Permission to Cross-list an Undergraduate Course with a Graduate Course (To be used only for courses already approved by the UPCC or GPCC)

Transcription

1 Permission to Cross-list an Undergraduate Course with a Graduate Course (To be used only for courses already approved by the UPCC or GPCC) Title of Undergraduate Course Music Education for Exceptional Students Course Prefix & Number MUED 3308 Department Offering Course Music Title of Graduate Course Music Education for Exceptional Students Course Prefix & Number MUED 6808 Graduate Program Master of Music (1) Please provide a brief rationale for cross-listing these courses. Degree candidates at the graduate level may need to refresh knowledge and skills necessary for dealing with students with challenges or disabilities. Some candidates may not have had the course as an undergraduate student from another university. Or, some candidates may have had basic Educational Psychology. (2) In what ways will there be a substantial difference between undergraduate and graduate instruction? Higher degree of hand-on approach will be executed with respect to more specialized music selections and activities. (3) In what ways are there substantially greater expectations for students enrolled for graduate credit? Graduate candidates will be required to submit an additional project or thesis paper at a higher and more sophisticated level. Graduate candidates will be required to design an implementation program for school inclusion. (4) In what ways will the combined instruction of graduate and undergraduate students will be structured to ensure appropriate attention to both groups? Importance will be placed on covering basic fundamentals of the specialization, and more in-depth introductions to sophisticated software and hardware. (5) Who will be the Instructor of Record for this course (the instructor of a crosslisted course must meet the university requirements for Provisional or Full Graduate Faculty status).

2 Amber Weldon-Stephens, EdS, MT-BC (6) Please attach an undergraduate syllabus and a graduate syllabus for the crosslisted course (the requirements and expectations for students in each course must be identified in separate syllabi, which clearly identify evidence of substantially greater expectations for students enrolled for graduate credit. Attached (7) Please provide a summary diagram showing a comparison of requirements and expectations for undergraduate and graduate students enrolled in the course. U: The candidates will study of characteristics and abilities of individuals with disabilities and the effect on music learning and performance. G: MM candidates will study the possible implementation of Music Therapy and its effects into a program without a program. This will be reflected in a major additional project or thesis paper. Approved Graduate Program Director Date Approved Department Chair Date Approved GPCC Chair Date Approved Graduate Dean Date

3 MUED 6808 Music Education for Exceptional Students INSTRUCTOR: Amber Weldon-Stephens, EdS, MT-BC CLASS MEETINGS: W 4:30-7:00 pm TEXT: Mary Adamek and Alice-Ann Darrow: Music in Special Education Journal Articles, Supplementary Materials (List provided by Instructor) CREDIT HOURS: PREREQUSITE: Admission to graduate study in music COURSE DESCRIPTION: This course focuses on characteristics and abilities of individuals with disabilities and the effect upon musical learning and performance. Students will develop materials and teaching strategies in music appropriate to students with special needs. Content includes current legal, educational, and therapeutic issues as they relate to the teaching of music. The course includes field experiences. The MM candidates will complete all MUED 3308 requirements with one major additional assignment. This will be an option of 1. Additional major project or 2. Major thesis topical research paper. PURPOSE/RATIONALE: This course is designed to prepare prospective music teachers to develop instructional materials and implementation of effective teaching methods and management techniques for working with special populations. The course will offer music education majors the field-specific knowledge and skills necessary to identify, develop, and utilize effective instructional and management techniques based on the cognitive, emotional, and social needs of special populations in the music classroom. CONCEPTUAL FRAMEWORK SUMMARY: COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise

4 to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. Though certain historical discoveries and events in adapted physical education do not change, each passing day alters the knowledge base in the areas of research, legislation, societal change, and litigation, requiring teachers to be informed consumers of instructional research. The baseline knowledge of this course is defined by the knowledge and skills developed as a result of interaction with the experiences of this course, the text and its mastery, the research base of the profession, and the references for the course. Use of Technology: During the semester students will be provided with opportunities to explore and research uses of technology in addressing cognitive and physical limitations. In addition to this experience, library research required in this course is supported by the networked CD-ROM databases of the KSC library. As a member of the University Center in Georgia, a consortium of major libraries in the Atlanta-Athens area provides electronic as well as hard copy access. Requirements of the course include typed papers with an emphasis on the use of word processing for fulfilling those requirements. Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class.

5 Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services ( ) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at After completing the requirements for the course the Professional Learning Facilitator in Music Education will be able to: OUTCOMES AND PROFICIENCIES Outcome 1: Subject Matter Experts 1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content. 1.2: Candidate represents content accurately. 1.3: Candidate connects content to other disciplines and applies it to common life experiences. 1.4: Candidate uses pedagogical content knowledge effectively. Knowledge: 1. Articulate the legal and ethical requirements of their role in the music education of students with disabilities. 2. Demonstrate an understanding of music and assessment activities and in the behavior management of all students. 3. Demonstrate an understanding of how each general characteristic of exceptionality is linked to definitions under state and federal laws and the attendant regulations. 4. Demonstrate an understanding of due process and their role in its implementation for parents and students. 5. Demonstrate an understanding of the role technology can play in instructional accommodation for students with cognitive, sensory, or physical limitation or disabilities.

6 6. Demonstrate an understanding of their role in engaging and supporting the 7. participation of parents of students with disabilities in the music education of their children 8. Demonstrate an understanding of disabilities as lifelong circumstances requiring different strategies and accommodations in various settings and stages. 9. Understand and articulate the characteristics of human growth, development, learning and motivation as it relates to students with disabilities 10. Understand the influences of society, culture, community and family on schools and learning. 11. Possess in depth content understanding that allows use of multiple explanations to help learners understand the discipline content. 2.1 Candidate demonstrates knowledge of how learners develop, learn and think. 2.2: Candidate successfully motivates students to learn. 2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum. 2.4: Candidate creates effective, well-managed and active learning environments. 2.5: Candidate creates environments that reflect high expectations for student achievement. 2.6: Candidate designs effective instruction. 2.7: Candidate implements effective instruction that positively impacts the learning of all students. 2.8: Candidate uses a variety of methods, materials, and technologies. 2.9: Candidate utilizes a variety of strategies to assess student learning. 2.10: Candidate uses the results of assessments to improve the quality of instruction. Skill: 12. Collect and share observational information, which will be useful to members of interdisciplinary teams for multiple decision-making. 13. Demonstrate the ability to master, synthesize, and evaluate the professional literature related to the music education of learners with disabilities. 14. Demonstrate the ability to identify community and professional resources and collect information about their access. 15. Use effective communication skills. Outcome 3: Collaborative Professionals 3.1: Candidate communicates effectively orally and in writing. 3.2: Candidate reflects upon and improves professional performance. 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members. 3.4: Candidate displays professional and ethical behavior.

7 Dispositions: 16. Work collaboratively with other professionals to facilitate pre-referral, screening and assessment, placement, transitions, and instructional design. 17. Assess, reflect upon and improve professional performance. 18. Work collaboratively with colleagues, supervisors, students, parents and community members. 19. Show regard for human dignity in all relationships. 20. Assume responsibility for professional and ethical behavior. 21. Hold high learning expectations for all students. COURSE GOALS AND OBJECTIVES: The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today s schools and who choose to continue their professional development. Students will be able to: 1. describe common impairments and disabilities including etiologies, characteristics, and implications for music education programming of individuals with disabilities. (1.1, 1.3) 2. design, implement, evaluate the appropriateness of the music component of a student's individual education plan (IEP) or individual family service plan (IFSP) (2.9, 2.3) 3. articulate the legal and ethical requirements of their role in the education of students with disabilities and the way those continue to evolve out of legislative, litigative and sociological changes. ( assess the musical needs of individuals with disabilities using a variety of assessment instruments for program placement and instructional development utilizing video technology. (2.9) 5. synthesize assessment data, develop goals and objectives, and plan instructional activities for individuals with disabilities that address the needs of the individuals. (3.2, 2.10) 6. apply principles of behavior management to teaching situations which include individuals with disabilities. (2.4) 7. design, select, and/or implement music education instructional activities based on expected progression and related to levels of readiness of learners in an inclusive environment. (2.1) 8. develop an awareness of the cultural differences among disability groups. (2.1, 2.3) 9. identify resources and promote opportunities in music education that will allow full participation of individuals with disabilities in their musical choices. (2.2, 2.4) 10. utilize appropriate instructional strategies including demonstrations to help learners with disabilities link concepts and skills. (1.3, 2.8)

8 ASSESSMENT OF GOALS/OBJECTIVES Your instructor will assess your achievement of each objective in the following ways: Course Goals/Objectives Instructional Activity 1 readings, lecture, class discussions Assessment questions on written tests 2 class discussion lesson plan(s), mock IEP design 3 class discussion, readings, lecture, small group discussions 4 lecture, class discussion, assessment practice with video assessment 5 Field Experience discussion, lecture 6 readings, lecture and discussion, behavior management project. 7 lecture, discussion, video on inclusion 8 readings, lecture, discussion questions on written test, debate complete at least one assessment of participant, test questions lesson plans, test question on final exam test questions, final project test questions, lesson planning test questions 9 library/resource readings test questions 10 lecture, discussion implementation of lesson plan, final project This schedule is subject to change additional assignments WILL be added and there may be date changes and modifications. January 10 Introductions, hand outs, course objectives, assignments Discuss field experience, Chapter 1, Read chapters 2, 3, 4 17 Opening songs; chapters 2, 3, & 4 Read Chapters 5, 6, & 7 24 Review chapter materials, behavior disorders, activities Turn in and present opening songs, read chapter 8 & 9 31 GMEA (No Class)

9 February 7 Opening activities, learning disabilities & Autism Study for Test I 14 TEST I, Final Project Information 21 Mental Retardation/Traumatic Brain Injury Choose theme and songs, Read Chapter Hearing Impairments, Individual Appointments (Bring theme and songs to sing) Study TEST II, Ch. 12 March 7 Spring Break (No Class) 14 TEST II, Physical Disabilities discussion Read Ch Visual Impairments/Rough Drafts due 28 Attend American Music Therapy Southeastern Conf. Crown Plaza, Marietta April 4 Review all disabilities, learning styles, behavior techniques Work on Final Projects 11 Discussion of field experiences, everyone will share Study for TEST III 18 TEST III, Individual Presentations 25 (No Class) Prepare for cumulative final exam May 2 Individual Presentations and final exam COURSE REQUIREMENTS/ASSIGNMENTS: Chalk and Wire eportfolio Account Beginning Summer 2007, all newly admitted teacher education candidates will be required to purchase a Chalk and Wire eportfolio account. This web-based application will be used in multiple courses throughout your program, but you will only need to purchase your account ONE time since the accounts are good for five years. Accounts must be purchased through the KSU Bookstore. For additional information on how to purchase the account, the purpose of Chalk and Wire, and training opportunities please visit our website at EVALUATION AND GRADING:. 1. Class Participation 2. Class Activities 3. Tests I, II, III 4. Paper/Journal Articles

10 5. Field Experience Evaluations 6. Final Project 7. Final Project Presentation 8. Final Exam For MM: Additional Project OR Thesis Paper Subject by approval from Instructor EVALUATION SCALE: 900 to 1000 A 800 to 899 B 700 to 799 C 600 to 699 D Less than 600 F ACADEMIC INTEGRITY: Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement. ATTENDANCE POLICY: Students are expected to be in all class sessions and on time. Class participation and attendance are imperative for students to achieve the basic objectives of the course and Program. Each absence after the first will result in a deduction of 25 points off their final grade. Any student missing 4 classes, for any reason, will not receive course credit and will be assigned a grade of F. Any extreme circumstances or situations will be handled individually. Excessive tardiness and/or leaving early will also reflect negatively on the final grade. Liability-Prior to professional laboratory experience placement, students must provide evidence of having adequate tort liability insurance or waive such coverage in writing.

11 MUED 3308 Music Education for Exceptional Students INSTRUCTOR: Amber Weldon-Stephens, EdS, MT-BC CLASS MEETINGS: Wednesdays, 4:30-7:00 pm TEXT: Mary Adamek and Alice-Ann Darrow: Music in Special Education Journal Articles, Supplementary Materials (List provided by Instructor) CREDIT HOURS: PREREQUSITE: MUSI 2222; Acceptance into Teacher Education COURSE DESCRIPTION: This course focuses on characteristics and abilities of individuals with disabilities and the effect upon musical learning and performance. Students will develop materials and teaching strategies in music appropriate to students with special needs. Content includes current legal, educational, and therapeutic issues as they relate to the teaching of music. The course includes field experiences. PURPOSE/RATIONALE: This course is designed to prepare prospective music teachers to develop instructional materials and implementation of effective teaching methods and management techniques for working with special populations. The course will offer music education majors the field-specific knowledge and skills necessary to identify, develop, and utilize effective instructional and management techniques based on the cognitive, emotional, and social needs of special populations in the music classroom. CONCEPTUAL FRAMEWORK SUMMARY: COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to

12 expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. Though certain historical discoveries and events in adapted physical education do not change, each passing day alters the knowledge base in the areas of research, legislation, societal change, and litigation, requiring teachers to be informed consumers of instructional research. The baseline knowledge of this course is defined by the knowledge and skills developed as a result of interaction with the experiences of this course, the text and its mastery, the research base of the profession, and the references for the course. Use of Technology: During the semester students will be provided with opportunities to explore and research uses of technology in addressing cognitive and physical limitations. In addition to this experience, library research required in this course is supported by the networked CD-ROM databases of the KSC library. As a member of the University Center in Georgia, a consortium of major libraries in the Atlanta-Athens area provides electronic as well as hard copy access. Requirements of the course include typed papers with an emphasis on the use of word processing for fulfilling those requirements. Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause

13 candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services ( ) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at After completing the requirements for the course the Professional Learning Facilitator in Music Education will be able to: Outcome 1: Subject Matter Experts OUTCOMES AND PROFICIENCIES 1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content. 1.2: Candidate represents content accurately. 1.3: Candidate connects content to other disciplines and applies it to common life experiences. 1.4: Candidate uses pedagogical content knowledge effectively. Knowledge: 1. Articulate the legal and ethical requirements of their role in the music education of students with disabilities. 2. Demonstrate an understanding of music and assessment activities and in the behavior management of all students. 3. Demonstrate an understanding of how each general characteristic of exceptionality is linked to definitions under state and federal laws and the attendant regulations. 4. Demonstrate an understanding of due process and their role in its implementation for parents and students. 5. Demonstrate an understanding of the role technology can play in instructional accommodation for students with cognitive, sensory, or physical limitation or disabilities. 6. Demonstrate an understanding of their role in engaging and supporting the 7. participation of parents of students with disabilities in the music education of their

14 children 8. Demonstrate an understanding of disabilities as lifelong circumstances requiring different strategies and accommodations in various settings and stages. 9. Understand and articulate the characteristics of human growth, development, learning and motivation as it relates to students with disabilities 10. Understand the influences of society, culture, community and family on schools and learning. 11. Possess in depth content understanding that allows use of multiple explanations to help learners understand the discipline content. 2.1 Candidate demonstrates knowledge of how learners develop, learn and think. 2.2: Candidate successfully motivates students to learn. 2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum. 2.4: Candidate creates effective, well-managed and active learning environments. 2.5: Candidate creates environments that reflect high expectations for student achievement. 2.6: Candidate designs effective instruction. 2.7: Candidate implements effective instruction that positively impacts the learning of all students. 2.8: Candidate uses a variety of methods, materials, and technologies. 2.9: Candidate utilizes a variety of strategies to assess student learning. 2.10: Candidate uses the results of assessments to improve the quality of instruction. Skill: 12. Collect and share observational information, which will be useful to members of interdisciplinary teams for multiple decision-making. 13. Demonstrate the ability to master, synthesize, and evaluate the professional literature related to the music education of learners with disabilities. 14. Demonstrate the ability to identify community and professional resources and collect information about their access. 15. Use effective communication skills. Outcome 3: Collaborative Professionals 3.1: Candidate communicates effectively orally and in writing. 3.2: Candidate reflects upon and improves professional performance. 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members. 3.4: Candidate displays professional and ethical behavior.

15 Dispositions: 16. Work collaboratively with other professionals to facilitate pre-referral, screening and assessment, placement, transitions, and instructional design. 17. Assess, reflect upon and improve professional performance. 18. Work collaboratively with colleagues, supervisors, students, parents and community members. 19. Show regard for human dignity in all relationships. 20. Assume responsibility for professional and ethical behavior. 21. Hold high learning expectations for all students. COURSE GOALS AND OBJECTIVES: The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today s schools and who choose to continue their professional development. Students will be able to: 1. describe common impairments and disabilities including etiologies, characteristics, and implications for music education programming of individuals with disabilities. (1.1, 1.3) 2. design, implement, evaluate the appropriateness of the music component of a student's individual education plan (IEP) or individual family service plan (IFSP) (2.9, 2.3) 3. articulate the legal and ethical requirements of their role in the education of students with disabilities and the way those continue to evolve out of legislative, litigative and sociological changes. ( assess the musical needs of individuals with disabilities using a variety of assessment instruments for program placement and instructional development utilizing video technology. (2.9) 5. synthesize assessment data, develop goals and objectives, and plan instructional activities for individuals with disabilities that address the needs of the individuals. (3.2, 2.10) 6. apply principles of behavior management to teaching situations which include individuals with disabilities. (2.4) 7. design, select, and/or implement music education instructional activities based on expected progression and related to levels of readiness of learners in an inclusive environment. (2.1) 8. develop an awareness of the cultural differences among disability groups. (2.1, 2.3) 9. identify resources and promote opportunities in music education that will allow full participation of individuals with disabilities in their musical choices. (2.2, 2.4) 10. utilize appropriate instructional strategies including demonstrations to help learners with disabilities link concepts and skills. (1.3, 2.8)

16 ASSESSMENT OF GOALS/OBJECTIVES Your instructor will assess your achievement of each objective in the following ways: Course Goals/Objectives Instructional Activity 1 readings, lecture, class discussions Assessment questions on written tests 2 class discussion lesson plan(s), mock IEP design 3 class discussion, readings, lecture, small group discussions 4 lecture, class discussion, assessment practice with video assessment 5 Field Experience discussion, lecture 6 readings, lecture and discussion, behavior management project. 7 lecture, discussion, video on inclusion 8 readings, lecture, discussion questions on written test, debate complete at least one assessment of participant, test questions lesson plans, test question on final exam test questions, final project test questions, lesson planning test questions 9 library/resource readings test questions 10 lecture, discussion implementation of lesson plan, final project This schedule is subject to change additional assignments WILL be added and there may be date changes and modifications. January 10 Introductions, hand outs, course objectives, assignments Discuss field experience, Chapter 1, Read chapters 2, 3, 4 17 Opening songs; chapters 2, 3, & 4 Read Chapters 5, 6, & 7 24 Review chapter materials, behavior disorders, activities

17 Turn in and present opening songs, read chapter 8 & 9 31 GMEA (No Class) February 7 Opening activities, learning disabilities & Autism Study for Test I 14 TEST I, Final Project Information 21 Mental Retardation/Traumatic Brain Injury Choose theme and songs, Read Chapter Hearing Impairments, Individual Appointments (Bring theme and songs to sing) Study TEST II, Ch. 12 March 7 Spring Break (No Class) 14 TEST II, Physical Disabilities discussion Read Ch Visual Impairments/Rough Drafts due 28 Attend American Music Therapy Southeastern Conf. Crown Plaza, Marietta April 4 Review all disabilities, learning styles, behavior techniques Work on Final Projects 11 Discussion of field experiences, everyone will share Study for TEST III 18 TEST III, Individual Presentations 25 (No Class) Prepare for cumulative final exam May 2 Individual Presentations and final exam COURSE REQUIREMENTS/ASSIGNMENTS: Chalk and Wire eportfolio Account Beginning Summer 2007, all newly admitted teacher education candidates will be required to purchase a Chalk and Wire eportfolio account. This web-based application will be used in multiple courses throughout your program, but you will only need to purchase your account ONE time since the accounts are good for five years. Accounts must be purchased through the KSU Bookstore. For additional information on how to purchase the account, the purpose of Chalk and Wire, and training opportunities please visit our website at EVALUATION AND GRADING:. 1. Class Participation 2. Class Activities

18 3. Tests I, II, III 4. Paper/Journal Articles 5. Field Experience Evaluations 6. Final Project 7. Final Project Presentation 8. Final Exam EVALUATION SCALE: 900 to 1000 A 800 to 899 B 700 to 799 C 600 to 699 D Less than 600 F ACADEMIC INTEGRITY: Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement. ATTENDANCE POLICY: Students are expected to be in all class sessions and on time. Class participation and attendance are imperative for students to achieve the basic objectives of the course and Program. Each absence after the first will result in a deduction of 25 points off their final grade. Any student missing 4 classes, for any reason, will not receive course credit and will be assigned a grade of F. Any extreme circumstances or situations will be handled individually. Excessive tardiness and/or leaving early will also reflect negatively on the final grade. Liability-Prior to professional laboratory experience placement, students must provide evidence of having adequate tort liability insurance or waive such coverage in writing.