EDU Introduction to Special Education Spring 2013 Mondays 1:00 pm -3:45 pm

Transcription

1 EDU Introduction to Special Education Spring 2013 Mondays 1:00 pm -3:45 pm Instructor: Mrs. Michelle, M.Ed. & B.A.E. Contact Information: UNR/Mailstop 0299 Reno, NV Phone: (775) Fax: (775) Office Hours: Tuesdays 1:00-3:00 or Wednesdays 10:30-12:30 or by appointment Go to room WRB 3067, use phone to call my extension. I will escort you to my office. Required Texts: Smith, D.D. & Tyler, N.C. (2010). Introduction to Special Education: Making a Difference. (7 th Edition). Upper Saddle, NJ.: Merrill. Schwarz, P. (2006). From Disability to Possibility: The Power of Inclusive Classrooms. Heinemann. Portsmouth, NH. There are additional required readings. These are located on our WebCampus site or Course Reserves. Smith, T.E.C., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (2012). Teaching Students with Special Needs in Inclusive Settings. (6 th edition). Boston, MA: Pearson Chapter 2: Professional Collaboration and Home-School Collaboration Required Web Resources: Web Campus Learn APA Source: This is an online tutorial that breaks down the APA format into several important categories. Course Description in UNR Catalog: Focus on teacher roles. Foundations and characteristics of effective instruction of students with various disabilities, in general education classrooms. Course Description: This course is an introductory course in special education. This is a required course for all students in the new Integrated Elementary Teacher Program (IETP). Topics covered will include the history of special education, including legislation and litigation, the role of special education 1

2 within our current educational framework, collaboration required of educators working with students with disabilities, and the characteristics of students with high incidence disabilities. This course will meet the above goals by achieving the following objectives: Develop, use, and explain the reasoning behind the People First Language. Describe the legal and historical development within the field of special education. Describe and compare and contrast special education legislation and litigation. Compare and contrast the similarities and differences between General Education and Special Education. Identify the continuum of educational service placements for students with special needs. Identify and explain the referral and identification process within special education, including the development and implementation of an IEP. Identify and explain the introductory concepts of planning for differentiated instruction and universal design for learning. Identify and discuss the role of behavior management in special education planning and lesson delivery. Discuss and explain the rights, responsibilities, and roles of students, parents, teachers, related service providers, other professionals, and schools related to special education. Identify the benefits and models of co-teaching. Identify and describe the definition, etiology, and characteristics of students with high incidence disabilities. College of Education Conceptual Framework: The College of Education has developed a Conceptual Framework that describes the dispositions that are valued in all professional educators. This framework provides an underlying philosophical foundation for the program. It states that, as part of a community of educators, the dual and special educator program strives to help you: Develop a strong fund of knowledge about the students you will teach and the subject areas in which you will prepare them. Possess a love of learning that will compel you to seek knowledge to enable you to grow as an effective teacher. Value democracy and multiculturalism so as to provide a nurturing, supportive, and challenging educational experience for all students, their families, and other professionals. Engage in reflective practice through questioning and critique of your own knowledge and practice. In addition to the conceptual framework that guides your work here at the university, the College of Education has identified five domains of Professional Competence related to the role of an elementary and special Educator. These domains are: 1) Knowledge of Students and Learning Environments 2) Knowledge of Subject Matter and Planning 3) Delivery and Management of Instruction 2

3 4) Assessment 5) Professionalism The domains and the conceptual framework provide the basis for well-prepared and component elementary and/or special education teachers. Disability Statement: The University of Nevada, Reno supports providing equal access for students with disabilities. If you have a disability and will be requiring assistance, please contact me or the Disability Resource Center (Thompson Building Suite 101) as soon as possible to arrange for appropriate accommodations. Also, please meet with me at your earliest convenience to ensure timely and appropriate accommodations. Policy on Academic Dishonesty: Academic dishonesty is defined as cheating, plagiarism or otherwise obtaining grades under false pretenses. Plagiarism is defined as submitting the language, ideas, thoughts or work of another as one s own; or assisting in the act of plagiarism by allowing one s work to be used in this fashion. The work of another does not just mean whole papers or articles copied from another source. It includes any information, ideas, sentences, or phrases that came from somewhere other than your own head (i.e. books, articles, internet sites, videos, documents, lecture notes or handouts from other courses, and any other sources used in your paper). These must be properly acknowledged by providing references either in the text or in a footnote, along with a references page giving the complete publication information for all sources used in your paper. Even if you paraphrase someone else s ideas and do not quote them directly, you still must acknowledge your source. Disciplinary procedures for incidents of academic dishonesty or plagiarism may involve both academic action and administrative action for behavior against the campus regulations of student conduct.academic action may include: (1) canceling the student s enrollment in the class without a grade; (2) filing a final grade of F ; (3) awarding a failing mark on the test or paper in question; (4) requiring the student to retake the test or resubmit the paper. Academic Success Services: Your student fees cover usage of the Math Center ( or Tutoring Center ( or and the University Writing Center ( or These centers support your classroom learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside of class is the sign of a responsible and successful student.. GRADING Point Scale: Attendance/In Class Participation Laws and Litigation Quizzes: Reflective Essay #1/2 170 points (14 10 pts) 5 pts) 30 points 90 points (3 at 30 points each) 100 points (2 at 50 points each) 3

4 Student Choice Assignment Midterm Final Exam Total: 50 points 60 points 100 points Approximately 600 points Grading Scale: 90% = A % = B % = C % = D Below 60% = F Late Assignments: All assignments are due at the beginning of class on the assigned due date. Any assignment not turned in by the due date will be deducted 5% a day starting the following day. ASSIGNMENTS *REQUIRED*: As a student in the College of Education, and as a future educator, I expect all of your assignments and coursework to reflect professional writing quality. All typed papers must be double spaced with 1 inch margins, 12 point Times New Roman font, black ink, and include page numbers. Not following this requirement will result in an automatic 20% deduction of your overall assignment grade. I expect papers proofread for spelling, grammar, etc. before submitting them. Excessive errors will result in the return of your assignment for correction before being graded. Attendance/In Class Participation: 140 Points (Domain 5): Attendance is vital to your success in this course. Excessive absences and tardies will negatively affect your overall grade. Please inform me ahead of schedule if you plan to miss a class. In addition, class starts promptly at 1:00. I expect you to be seated, prepared, and ready to participate and be a productive member of class at 1:00. If you know you will be tardy to class, please inform me ahead of time. In addition, during class you are required to be an intent listener, to engage in class activities, to be respectful and supportive to your fellow classmates, and to be an active participant. This includes having your cell phone silenced. Attendance the entire class period is expected. Each class session is worth ten points based on the criteria above. Each class session, please have your textbooks in class and any notes, handouts, etc. from previous weeks. Assigned Readings: (Domains 1-5): Each class session you are expected to read the assigned chapter(s) and come to class prepared to discuss the information covered in the chapter(s). Being prepared includes actively participating in class discussions about the content, asking relevant questions, and being familiar and knowledgeable about the chapter content. To meet the above requirement, I recommend that you take notes in your textbook, highlight relevant passages, flag certain pieces of text, or make notes in the margins. 4

5 In-Class Quizzes: 90 points- 30 points for each quiz (Domains 1 & 2): There will be three quizzes throughout the course. Quizzes are based on the assigned readings, class readings, discussions, lectures, and activities. If you miss class during the day of a quiz, you will need to schedule a time with me to take the quiz. Reflective Essays: 100 points- 50 points each (Domains 1-5) You will complete two reflective essays. The reflective essays require you to write critical responses to the concepts discussed in class and your assigned readings. In addition to responding to the given question/prompt, the essay provides you an opportunity to react to class discussions, reflect on required reading, and establish connections between our class discussions, and establish connections between our class discussions, required reading, personal experiences, and the broader community. For each reflective essay, you will be given several prompts/ questions to respond to a week before the due date. You will choose ONE of the prompts to respond to for your essay. Be sure you follow the guidelines for professional writing described above. In addition, you need to incorporate at least 2 references from class lecture or readings and 2 references from outside sources. A complete description of the assignment, the prompts and the rubric are included in the appendix. Student Choice Assignment: (Domains 1-5): For this assignment you are to choose from one of the choices below. Due dates have been distributed throughout the course of the semester. During the second week of class, you will choose one of the three dates to turn in your assignment. The purpose of this assignment is to gain information and perspective of individuals with disabilities in our schools and community and the resources and supports available to individuals and their families. You will choose one of the options below, spend at least 4 hours researching your choice, and then complete a reflective write up based on your experience. A grading rubric for this assignment is attached; in addition please ensure you follow the guidelines for professional writing described above. Option #1: Observe a Special Education setting/classroom. Option #2: Meet and interview a Special Education teacher, a parent of a child with a disability, or a Related Service Provider. Option #3: Observe and visit a community resource for individuals with disabilities. On the day your assignment is due you will have two components to complete: 1) You will turn in a written assignment based on your research. You will need to provide an overview of what option you completed and why your chose that option, you will need to summarize the information you gained, and most importantly, you will need to share your reflection, insight, and what you learned through the experience. 2) Present/discuss your findings in a small group the day your assignment is due. 5

6 Take Home Midterm: 60 points (Domains 1-4): This is a comprehensive exam of all materials we have covered up to the midpoint in the semester. The midterm will be a combination of multiple choice, true false, acronym identification, short answer, and essay questions. The exam will be given out a week before it is due. Final Exam: 100 points (Domains 1-4): This is a comprehensive exam of all materials we have covered this semester. The final will be a combination of multiple choice, true false, acronym identification, short answer, and essay questions. You will be allowed to have 1 page of notes to use during the exam. Your notes can be on a sheet of paper no larger than 8 ½ x 11 inches. Your notes may be typed or hand written depending on your preference. You may use the front and back sides. My preference is to receive hard copies of all assignments. If for some reason an assignment must be submitted online, please do not submit it through WebCampus. Send it to my UNR hinksonm@unr.edu. When submitting the assignment I want the subject to be in the following format: Course number_your last name_ name of assignment. For example: EDU203_1002 Reflective Essay 2 As is true for all of the work you do for all of your classes, your instructor and others may review your work while evaluating the quality of courses and programs. However, your work cannot be used for any research projects without written approval from the UNR Office of Human Research Protection. 6

7 Course Schedule Date Course Agenda Assignments/Due Dates History of Special Education One 8/26 Introductions Course Overview/Syllabus Review Introductions to Individuals with Disabilities People First Language U.S. Constitution Path toward inclusivity 9/2 No School Labor Day Two 9/9 Special Education Legislation and Litigation Influential Court Cases IDEA/IDEIA/Section 504/ADA Chapter 1 : Chapter 1 Laws and litigation Three 9/16 Review and Catch up from previous week General Education and Special Education Continuum of Services Chapter 2 Chapter 4 Special Education within the Schools Four 9/23 General Education and Special Education (Cont.) Inclusion Chapter 5 Quiz #1 7

8 Five 9/30 Six 10/7 Special Education Identification and Referral Response to Intervention (RTI) (MTSS) Positive Behavior Supports (PBS) Review and Catch up from Previous Individual Educational Plans (IEPs) Chapter 2 Chapter 3 Chapter 6 Reflective Essay #1 Seven 10/14 Universal Design for Learning (UDL) Differentiation Chapter 2 Chapter 8 Student Choice Assignment: Group A Eight 10/21 Collaboration/Co-teaching Collaboration Chapter 4/5/6/7/8 Sections on Collaboration only Chapter 8 Quiz #2 Nine 10/28 Co-teaching Teaching students with special needs Chapter 2 (on reserve) 8

9 Student Choice Assignment: Group B Ten 11/4 High Incidence Disabilities Specific Learning Disabilities Chapter 5 Chapter 9 Take Home Midterm Due 11/11 No School Veteran s Day Eleven 11/18 Attention Deficit-Hyperactivity Disorder (ADHD) Chapter 6 Reflective Essay #2 Twelve 11/25 Thirteen 12/2 Intellectual Disabilities (ID) Chapter 8 Emotional Behavioral Disorders (EBD) Chapter 7 Chapter 10 Student Choice Assignment Group C Fourteen 12/9 Catch-up Review for final Quiz #3 12/16 Final Exam 9

10 10:15-12:15 10