState Teaching Standards and Council for Exceptional Children Professional Standards:

Arizona Professional Teacher Standards:

Standard 2: Creating and Maintaining a Learning Climate

Standard 3: Implements and Manages Instruction

Standard 8: Demonstrates Current Professional Knowledge

Standard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs

Council for Exceptional Children (CEC) Standards for Beginning Teachers:

(For more information, )

Standard 1: Foundations

Standard 2: Development and Characteristics of Learners

Standard 3: Individual Learning Differences

Standard 6: Language

Standard 8: Assessment

Standard 9: Ethics and Professional Practice

Expected Learning Outcomes:

By the end of the semester, you will…

• Identify definitions for, and key characteristics of, emotional disabilities, Intellectual and Developmental Disabilities, and learning disabilities; apply this information in developing appropriate IEP goals, accommodations, and behavioral interventions.
• Identify the issues surrounding the education of students with disabilities who are culturally and/or linguistically diverse.
• Identify the process involved in evaluation and placement of students with high incidence disabilities in special education.
• Compare and contrast the characteristics and learning needs of students with high incidence disabilities among each other and with students who do not have disabilities.
• Identify instructional, behavioral, and medical interventions used with students who have high incidence disabilities, including the use of medication, and analyze the efficacy of these interventions.
• Identify and apply various perspectives and models for educating students with disabilities.
• Work collaboratively to develop, implement, and evaluate a plan to achieve a common goal.
• Review standards for professional practice in special education and develop a statement that assesses how you do and do not meet these standards.
• Participate in professional growth activities that support students with disabilities, demonstrate interest in current issues that face students with disabilities, contribute to your growth as a professional in the field, and/or establish you as a credible special education professional.
• Articulate a philosophy on your beliefs about the profession of special education, how you intend to achieve and maintain professional standards of practice, and how you will continue growing as a professional in the field of special education, from this point forward.
• Access, evaluate, and synthesize information related to students with high incidence and mild disabilities.

Readings and Materials:

Required Textbook:

Henley, M., Ramsey, R. S., & Algozzine, R. F. (2009). Characteristics of and strategies for teaching students with Mild disabilities (6 e.). Merrill.
ISBN-10 0-205-60838-8
ISBN-13 978-0-205-60838-6

This text is also available through CourseSmart as an e-text for a 180-day rental. Please visit:

to get your free trial!

Readings:

Other required readings will be available on Blackboard Learn (see course Outline for more information).

Course Outline:

Note: Please complete assigned readings by class time of the date assigned. You should bring your text to class each meeting date.

The following is a tentative schedule for the session/semester. Changes will be conveyed through e-mail and/or in class.

Date / Week / Topics/Readings / Assignments and Due Dates
1/17 / 1 / Course Introduction
1/19 / 1 / Why Should We Use Person First Language?
Source Materials:
BBL
Snow, People First Language
Aimee Mullins: The Opportunity of Adversity

A Credo for Support

The Kids Are Alright

The Infamous Parade Magazine Article
/ Student Information Survey due by midnight on 1/20
1/24 / 2 / What Are Ableisms?
Source Materials:
Henley et al.,
Ending Handicappism, 9
Labeling, 32
Advantages of Labeling, 32
Disadvantages of Labeling, 33
BBL
Classification and Special Education (Hobbs) / Prior Knowledge Assessment due by midnight on 1/23
1/26 / 2 / How Do Laws Protect Against Disability Discrimination?
Source materials:
Henley et al.,
Federal Laws, 11
Section 504 of the Rehabilitation Act of 1973, 11
Americans with Disabilities Act, 18
BBL
The Americans with Disabilities Act of 1990
Definition of a “Person with a Disability”
Copenhaver, Section 504 Frequently Asked Questions / *Last Day to Drop*
1/31 / 3 / How Does the No Child Left Behind Act Relate to Children with Disabilities?
Source materials:
Henley et al.
No Child Left Behind Act, 19
BBL
Education Trust Summary of the NCLB
Key Points of the NCLB
Understanding the NCLB and What It Means for Students with Disabilities
2/2 / 3 / What Are the Basic Provisions of the IDEA?
Source materials:
Henley et al.
Individuals with Disabilities Education Act (IDEA), 12
BBL
Overview of Today’s Special Education (Chapter 1 from Turnbull, Turnbull, & Wehmeyer, 2010)
Summary of Key Changes in the IDEA for 2004 / *Administrative Drop Deadline (2/6)*
2/7 / 4 / What Are the Basic Provisions of the IDEA?
(continued)
2/9 / 4 / What Can We Learn From The Numbers?
Source materials:
Henley et al.
Students with Mild Disabilities, 30
2/14 / 5 / Where Do We Teach Students with Disabilities?
Source materials:
Henley et al.
Where to Teach Students, 36
General Education Classroom Placement, 36
Resource Room Placement, 36
Special Class Placement, 38
Special Day School Placement, 38
Homebound Programs, 38
Other Domiciled Settings, 38
Residential Programs, 39
2/16 / 5 / Where Do We Teach Students with Disabilities? (continued)
Source materials:
Henley et al.
Least Restrictive Environment, 194
Inclusion, 197
Organizing Inclusion Programs, 199
Collaboration, 201
Characteristics of Collaboration, 202
Inclusion Models, 203
Consulting Teacher, 204
Co-Teacher Model, 205
The Co-Teaching Plan, 207
Tips to Remember About Co-Teaching, 208
Collaborative Instruction, 208
Peer Tutoring, 208
Cooperative Learning, 210
Common Ground, 212
Teacher Expectations, 213
Classroom Organization, 213
Standardized Tests, 214
BBL
Hart, Strangman, & Meyer, Differentiated Instruction and Universal Design for Learning
2/21 / 6 / How Do Students Get Placed in Special education?
Source materials:
Henley et al.
Problems with Learning, 67
Identification of Learning Problems, 67
Prereferral Intervention, 69
Referral to Special Education, 70
Multidisciplinary Evaluation and Eligibility, 70
BBL
Referral and Evaluation Procedures and Timeline / Who’s Laughing Now? Due by midnight on 2/20
PDA 1 due by midnight on 2/20
Current Events 1 due by midnight on 2/20
2/23 / 6 / How Do Students Get Placed in Special education?
(continued)
2/28 / 7 / What Are the Key Elements of an Individualized Education Program (IEP)?
Source material:
Henley et al.
Appendix D. Sample Individualized Education Plan (IEP), 402
BBL
Sample IEP Form
3/1 / 7 / How Do You Complete An IEP?
Source material:
BBL
Annotated IEP Checklist
Arizona and Common Core Standards
3/6 / 8 / How do You Complete an IEP? Continued)
Source material:
BBL
Determining and Writing Effective IEP Goals
Writing Annual Goals (NICHCY)
Sample IEP’s
3/8 / 8 / How Do You Complete an IEP? (continued)
Source material:
3/13-15 / 9 / SPRING BREAK
3/20 / 10 / How Are Students with Mild Disabilities Similar To One Another?
Source material:
Henley et al.
Cross-Categorical Characteristics of Students, 44
Generalities about Mild Learning Disabilities, 46
Cross-Categorical Disabilities, 50
Causes of Mild Disabilities, 57
Organic Causes, 58
Environmental Causes, 61
Population at Risk, 65
Infants, Toddlers, and Preschoolers, 65
At-Risk School-Aged Youth, 65
School Dropouts, 66
3/22 / 10 / What Are Intellectual Disabilities?
Source material:
Henley et al.
Definition and Identification, 82
The 6-Hour Retarded Child, 83
Types of Intellectual Disabilities, 84
Prevalence, 85
3/27 / 11 / What Are Characteristics of Students with Intellectual Disabilities?
Source material:
Henley et al.
Characteristics, 94
Cognitive, 94
Mental Processing, 96
Academics, 99
Communication, 100
Perception/Motor, 103
Social-Adaptive Skills, 104
Teaching Approaches, 106
3/29 / 11 / What Are Characteristics of Students with Intellectual Disabilities?
Source material:
Henley et al.
Vignette: Larry, 76
BBL
Educating Peter (Streaming Video)
Graduating Peter (Streaming Video)
4/3 / 12 / What Are the Causes of Intellectual Disabilities?
Source materials:
Henley et al.
Causes of Mild Intellectual Disabilities, 86
Organic Causes, 86
Environmental Causes, 88
Disproportionate Representation of Minorities, 93 / PDA 2 due by midnight on 4/2
Current Events 2 due by midnight on 4/2
4/5 / 12 / There’s A Reason I’m A Teacher Conference
4/10 / 13 / What Are Emotional and Behavioral Disorders?
Source material:
Henley et al.
Definition and Identification, 121
Issues and Concerns, 123
Levels of Emotional Disturbance, 124
Prevalence of Emotional/Behavioral Disorders, 124
4/12 / 13 / What Are Causes of Emotional and Behavioral Disorders?
Source material:
Henleyet al.,
Causes of Emotional Disturbance, 134
Biophysical Causes, 135
Psychodynamic Causes, 137
Psychoeducational Causes, 138
Behavioral Causes, 139
Disturbed or Disturbing?, 141
The Ecological Model, 143
4/17 / 14 / What Are Characteristics of Students with Emotional and Behavioral Disorders?
Source material:
Henley et al.
Characteristics, 145
Cognitive, 146
Academic, 147
Communication, 149
Social-Adaptive, 150
Positive Behavior Support, 151
Treatment Approaches, 153
4/19 / 14 / What Are Characteristics of Students with Emotional and Behavioral Disorders?
Source material:
Henley et al.
Vignette: Problem Behaviors, 117 / Main Course due by midnight on 4/18
4/24 / 15 / What Are Specific Learning Disabilities?
Source material:
Henley et al.
Causes of Learning Disabilities, 166
Definition and Identification, 167
Major Concepts and Key Phrases, 168
Prevalence of Learning Disabilities, 172
4/26 / 15 / How Are Students with Specific Learning Disabilities Identified?
Source material:SLD
Henley et al.
The Discrepancy Controversy, 170
Response to Intervention, 170
BBL
National Joint Center on Learning Disabilities, Responsiveness to Intervention and Learning Disabilities
5/1 / 16 / What Are Characteristics of Students with Learning Disabilities?
Source material:
Henley et al.
Characteristics, 173
Cognitive, 173
Mental Processing, 175
Academics, 175
Communication, 178
Perceptual-Motor, 179
Social/Adaptive, 180
5/3 / 16 / What Are Characteristics of Students with Learning Disabilities?
Source material:
BBL
Last One Picked, First One Picked On (Streaming Video)
5/10 / 17 / 10:00 – 12:00
Final Exam Meeting Time

Assessment of Student Learning Outcomes

Methods of Assessment:

Each assignment has been aligned to one or more of the standards and course goals listed above. For all assignments, a rubric will be provided that outlines the criteria upon which each assignment will be evaluated.

General Class Assignment Information:

As the syllabus suggests, each of the assignments in this course are connected with essential standards for Arizona teacher preparation, as well as council for Exceptional Children (CEC) standards for initial licensure for beginning teachers.

Due to these critical connections, it is imperative that all students in this class meet these expectations in order to move forward in their program of study. As a result, it is the expectation that each student will complete all assignments with a passing grade of 70 percent, or better, in order to pass this class.

Students are expected to have completed reading assignments prior to class meetings. Materials covered during class may not duplicate reading content. In many instances, class activities are designed to expand upon concepts presented in readings.

All assignments must be submitted by midnight on, or before, the designated date due. Late assignments will receive a ten percent penalty, and assignments will not be accepted more than two weeks beyond the original due date.

All assignments must be submitted via e-mail attachment, in Microsoft Word or Rich Text Format (RTF, unless otherwise noted). Please be sure to convert your file to a .doc, .docx, or .rtf format prior to sending it to me or attaching it in Blackboard or TaskStream.

All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “handicapisms” should be clearly evident. If you are unfamiliar with these concepts, please be sure to discuss them with me in class or in my office.

Assignments submitted as a requirement for another course should not be submitted for this class. All assignments should reflect independent and original effort and content. Although students are encouraged to use all resources possible to complete their assignments, plagiarism will not be tolerated (see Academic Dishonesty in Course Policies). Any evidence of plagiarism will result in a grade of ‘0’ on the assignment in question. For more information on plagiarism, go to:

What Is Plagiarism?

Course Assignments:

The 5-Course Approach

According to Wikipedia (yes, I do occasionally use Wikipedia), the following represents the stages of a multi-course meal…

Entrée

The meal begins with an entrée, a small serving that usually does not include red meat. It is sometimes referred to as a soup course, as soups, bisques, and consommés are popular entreés. In Italian custom, antipasto is served, usually finger food that does not contain pasta or any starch. In the United States the term appetizer is usually used in place of entrée, as entrée refers to the main course.

Relevés

This may be followed by a variety of dishes, including a possible fish course or other relevés (lighter courses), each with some kind of vegetable. The number and size of these intermittent courses is entirely dependent on local custom.

Main Course

Following these is the main course or central part of the meal. This is the most important course and is usually the largest. The main course is called an entrée in the United States.

Salad

Next comes the salad course, although salad may often refer to a cooked vegetable, rather than the greens most people associate with the word. According to The Joy of Cooking, greens serve "garnish duty only" in a salad course. Note that in the United States, Canada, Great Britain, and parts of Europe, the salad course (usually a green salad) is served at some point before the main course. Sometimes, the salad also accompanies the cheese course.