EDUC 5101: EXCEPTIONALITIES & COGNITIVE DEVELOPMENT OF LEARNERS
FALL 2013
Instructor Information:
Name of Instructor: Dr. Dennis Attick
Office Location: A & S Bldg., Dept. of Teacher Education, Office 105A
Office hours: Office hours: Monday 2:00-4:00, Tuesday 1:00-5:00
Phone: (678) 466-4826
E-mail:
Class Meetings: TUESDAYS 6:30-8:45 PM
ARTS & SCIENCES G233
Conceptual Framework
The Department of Teacher Education is committed to preparing quality teachers for Georgia’s public schools. Thus, within the context of a collaborative, field-based environment, CSU produces collaborative, reflective professional educators who are competent, caring and committed individuals.
Teacher Education Policy
The content of this course syllabus correlates to education standards established by national and state education governing agencies, accrediting agencies and learned society/ professional education associations. Please refer to the course correlation matrices located at the following web site:
http://a-s.clayton.edu/teachered/Standards%20and%20Outcomes.htm
Statement of Purpose
This course presents a survey of the basic characteristics and educational needs of learners with physical, emotional, and intellectual disabilities. Additional study will concentrate on the cognitive and learning developmental aspects of teaching adolescents and young adults with a variety of abilities and disabilities. This course will focus on learning theories and models of service.
Operation Study: At Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items.
Goals of the Course
After completing EDUC 5101, students should be able to:
1. Understand the legal foundation for special education services.
2. Demonstrate knowledge of disabilities and their characteristics.
3. Demonstrate a knowledge base of adaptations that may accommodate all learners.
4. Understand the models of service available to special education students and the importance of
educating students with disabilities in the least restrictive environment.
5. Accept their responsibilities to the exceptional child in referrals, collaborating with special
education personnel, and developing Individual Educational Plans (IEP).
Required Texts
Friend, M., Bursuck, W. (2009). Including Students with Special Needs. Saddle Creek, NJ: Allyn &
Bacon.
**Other readings may be required throughout the semester. These readings will be articles or chapters and they will be posted online at GA View for student access.
For the requirements on which your grade is based, and for all you do in this course, reread the title of this course. You are expected to actively investigate contemporary issues in special education through sustained effort, hard work, and thoughtful preparation. Please note the following expectations:
* be early for class, not late
* turn off laptop when in class unless required for class project
* pay attention during class (no other course work during class)
* read carefully and critically and have something to say
Academic Integrity: As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonorable or unethical conduct related to their academic work. (University Senate, 1994).
Course Requirements Grading Scale
There are five components to your final grade in EDUC 2110: A = 90-100
(1) 10 pts. Reading Responses/Reflections B= 80-89
(2) 20 pts. Chapter Presentation & Paper C= 70-79
(3) 20 pts. Teacher Observation / Interview Paper D= 60-69
(4) 25 pts. Mid-Term Examination F= < 59
(5) 25 pts. Final Examination
(1) PREPARATION AND CLASS PARTICIPATION/ATTENDANCE
Course Attendance Policy: Students are expected to attend all class sessions and be punctual. Make up work will not be allowed for an unexcused absence. Students are expected to make up any class work missed if absent with a legitimate written excuse from a physician or other professional. Excessive absences (four or more unexcused) may result in receiving a WF (Withdraw Failing) grade. During class meetings, students are expected to actively engage in critical discourse. Students are responsible for reading the assignments and engaging in open and substantive questioning and responding. Quizzes and readings may be given randomly throughout the semester and will be one way of demonstrating your attendance and comprehension.
Individuals with disabilities who need to request accommodations should contact
the Disability Services Coordinator, Student Center 255, 678-466-5445, .
(2) CHAPTER PRESENTATION AND PAPER
The Task: The goal of this assignment is for each student to demonstrate the ability to work as part of a group and collaborate with fellow students. Early in the semester each student will be placed in a group with other students. Each group of students will be assigned one chapter from our textbook on which they will become experts. Each group will present their chapter on a specific class meeting. In essence, each group will lead the class discussion on their assigned chapter during their assigned class session. The group presentations must include an activity and critical questions for the class, and also must make use of technology (powerpoint, video clips, etc.) Each member of the group will also be required to turn in a 3-4 page written summary (main points, questions, critical analysis of chapter) of their group’s chapter (each student completes their own summary). Final grade will be based on quality of presentation and paper.
(3) SPECIAL EDUCATION CLASSROOM OBSERVATION
The Observation Observe at least ten hours of class instruction in a Special Education classroom or after-school activity. Many students arrange or are invited to spend a day with the teacher. Feel free to participate to whatever degree you are invited. Please remember that you are a guest in the teacher's classroom and that you are representing your university. Timeliness and manners are important.
The Report: This summary should be typed in 12pt font, double spaced, and total 7 pages. First, accurately note the name of the teacher, his or her school, address, telephone number and (or) email address. Second, your summary should then include four areas: (1) a description of the school/classroom; (2) a description of the students and the exceptionalities present in class as well as key responses and observations, for example: interaction between the teacher and students, extra support provided, accommodations and modifications, socio-economic level of the students, the teaching style of the teacher, discipline style of the teacher; (3) an analysis and interpretation of the responses and observations within the context of the lectures and readings assigned in class, in other words what you think about what you saw as it relates to the information in EDUC 5101.
The Due Date: The paper is due no later than November 19, 2013.
Basic Rubric for Paper Grade:
17-20= Clear, connected to EDUC 5101 issues, grammatically correct, at least 3 references
12-16= Generally clear, somewhat connected to EDUC 2110 issues, less than five instances of grammatical/spelling errors, barely insightful (more narrative than thoughtful), brief/boring
0-12= Unclear, not connected to EDUC 5101 issues, more than five grammatical/spelling errors abound, “slap together”
****************Late papers will be assessed a one point reduction per day****************
TENTATIVE SCHEDULE
(Pages listed should be read for the date noted)
8/13 Introductions; Course Overview; “Special Education”
Including Students with Disabilities (pgs.1-32)
8/20 Special Education Procedures and Services, Including Students (pgs.34-74)
Procedures & Services, IEPs Including Students
8/27 Collaboration, Including Students With Disabilities (pgs.76-111)
9/3 Assessing Student Needs, Including Students (Pgs.114-148) Group 1
Assessments & Diagnostic Tests, High-Stakes Testing
9/10 No Class-Online Assignment-Reading Response #1-Alfie Kohn, Standardized Tests (5pts)
9/17 Low-Incidence Disabilities, Including Students (pgs. 194-235) Group 2
Group Activity on Low-Incidence Disabilities
9/24 Video: Temple Grandin; Review for Midterm
10/1 Mid-Term Exam
10/8 High-Incidents Disabilities, Including Students (pgs. 240-271) Group 3
10/15 Fall Break-No Class
10/22 Students w/ Special Needs, Including Students (pgs. 272-315)
10/29 Differentiating Instruction, Including Students (pgs. 316-363) Group 4
11/5 Evaluating Student Learning, Including Students (pgs. 404-438)
11/12 Responding to Student Behavior, Including Students (pgs. 438-479)
11/19 Behavior Intervention Plans; Reading Response #2-Henry Giroux-Pedagogy of
Punishment (5pts)
11/27 No Class-Thanksgiving Break
12/3 Final Review; Video: Sir Ken Robinson: Schools and Creativity
12/10 FINAL EXAM-OFFICIAL DATE & TIME TO BE ANNOUNCED