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ELED6803
Teaching the Exceptional Child
IV. Catalog description: ELED6803. Teaching the Exceptional Child. Focuses on curricular content and teaching materials for the exceptional child. Special consideration is given to developing more effective teaching methods and materials for the atypical child.
V. Required text: Wood, J. W. Adapting instruction to accommodate students in inclusive settings, 4th ed. Upper Saddle River, N. J.: Merrill Prentice Hall.
VI. Bibliography or supplemental reading list:
Abrams, B., & Segal, A. (1998). How to prevent aggressive behavior. Teaching
Exceptional Children, 30 (4), 10-14.
Alberto, P. (1995). Using videotape to communicate with parents of students with severe disabilities. Teaching Exceptional Children, 27 (3), 1821.
Anderson, C. (1997). By what token economy? Teaching Exceptional Children, 29 (4), 65-67.
Andrews, J. F., Jordan, D. L. (1998). Multimedia stories for deaf children. The Council for Exceptional Children, 30 (5), 28-33.
Andrews, S. (1998). Using inclusion literature to promote positive attitudes toward disabilities. Journal of Adolescent and Adult literacy, 41 (6), 420-425.
Armstrong, T. (1996). ADD: Does it really exist? Phi Delta Kappan, 77 (6), 424428.
Barbetta, P., Cavanaugh, R., Courson, F., Gardner III, R., Grossi, T., Heward, W. (1996). Everyone participates in this class. Teaching Exceptional Children, 28 (2), 4-9.
Beakley, B. (1997). Inclusion: theory, reality, survival. The Delta Kappa Bulletin, 63 (3), 3236, 41.
Begerow, J., Zander, D., Freier, I., & Dunemann, L. (1994). Long-term mercury
excretion in urine after removal of amalgam fillings. International Arch: Occupation Environmental Health 66, 209-212.
Brown, W. (1997). Inclusion: a time to include and support young children. Dimensions of Early Childhood, 25 (3), 3-5.
Collins, B., Kleinert, H., Schuster, J., Smith, R. (1999). Teaching students how to clean tables. Education and Training in Mental Retardation and Developmental Disabilities, 34 (3), 342-353.
Davern, L. (1996). Listening to parents of children with disabilities. Educational Leadership, 53 (7), 6163.
Dawson, G. (1995). Your autistic child. Journal of Abnormal Child Psychology, 23 (5), 569571.
Drew, C. J., Hardman, M. L., & Logan, D. R. (1996). Mental retardation: A life cycle approach, 6th ed. Englewood cliffs, N. J.: Prentice-Hall.
Favazza, P., & Odom, S. (1996). Promoting positive attitudes of kindergarten-age children toward peole with disabilities. Exceptional Children, 63 (3), 405-418.
Fletcher, R. (1996). Current trends in mental health care for persons with mental retardation. Journal of Rehabilitation, 23 (1), 2426.
Fueyo, V. (1997). Below the tip of the iceberg, teaching language-minority students. Teaching Exceptional Children, 30 (1), 61-65.
Geary, D. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37 (1), 4-15.
Glover, N. (1996). Ethical and legal issues regarding selective abortion of fetuses with Down syndrome. Mental Retardation, 34 (4), 207-213.
Goldstein, C. (1998). Learning at cybercamp. Teaching Exceptional Children, 30 (5), 16-21.
Gootman, N. (1993). Reaching and teaching abused children. Childhood Education, 70 (1), 1519.
Gottardo, A., & Rubin, H. (1991). Language analysis skills of children with mental retardation. Mental Retardation, 29 (5), 269274.
Hallenbeck, B. (1995). How does observational learning affect the behavior of students with emotional disorders? The Journal of Special Education, 29 (1), 45-67.
Heller, I., Manning, D., Pavur, D., & Wagner, K. (1998). Let=s all sign! Teaching Exceptional Children, 30 (3), 50-53.
Hetfield, P. (1994). Using a student newspaper to motivate students with behavior disorders. Teaching Exceptional Children, 26 (2), 69.
Hock, C., Drasch, G., Golombowski, S., Muller-Spahn,B., Willershausen-Zonnchen, B,
Schwarz, P, Hock, U., Growdon, J. H., & Nitsch, R. M. (1998). Increased blood mercury levels in patients with Alzheimer’s disease. Journal of Neural Transmission, 105.
Joseph, L. M., & McCachran, M. (2003). Comparison of a word study phonics technique between students with moderate to mild mental retardation and struggling readers without disabilities. Education and Training in Developmental Disabilities, 38 (2), 192-199.
Littlefield, A. TED Case Studies: Minamata Disaster. Retrieved May 13, 2004 from
http://www.american.edu/TED/MINAMATA.HTM
Lorsheider, F. L., Vimy, M. J., & Summers, A. O. Mercury exposure from silver tooth
fillings: Emerging evidence questions a traditional dental paradigm. FASEB Journal 4.
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Lowenthal, B. (1997). Teaching social skills to preschoolers with special needs. Childhood Development, 72 (3), 137-139.
Luckner, J. (1994). Developing independent and responsible behaviors. Teaching Exceptional Children, 26 (2), 1317.
Manset, G., & Semmel, M. (1997). Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. The Journal of Special Education, 31 (2), 155180.
Marston, D. (1995). Comparison of reading intervention approaches for students with mild disabilities. Exceptional Children, 62 (1), 2037.
Mason, B. (1997). Integration: a model that works. The Delta Kappa Gamma Bulletin, 63 (3), 3741.
Mastropieri, M. (1995). Teaching science to students with disabilities in general education settings. Teaching Exceptional Learners, 27 (4), 10-13.
McCarty, H., & Chalmers, L. (1997). Bibliotherapy: intervention and prevention. Teaching Exceptional Children, 29 (6), 1217.
McNeill, J. H., & Fowler, S. A. (1996). Using story reading to encourage children's conversations. Teaching Exceptional Children, 28 (4), 4347.
Moore, B. C., & Moore, S. M. (1977). Mental Retardation: Causes and Prevention.
(pp. 43-46). Columbus, Ohio: Charles E. Merrill.
New Jersey State Department of Health. (No Date). The health effects of mercury.
Oklahoma State University: Environmental Health and Safety. Retrieved May 12, 2004, from http://www.pp.okstate.edu/ehs/training/mercury.htm
Patton, J. R. (1995). Teaching science to students with special needs. Teaching Exceptional Children, 27 (4), 47.
Pauker, G., & Pauker, P. (1994). Why is 35 a magic number? The New England Journal of Medicine, 330 (16), 11511153.
Pomplun, M. (1997). When students with disabilities participate in cooperative groups. Exceptional Children, 64 (1), 49-58.
Prette, H. (1997). Family-centered practice and computers for children with disabilities. Early Childhood Education Journal, 25 (1), 53-55.
Reiff, J. (1997). Bridging home and school through multiple intelligences. Childhood Education, 72 (3), 164-167.
RussellFox, J. (1997). Together is better: specific tips on how to include children with various types of disabilities. Young Children, 52 (4), 8183.
Salend, S. J. (1994). Effective mainstreaming: Creating inclusive classrooms. New York: MacMillan.
Saxe S.R., Wekstein M.W., Kryscio R.J., Henry R.G., Cornett C.R., Snowdon D.A., Grant, F.T., Schmitt F.A., Donegan S.J., Wekstein D.R., Ehmann W.D., Markesbery W.R. (2004, May 14). Alzheimer's Disease, dental amalgam and mercury. Retrieved May 13, 2004, from http://pcedev23.ingenta.com/content/templates/el/el_searchexpand.htm?comm=portal&token=0014DBAF7D450D142C0B96D0BC26B9&action=expand&caller=portal0&identifier=ada%2fjada%2f1999%2f00000130%2f00000002%2fart00005&type=infobike&local=yes&format=application.
Short, J. (1993). Conduct disorders: current research, theory and practice. School Psychology Review, 22 (3), 360375.
Shupe, M., & Richardson, B. (2003). The importance of teacher self-awareness in working with students with emotional and behavioral disorders. Teaching Exceptional Children, 36 (2), 8-13.
Slavin, R. (1995). Neverstreaming. Educational Leadership, 54 (2), 47.
Smith, S. (1998). Preparing prospective teachers on the web. Teaching Exceptional Children, 30 (5), 60-63.
Stainback, W., Stainback, S., & Stefanich, G. (1996). Learning together in inclusive classrooms. Teaching Exceptional Children, 28 (3), 1419.
Stoddard, K. (1994). Integrating special needs children into a preschool setting. Day Care and Early Education, 22 (2), 3033.
Storeygard, J., Simmons, R., Stumpf, M., & Pavloglou, E. (1993). Making computers work for students with special needs. Teaching Exceptional Children, 26 (1), 2224.
Un-named author, Purdue University website (2004, May 13). Dangers posed by mercury
vapors. Retrieved May 13, 2004 from http://danpatch.ecn.purdue.edu/~epados/mercbuild/src/expways.htm
Vaughn, S., Elbaum, B., Schumm, J. (1996). The effects of inclusion on the social functioning of students with learning disabilities. Journal of Learning Disabilities, 29 (6), 598608.
WaltherThomas, C., & Carter, K. (1993). Cooperative teaching: helping students with disabilities succeed in mainstream classrooms. Middle School Journal, 25 (1), 3338.
Weiss, B., & Landrigan, P. J. (2000). The developing brain and the environment, an
introduction. Environmental Health Perspective, 108 (3), 373-4.
Welmiller, G., & Countz, C. (1995). How valuable are people with mental retardation to their future workforce? Journal of Mental Retardation, 31 (2), 213219.
Worley, M., Schuster, J. (1997). Instructional methods with students who have significant disabilities. The Journal of Special Education, 31 (1), 61-79.
Zucker, C. (1993). Using whole language with students who have language and learning disabilities. The Reading Teacher, 46 (8), 660-670.
VII. Justification for the course. This course is one of two on disabilities as part of the
Master of EducationBInstructional Improvement program. The other course deals
extensively with learning disabilities, the largest group of disabled persons. This course
will deal with retardation and accommodating and adapting the school environment to
meet their needs. In lesser detail, accommodations for autistic, hearing-impaired, and
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emotionally disturbed students will be explored as well. The reason for the emphasis on
retardation is that many of the modifications used for person with retardation have some
effectiveness for other exceptionalities as well.
VIII. Course objectives. Students will be expected to display mastery of these objectives to at least an eighty percent level:
1. Demonstrate an understanding of cognitive/intellectual and physical development in contrast to the normal child. Pathwise A1, A2, A3, A4, A5.; Local Diversity Standards 1, 2, 3, 4, 5, 6.
2. Identify types, uses, and characteristics of intelligence tests. PW A1, A2, A4, A5, B1, B2, B3; LD 1, 2 3, 4
- Identify types, uses, and characteristics of achievement and diagnostic tests. (Same as #2).
4. Identify the physical and behavioral symptoms and/or manifestations of mental handicaps. PW A1, A2, A3, A4, A5, B1, B2, B3, B4, B5. LD 1, 2, 3, 5.
5. Demonstrate an understanding of the nature, etiology, and effects of a given mental handicap. PW A1, A2, A4, A5, B1, B2, B3, C1, C2, C5, D4. LD 1, 2, 3, 4, 5, 6.
6. Analyze the nature of personal-social developmental impairments resulting from mental handicaps. PW A1, B1, B2, B3, B4, B5; LD 1, 2, 3, 5.
7. Analyze factors involved in developing and/or sequencing curriculum content in reading, mathematics, social studies, science, and vocation skills. PW A3, A4, A5, B3, B5, C1, C2, C3, C4, C5, D2; LD 3, 4.
8. Apply principles and techniques of behavior management to the instruction of the exceptional student. PW B1, B2, B3, B4, B5, C5. LD 3, 5.
9. Demonstrate an understanding of issues and procedures involved in the development, implementation, and evaluation of an Individualized Education Plan (IEP). PW A1, A2, A3, A4, A5, B1, B2, B3, B4, B5, C1, C2, C3, C4, C5, D1, D2, D3, D4; LD 1, 2, 3, 4, 5, 6.
10. Evaluate the advantages and disadvantages of various types of placements such as inclusion, resource rooms, self contained classrooms, special settings, sheltered workshops, sheltered workstations, and custodial surroundings. PW A1, B1, B5, C5, D3, D4. LD 1, 2, 3, 5, 6.
11. Be able to write a behavioral objective which has the elements of audience, behavior, conditions, and degree. PW A1, A2, A5, B3, C1, C2, C3, D1, D2.
12. Be able to apply Taba=s eight steps of curriculum development to a unit situation for a retarded child. PW A1, A2, A3, A4, A5, B1, B2, B3, B5, C1, C2, C3, C4, C5, D1, D2; LD 1, 2, 3, 4, 5, 6.
13. Analyze the ways in which instructional materials, including technology, may be modified for use with mentally handicapped students. PW A4, A5, B1, B5, C2, C3, C4, C5, D1, D2; LD 2,4.
- Apply rote learning, overlearning, massed practice, and distributed practice to the instruction of the retarded student through microteaching sessions in class.
PW A2, A4, A5, B1, B3, B5, C1, C2, C3, C4, C5, D1, D2, D3, D4; LD 1, 2, 3, 4, 5, 6.
15. Demonstrate ways in which the teacher can insure success in learning for a mentally retarded student. PW A4, A5.
16. Demonstrate how to evaluate the effectiveness of a two-week teaching/learning unit in working with a mentally handicapped child. PW A4, A5
17. Evaluate the advantages and disadvantages of various types of placements such as inclusion, resource rooms, self contained classrooms, special settings, sheltered workshops, sheltered workstations, and custodial surroundings. PWA1, A4, A5;
LD 1, 4, 5, 6
- Analyze the ways in which instructional materials, including technology, may be modified for use with mentally handicapped students.
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19. Be able to tell the various levels of retardation and the IQs associated with those levels. PWA1, B1.
- Show application of modifications to expository, demonstration, inquiry, and individualized lessons through microteaching lessons done with peers in class.
PWA4, A5, C3; LD 4, 5.
IX. How does the course meet general education objectives? This is graduate course in
teacher education, and does not attempt to correspond to general education objectives.
X. Assessment methods. Assessment in ELED6803 will involve both qualitative and quantitative methods. Not only will students take objective tests, but they will be involved in in-class reports and demonstration lessons. There will be several opportunities to do demonstration lessons to the class.
Report on an etiology of retardation ...... 100
Test One...... 100
The four of . . . .
Model expository lesson...... 50
Model demonstration lesson...... 50
Model inquiry/discovery lesson...... 50
Model individualized lesson ...... 50
OR
Teaching/Learning unit for a child/children with retardation...... 200
Test Two...... 100
Test Three (likely take-home)...... 100
Final Exam...... 200
Attendance/participation...... 100
Total possible ...... 900
Grade distribution
A=810-900 points
B=720-809
C=630-719
D=540-629
F<540
XI. Policy on absences, cheating, and plagiarism. All forms of academic dishonesty are
prohibited. See the Arkansas Tech Student Handbook for policies against such conduct. If there is any question, ask Dr. Womack before submitting a paper or completing a test that might be interpreted as cheating or plagiarism.
Absences: You are expected to be in class every time unless your instructor excuses you. Possibly, because of writing the unit instead of doing the demonstration lessons that are sometimes part of the course, there may be one or two Tuesday nights when you will be excused from attendance in order to give you time to work on those units.
Other than for absences approved by the instructor, once a student has missed more than two classes (a nominal six hours or two nightly sessions), the student is subject to being dropped administratively from the course. A warning letter before dropping may or may not be sent.