MTI 519-Intro to Special Education: The Basics of Disabilities and IEPs

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1 MTI 519-Intro to Special Education: The Basics of Disabilities and IEPs Credits: 3 hours from Calumet College of St. Joseph Calumet College of St. Joseph is an independent co-educational, liberal arts institution, fully accredited by the Higher Learning Commission, a member of the North Central Association. CCSJ is accredited to offer master's, baccalaureate and associate's degrees, certificates, and diplomas by the Higher Learning Commission, a member of North Central Association (NCA) 30 N. LaSalle St., Chicago, IL , (800) CCSJ is also Accredited By The National Council for Accreditation of Teacher Education (NCATE) and the Council for the Accreditation of Educator Preparation (CAEP). Grades: K-12 Please include the following information in bold on the cover page when you turn your work in: Last Name First Name Home Address Address Grade/Subject Taught School District Name City State Name of Class Date Turned In Credit Limits: All students taking graduate courses through Midwest Teachers Institute are limited to the following maximum number of classes: Fall Semester 9 credit hours Spring Semester 9 credit hours Summer Semester 12 credit hours Total maximum for year 30 credit hours Requirements for Taking Courses through Midwest Teachers Institute All MTI courses are designed for educators who have a minimum of a bachelor s degree. Prior to beginning the course, check with your district office to ensure that credit will be accepted for salary increase and professional development. Course Description This course provides an overview of information for a variety of disabilities. We will study each disability in the following areas: definition of the disability, unique characteristics, curriculum needs, which include subject matter suggestions, expectations, organization, and transitions, and social relationships with peers. Each disability is presented with several examples and real-life case studies. Finally, we will review the special education system. This section covers the eligibility process for 1

2 identifying a student with a disability. The IEP section provides an overview of the various IEP section, goal writing, and standardized testing options. Compliance with National Board for Professional Teaching Standards (NBPTS) NBPTS standards represent the highest level of professional achievement in the continuum of teacher professional development. There are five core principles (standards), which cover five aspects of professional educational practice: (1) commitment to students and their learning, (2) knowledge of subject matter and instructional strategies, (3) management and monitoring of student learning, (4) systematic reflection about the teaching profession to learn and grow from experience, and (5) collaborative participation in the educational learning community. This course is in compliance with all of the 5 NBPTS Core Propositions. Course Objectives Following the completion of this course, the Educator will be able to: Identify the 13 categories of disabilities that qualify students for special education services as outlined in IDEA Gain an understanding of the unique characteristics of each disability Support students with a variety of disabilities throughout the school experience including outside the classroom in the following areas: curriculum, social interactions, transitions, expectations, and structure and organization Understand how to begin the eligibility process Identify the main sections of an IEP Write reports, goals and objectives for a student with an IEP Know what to do if a student has an IEP and is still struggling Required Reading Textbook: Stowe, Cynthia M. (2005). Understanding Special Education: A Helpful Handbook for Classroom Teachers. New York NY: Scholastic, Inc. Formatting Requirements 1. All assignments must be completed and returned in the same order as they appear in the course packet. 2. All work must be completed. Any work left incomplete will be returned and will not receive a grade. 3. All completed coursework must be turned in via internet attachments. Please name your attachment with your course number and your full name (ex. 100JohnSmith) and submit it as a Microsoft Word document. Please submit all work to: grades@midwestteachersinstitute.org 4. Due Dates: (You have one year (1) from the date of registration to complete your course.. Extensions are available upon request) Grading The total grade will be determined by adding the points from the following 5 categories: Text questions Quiz questions Applications/projects Evaluation 90 points 20 points 90 points 100 points 2

3 Total 300points The grading scale for the final grade is: % A total points 89-80% B total points (Anything resulting in fewer than 239 points will not receive credit.) Text question rubric: Category Superior (3 pts) Sufficient (2 pts) Minimal (1 pt) Supporting Evidence in Practice /3 Response shows strong Response shows Response shows some Accuracy /3 All supporting facts and statistics are Almost all supporting Some of the supporting Grammar and Spelling /3 0-1 mistakes in grammar or spelling. a few grammar and several grammar and Application rubric: Category Superior (15-13 pts) Sufficient (12-10 pts) Minimal (9-7 pts) Below Standard (6-4 Understanding of web tool /40 Task Completion /40 Response shows strong understanding of the web tool and is utilized to maximize student learning All tasks are completed and are thoughtful and meaningful. Response shows adequate understanding of the web tool and will benefit student learning All tasks are completed but with minimal quality Response shows some understanding of web tool but may not benefit student learning Almost all tasks are completed. pts) Response shows little understanding of web tool and may not benefit student learning A few tasks were not completed. Grammar and Spelling 0-1 mistakes in grammar or spelling. a few grammar and several grammar and numerous grammar and Evaluation rubric: Category Superior (20-17 pts) Sufficient (16-13 pts) Minimal (12-9 pts) Below Standard (8 pts) Supporting Evidence in Practice Response shows strong Response shows 3 Response shows some Response shows little course and there is

4 Accuracy Grammar and Spelling All supporting facts and statistics are 0-1 mistakes in grammar or spelling. Almost all supporting a few grammar and Some of the supporting several grammar and little evidence they are applied to the Many of the supporting inaccurately represented. numerous grammar and Logical Sequencing Reflection Response is written in a clear, concise, and well organized manner. Thoughts are presented in a coherent and logical manner. an in-depth reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course. Response is mostly clear, concise, and well organized. Thoughts are presented in a coherent and logical manner. some reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course. Response is somewhat unclear and/or disorganized. Some thoughts are presented in a coherent and logical manner. a minimal reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course. Response is mostly unclear and/or disorganized. Many thoughts are presented in an incoherent and illogical manner. no reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course. TEXT QUESTIONS As you read the text, complete the following questions. Some of the responses may be answered in 1-2 sentences. However, most questions require 1-2 paragraphs (9 points each). 1. Explain why it is so important to set up a positive inclusive environment within your classroom and how this can impact students as future adults. 2. When identifying a student with a Learning Disability, what are at least 4 characteristics to look for? Describe each one and how it would look in a classroom setting. 3. The author describes 6 areas a student with dyslexia may struggle with in the Choose 4 areas and explain how an educator could support these in the 4. Use the text to briefly identify and describe at least 4 ways to support a student with Dyscalcula in the 5. Describe how you would support a student with ADHD in your Choose at least one strategy in each of the following areas: curriculum, organization, transitions, homework and tests. 6. Choose a lesson you plan on teaching or have already taught. Explain how you would use the suggested adaptations for teaching students with an intellectual disability (mental retardation as used in the book) in your lesson. Evaluate and explain at least 3 adaptations to the lesson. 7. The author states that it is important to keep a student who is gifted/talented engaged throughout the school day even if he/she has mastered the curriculum content. Describe 3 strategies you will implement in your classroom to keep a gifted/talented student engaged throughout the day. 8. Choose one of the 4 communication areas affected by a speech and language disorder- receptive language, expressive language, articulation, and voice. Explain the main characteristics for the area and how you would support this disability for a student in your 4

5 9. How would you establish clear and consistent expectations in your classroom for a student with an emotional or behavioral disorder? Additionally, explain how you can be both proactive and reactive when dealing with behavior challenges. 10. Using the IEP goal and objective examples from the book, write two goals with 4 objectives each (academic, social, or speech related) for a student with an identified disability in a class you have worked in. Consult with a special education team member if necessary. Explain the students disability and why your specific goals were chosen. QUIZ Use the information gathered from the readings to answer the following multiple choice and true or false questions (2 points each). 1. What year was the first special education legislation (Public Law ) passed that protected children with special needs? a b c d True or False: All students with a Learning Disability struggle with the same challenges in school. 3. Students who struggle with phonemic awareness, auditory discrimination, visual memory and executive function would be identified with which disability? a. Learning Disability- Dysgraphia b. ADD or ADHD c. Autism d. Learning Disability- Dyslexia 4. A student with dysgraphia has difficulty with. a. Reversal of numbers and letters b. Handwriting c. Graphing d. Phonics and phonemic awareness 5. What are the effects of Traumatic Brain Injury in children? a. Short to long term impairment in the areas of intellectual, physical, and social functioning b. Long term impairment in the areas of intellectual, physical, and social functioning c. Short term impairment in the areas of intellectual, physical, and social functioning d. Permanent impairment in the areas of intellectual, physical, and social functioning 6. What are the characteristics for diagnosing Tourette Syndrome? a. Vocal and motor tics, loss of control throughout the day, variety of tics, onset in childhood b. Vocal and motor tics, variety of tics, onset in childhood c. Vocal and motor tics, onset in childhood, loss of control throughout the day d. Vocal and motor tics, variety of tics, onset in childhood, loss of motor control 5

6 7. Even if a student has a hearing aid, what is the estimated percentage of spoken language the student can be expected to hear? a % b % c % d % 8. Even if a person is wearing corrective lenses, they are considered legally blind if their acuity is measured at? a. 20/70 or less b. 20/20 or less c. 20/100 or less d. 20/200 or less 9. What is the definition of a physical disability? a. A physical impairment that affects a student s educational performance b. Acute or chronic health problems that affect a student s energy and alertness c. A physical impairment and acute or chronic health problems that affect a student s educational performance 10. What is a meeting called when the special education team meets to discuss a student s formal evaluation, school history, current functioning, test records, and relevant classroom data? a. IEP meeting review b. Initial IEP meeting c. Eligibility meeting d. Annual IEP meeting APPLICATIONS Choose 2 of the 3 applications to answer (45 points each, 90 points total). Application #1 Choose a student with an identified disability in your current or previous class. Evaluate whether or not the information presented in the text will change your perspective in teaching and supporting this student in the following areas: transitions, curriculum presentation, social interactions, homework and testing, organization, and expectations. Application #2 Many students with an identified disability and even some without need support in developing appropriate social skills and building relationships with peers. Throughout the text the author provides strategies for supporting social growth both in and out of the Choose 3 strategies you plan to use within the classroom to create a positive environment that fosters social growth and interaction with peers. Additionally, choose 3 strategies that you will utilize to support social growth outside of your Application #3 6

7 Students identified with Autism or Asperger Syndrome have been increasingly prevalent in the last 10 years. Using information from the text, compare and contrast Autism and Asperger Syndrome in the following areas: disability characteristics, social interactions, transitions, and curriculum. EVALUATION/REFLECTION (100 points) Choose one of the two assignments for your final assessment. 1. Choose one of the disabilities presented in the text to research in-depth. Find two additional sources of information from a book, online article, educational journal, or interview a special education staff member. Gather information about characteristics of the disability, strategies for curriculum, and social expectations. Compare and contrast the information with ideas presented in the text. 2. Describe the eligibility process you would follow for identifying a student with a disability through the process of developing an initial IEP. Use information gathered from the text and your school s special education team. (*Note: If your school utilizes the RtI process, include this in your response.) END OF COURSE SURVEY Now that you are finished with your class, please take the time to help us improve. In order to make sure that we are providing the best possible service, please go to: Take the course survey, which is required for you to receive your grade. We at MTI appreciate and value your feedback. 7