EDSP 300: Educating for Exceptionalities, 2 Credit, Fall 2009

EDSP 300: Educating for Exceptionalities, 2 credit, Fall 2009

Section 01, T-TH, 8:00am – 9:15am, room 418

January 15, 2009 – May 15, 2009

Instructor: Melissa McConnell, Ed. D.

Office: College of Education, room 405-A

Phone: 208-835-7446

Email:

Office Hours: Tuesday, 3:15-4:15 pm

Wednesday, 2:45-3:45 pm

Thursday, 10 am-11 am

The University of Idaho is committed to providing equal and integrated access for individuals with disabilities to all the academic, social, cultural, and recreational programs it offers. This commitment is consistent with legal requirements, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, and embodies the university’s historic determination to ensure the inclusion of all members of its communities. If you are a student requesting accommodations for this course, please contact your professor at the beginning of the semester and Disability Support Services, Idaho Commons, Room 306, phone: (208) 885-6307, email: web site: www.access.uidaho.edu

Our Vision

The College of Education envisions being a leading, diverse, nationally recognized educational community that

·  prepares professionals through integrated programs grounded in research;

·  generates and evaluates knowledge through disciplinary and interdisciplinary scholarship ; and

·  informs professional practice and community life through the exchange and utilization of knowledge.

The college community achieves this vision through a culture of openness, innovation, and collaboration.

Catalog Description:

Introduction to exceptionalities and strategies for addressing individual differences to ensure student success in the classroom.

Course Objectives:

1.  Students will identify the terminology, laws, policies, and practices that are consistent with the Individuals with Disabilities Education act (IDEA).

·  Standard 1: Knowledge of Subject Matter

·  Signature assignment(s): assigned reading and classroom discussion

·  Artifact(s): Formal Assessment

2.  Students will demonstrate knowledge of the historical background, definitions, characteristics, prevalence and causes for specific categories of special educational needs.

·  Standard 1: Knowledge of Subject Matter

·  Signature assignment(s): presentation of a disability

·  Artifact(s): Presentation Rubric

3.  Students will demonstrate knowledge of early childhood education and the important role of early intervention plays in nurturing the development of young children with special needs and those who are at risk for acquiring disabilities.

·  Standard 2: Knowledge of Human Development and Learning

·  Signature assignment(s): assigned reading and classroom discussion

·  Artifact(s): Formal Assessment

4.  Students will demonstrate knowledge of best practices concerning the referral process, area of assessment, program planning, and placement of students with special education needs.

·  Standard 2: Knowledge of Human Development and Learning

·  Signature assignment(s): Case Study Application

·  Artifact(s): Teacher Evaluation

5.  Students will demonstrate knowledge of the important roles parents and families play in the decision-making process for addressing the educational needs of their children and how special educators can form effective partnerships with parents from culturally and linguistically diverse backgrounds.

·  Standard 9: Professional Commitment and Responsibility

·  Assignment: Assigned readings

·  Artifact: Written Reflection

Teacher Preparation Standards

1.  Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2.  Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3.  Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4.  Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

5.  Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6.  Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7.  Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.

8.  Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9.  Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10.  Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Teacher Education Dispositions

·  Attends regularly.

·  Meets timeline commitments.

·  Dress/Appearance is appropriate and professional.

·  Maintains appropriate relationships with peers.

·  Scholar-practitioner demonstrates adequate content knowledge that is current.

·  Engaged, full participation and takes initiative.

·  Maintains confidentiality and is ethical.

·  Maintains appropriate relationships with students.

·  Committed to and facilitates student's learning in a safe climate.

·  Maintains appropriate relationships with teachers, administration, parents, and community members

·  Respects and advocates for diversity.

·  Responds appropriately to feedback and is flexible.

·  Written work communicates clearly and accurately, and is in standard English.

·  Verbal communication is clear, accurate, appropriate to the situation, and conventions used are standard for speaking situations.

Method of Course Instruction: Class activity, group discussion and responses, presentation and formal assessment.

Students are expected to:

·  Attend all classes. Each unexcused absence will lower your final course grade by one letter grade. Each unexcused tardy will lower your final course grade ½ of a letter grade (Being late to this class twice will reduce your course grade one letter, four times two letters, and so on).

·  Finish assigned readings and work on time and be prepared to answer questions and discuss reading content.

·  Complete all assignments

·  Treat peers and instructor with dignity and respect.

·  Not to engage in “social loafing” during any group assignments.

·  Take independent and appropriate steps to resolve confusions, worries, or concerns about any aspect of this class.

·  Devote ample time to the course content despite work, social and other class obligations (remember you are pre-service professionals).

·  Please exchange email addresses and phone numbers with a peer so if you miss class you can find out what you missed.

Course Requirements:

All assignments are due at the beginning of class on the date specified in the syllabus. The instructor does NOT accept late or emailed assignments.

1. Attendance and Participation:

Attendance and participation is expected at every class session. Each unexcused absence will lower your final course grade by one letter grade. Each unexcused tardy will lower your final course grade ½ of a letter grade (Being late to this class twice will reduce your course grade one letter, four times two letters, and so on). University excused absences will be accepted only one week after the absence. Students are expected to withdraw from the course if excessive absences occur. If a class is missed, it will be the student’s responsibility to consult with another student regarding information missed.

2. Course Readings:

Required Textbook:

Text: Heward, W. L. (2009). Exceptional Children: An Introduction to Special Education 9th Ed. Prentice Hall, NJ. ISBN: 0-13-503-5295

Other reading as assigned in class

All assigned course readings should be completed before the class session in which they will be addressed. This will provide the student with a foundation for understanding and allow the student to prepare for and contribute to class discussion and learning activities. Routine quizzes and class activities will be given to encourage reading of assignments in a timely manner and to check for understanding. All the quizzes and in class activities must be completed within the time given by the instructors with no opportunity for make-up.

3. Typed Responses to Assigned Readings:

An important part of any university education is learning to read and respond in writing to what was read. To create an environment that encourages pre-service teachers to use reading and writing as tools for leaning, students in this class are required to come to each class with a one-page, single spaced (this means no spaces), 1-inch margins, Times New Roman, size 12 font, typed response to the day’s assigned reading. Students are required to use page numbers and appropriately cite the text. No credit will be given if the format does not meet the above requirements.

All written assignments must have a heading in the right hand upper corner using the format below to receive credit unless stated differently on assignments.

Name

Due date

EDSP 300, Section #

Title of assignment

These responses are to reflect your thoughts, ideas, agreements, disagreements, connections, or concerns about what you have read for class. Please do not summarize the chapter, after all we all have read the chapter. Students who summarize the chapter will not receive credit.

Each class day, students will be called upon to read their responses to the class. Students who are not prepared to read or share their written response will receive no credit for this daily activity. All responses are to be typed. Late responses will not be accepted. Do not email me your responses!

4. Presentations:

Each student will participate in an individual presentation to the class. The presenter is required to provide the class with valuable information on specific content related to the class. Each presentation will be 15-20 minutes in length and will be teacher and peer-assessed.

5. Bloom’s Taxonomy:

Each student will be required to complete an assignment on differentiated instruction using Bloom’s Taxonomy. The differentiated instruction assignment requires each student to differentiate a lesson plan using Bloom’s Taxonomy. Each student will be required to develop and provide your own example of two questions and/or activities at each level in Bloom’s Taxonomy.

Case Study Application:

Each student will be given a case study. The student is required to complete a written report….

Evaluation:

The course grade is determined according to the following:

Response to Readings (in-class assignments) 35% of final grade

Presentation 15% of final grade

Assessments (4) 30% of final grade

Assignment One/Bloom’s 5% of final grade

Case Study Application 15% of final grade

90% - 100% = A

89% - 80% = B

79% - 70% = C

69% - 60% = D

59% and below = F

Professionalism

As preservice professionals, students are expected to come to each class meeting fully prepared to participate.

Fully prepared means that all readings, including the course syllabus and all written work and course assignments will be completed by the assigned date and that students will come to class prepared to participate in all class discussions and make a positive contribution to the learning opportunities in the class.

Part of each student’s professional responsibility is to remain respectful of the ideas and comments of others, even in disagreement. Students are encouraged and expected to share their opinions in a kind, thoughtful, respectful, and professional manner.

All assignments are to be typed, (single-spaced, please) unless you are told otherwise. The student is required to demonstrate good writing skills. As teachers, you will be writing for important audiences, including parents and students. Your knowledge and use of Standard English will be regarded as a mark of your competence and care as a professional.

Attendance will be taken through a sign-in sheet. It is the student’s responsibility to make sure they are signed in for each class session. If you are unable to attend class, you must notify the instructor in advance when possible. If the student does not contact the instructor or if the reason given for the absence does not seem reasonable, the student will receive an “unexcused” absence for that session. An unexcused absence will result in a drop of one letter grade.

One part of each student’s professional responsibility is to remain respectful of the ideas and comments of others, even when in disagreement. Students are strongly encouraged and expected to share their opinions as long as they are shared in an appropriate and professional manner.

Complaining and gossiping about university faculty or staff, schoolteachers, school administrators, or peers may be commonplace in student and teacher lounges, but I do not consider it appropriate professional behavior in this classroom and any such behavior may adversely affect my willingness to write letters of recommendation if so requested. Additionally, I want to avoid rewarding complainers by investing class time in an activity that in no way helps students achieve the goals and objectives of this class.

I strongly encourage students to read the syllabus closely and to contact the instructor immediately if you have any questions or concerns. While contacting a fellow student may gain you whatever insight he or she may have, you will be better served talking directly with me if you have questions about this class.

Professionals do not represent the work and ideas of others as their own. Any form of academic dishonesty will not be tolerated. Students who violate the standards of academic conduct will be reprimanded according to the academic dishonesty policy stated by the University of Idaho.

Computers and cell phones are not permitted in class.

Name:

Due date

EDSP 300, Section #

Grade Level

Content Area

EDSP 300 Educating for Exceptionalities

Bloom’s Taxonomy

Each student is required to differentiate a lesson plan using Bloom’s Taxonomy. Each student will be required to develop and provide your own examples of two questions and/or activities at each level in Bloom’s Taxonomy. Each level must be on one original lesson plan. See an example on page 515, figure 13.7 in Chapter 13 of your text.

Overview of Lesson:

Knowledge (Remember)-

Comprehension (Understand)-

Apply-

Analyze-

Evaluate (synthesize)-

Create-

This assignment represents 5% of your grade in this class

Rubric:

Limited or little understanding of Boom’s Taxonomy = 1

Some understanding of Bloom’s Taxonomy = 2