The University of Texas at El Paso. Department of Educational Psychology and Special Services

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1 The University of Texas at El Paso Department of Educational Psychology and Special Services Course Name: Special Education Services for Students in General and Special Education Settings Meeting Time and Dates: 4:30 pm - 7:20 pm T Liberal Arts Building 308 Aug 24, Dec 03, 2009 Course Number: SPED 3310 Course Catalog Description: Survey of the various exceptionalities, litigation, and laws pertaining to the disabled and definitions and characteristics of various disabilities. Emphasis on the way behavior, learning problems, and physical disorders affect learning. Field experience required. Prerequisite: None. Instructor Contact Information: Michael J. Skivington, Ph.D. Assistant Professor of Special Education The University of Texas at El Paso Educational Psychology and Special Services Office 706 Education Building Phone: (915) Office Hours: T 3:00-4:15 and W 3:30-4:45 By Appointment Course Goals and Activities: 1. Knowledge of litigation and legislation related to special education. 2. understanding of the similarities and differences between mainstreaming, least restrictive environment and inclusion. 3. Knowledge of the disability categories recognized under the Individual with Disabilities Act. 4. Knowledge of best practice strategies for working with students with disabilities in the general classroom setting. 5. Knowledge of student diversity and how to plan learning experiences that are responsive to differences among students and their families. Required Textbook: Vaughn, S., Bos, C.S., & Schumm, J.S. (2003). Teaching Exceptional, diverse, and atrisk students in the general education classroom. Allyn and Bacon ISBN-10: ISBN-13:

2 Course Requirements: 1. Background Checks: Annual background checks are mandatory to conduct observations and volunteer work in public schools. Please obtain a background check as soon as possible. Not having a background check is not a valid excuse for incomplete observations or volunteer work. 2. Field Experience: 15 hours of field experience is required for this course. The field experience must be conducted in a classroom setting with students with disabilities. This is a hands-on experience where you will have the opportunity to observe the classroom and work with students with disabilities at the discretion of the classroom teacher. 3. Observations: 5 Observations will be conducted for a minimum of three hours per classroom. The observations will occur in general education classrooms where a student with a disability is included. During each observation, it is important for you to get a variety of experiences which will include: observing the classroom and instruction, interviewing the classroom teacher regarding the instruction and other issues, and receiving hands-on- experience of working with the student(s). It is important for you to complete these observations at a variety of settings which include different types of disabilities and age groups. Please note: if you receive less than 3 hours at an observation, you will need to complete additional hours to obtain your required 15 hours. 4. Video Journals: Students will be required to keep a video journal/diary of their experiences during field experience/observations (see above for a description of field experiences and observations). Videos should explicitly address the Learning Outcomes outlined on this syllabus. Students will be provided with a simple rubric to assist them in their video creation. A simple rule of thumb is that each time there is contact with schools a video journal entry is created. Students who need assistance with this project should seek help in the ULC on the 3 rd floor of the library. These videos will lead to a final presentation to be given at the end of the semester scheduled in class. Final DVDs will be handed in. 5. Video Journal Presentations: Students will choose approximately 10 minutes from their school video journals. Students will briefly introduce their videos and then proceed to show the key clips from their journal. 6. Quizzes: There will be a total of 2 quizzes during the semester. The quizzes will be a combination of short answer, multiple choice and essay. 7. Attendance and participation: All students are expected to be prepared and to be active participants during this course. Attendance through course participation is critical. Attendance will be considered when determining the final grade for this course; more than two absences will result in an administrative drop from the course, unless you have medical documentation approved by the University. In the case that you require an incomplete, you will receive the grade you have earned to that point in the semester. 2

3 Class Schedule (Tentative): Date Class Activity Assignment Due Other Library/Article NONE Activity/Syllabus Ch. 1 Foundations of Special Educ. Background Checks Ch. 2 Collaboration Ch. 3 LD ADD/HD FAT CITY VIDEO Ch. 5 EBD Ch. 6 Autism/PDD School of Shock Article Work on NO F2F CLASS Videos/Observations outside of class Ch. 7 Quiz #1 Developmental Disabilities *Video Educating Peter Ch. 11 Teaching Culturally and Linguistically Diverse Students *Beth Harry video Ch. 13 Facilitating Reading *Bender Differentiation Mathematics *Bottge Enhanced Anchored Instruction Ch.16 Teaching in Quiz #2 the Content Areas Video Presentations Video Presentations Work on Videos/ NO F2F CLASS Presentations Outside of class Observations and Field Experience Observations and Field Experience NO F2F CLASS Observations and Field Experience NO F2F CLASS Video Presentations Video Presentations Fiesta All 3

4 Outstanding Paperwork! Students with Disabilities: If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Disabled Student Services located in the UTEP Union. If you have a condition which may affect your ability to exit safely from the premises in an emergency, or which may cause an emergency during class, you are encouraged to discuss this in confidence with me and/or with the director of Disabled Student Services. You may call for general information about the Americans with Disabilities Act (ADA). Academic integrity: The University of Texas at El Paso prides itself on its standards of academic excellence. In the classroom and in all other academic activities, students are expected to uphold the highest standards of academic integrity. Any form of scholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. It is imperative, therefore, that all faculty insist on adherence to these standards. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give an unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students, may result in sanctions ranging from disciplinary probation, to a failing grade on the work in question, to a failing grade in the course, to suspension or dismissal, among others. Grading Procedures: 1. Quizzes 50 points each) 100 points 2. Video 300 points 3. Video Presentation 300 points 4. Observation Fieldwork Paperwork 150 points 5. Attendance and Participation (10 points each) 150 points Total Points 1000 points A = % B = 80-89% C = 70-79% D = 60-69% 4

5 Department of Educational Psychology and Special Service Learning Outcomes with Texas State Standards: LO1 Understanding Individuals with Disabilities and Evaluating Their Needs Standards Assessed: Special Education EC 12 Standard IV: The special education teacher understands and applies knowledge of the characteristics and needs of individuals with disabilities. Special Education EC 12 Standard V: The special education teacher understands formal and informal assessment procedures and knows how to evaluate student competencies to make instructional decisions. LO2 Promoting Student Learning and Development Standards Assessed: Special Education EC 12 Standard VI: The special education teacher understands and applies knowledge of procedures for planning instruction and managing the teaching and learning environment. Special Education EC 12 Standard VII: The special education teacher understands and applies knowledge of issues and procedures for teaching appropriate student behavior and social skills. Special Education EC 12 Standard VIII: The special education teacher understands assistive technology as defined by state and federal regulations. Special Education EC 12 Standard IX: The special education teacher understands and applies knowledge of transition issues and procedures across the life span. Special Education EC 12 Standard X: The special education teacher promotes students academic performance in all content areas by facilitating their achievement in a variety of settings and situations. PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES (EC 4) STANDARDS 5

6 Standard I: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. Standard III: The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback. Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES (4 8) STANDARDS Standard I: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. Standard III: The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback. Standard IV. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-12) Standard I: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. Standard III: The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback. Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. 6

7 Special Education 3310 Department of Educational Psychology and Special Services The University of Texas at El Paso Documentation of Field Experience Hours NAME OF STUDENT: ORGANIZATION: Date Time In Time Out Supervisor/Mentor (initials-signature) Type of interactions/ services provided The following student, has completed hours of community service under my/our supervision. If you have any questions you may contact me at:. Supervisor/mentor 7

8 ACKNOWLEDGMENT OF COMMUNITY/VOLUNTER HOURS Please send to (Instructor) the following acknowledgment that you agree to allow to volunteer for and (Name) (Organization) have received this form for documenting her/his hours during the (semester). Thank you in advanced for your support in preparing future teachers. Please do not hesitate to contact me if you should have any questions or concerns. You can either Fax this form to: Or scan and to: Mail: Michael Skivington, Ph.D. Assistant Professor, Special Education Department of Educational Psychology & Special Services. College of Education - ED 706 The University of Texas at El Paso 500 W. University Avenue El Paso, Texas

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