SPED 4330/SPED 5350: Diagnosis & Placement in Special Education Spring 2010

Transcription

1 THE UNIVERSITY OF TEXAS AT EL PASO College of Education Educational Psychology & Special Services SPED 4330/SPED 5350: Diagnosis & Placement in Special Education Spring 2010 I. Descriptive Information A. Catalog description: Referral, assessment, placement and program processes for persons with exceptionalities, including both formal and informal techniques, and implications for the use of this assessment information. Prerequisite: SPED B. Instructor: Dr. Sandy Lloyd Office: ED 702 Hours: Monday 3:45-4:30 PM; and by appt. Phone: utep.edu Dept. fax: II. Specification of Course Objectives/Student Learning Outcomes Objectives and standards chosen by the state for special education teachers can be found at the following website and by a link on the Blackboard page for this course. The class sessions relevant to these objectives and standards are referenced in the column on the far right in the attached class schedule. Specific Class Objectives: A. By means of online quizzes, an in class test, and a final exam, students will demonstrate knowledge of the major laws relating to the referral, testing, and placement options for individuals with disabilities. B. By means of online quizzes, an in class test, and a final exam, students will demonstrate knowledge of commonly used terms and procedures in assessment of individuals with disabilities. C. Students will administer a criterion-referenced test (the Functioning Level Test or FLT) to a learner with difficulties in math who is functioning between the 1 st and 6 th grade levels. Then, based on the results of the FLT, will develop and administer an additional curriculum based assessment (CBA) based on the Texas math curriculum (or TEKS) to test the same learner s skills in additional areas of math. Based on the results of both tests, the student will plan instruction in the learner s deficit areas in math. D. Students will demonstrate knowledge of procedures for establishing a classroom for students with disabilities. These procedures will include working with parents, classroom teachers, and instructional assistants, as well as classroom organization and management. In addition to quizzes and the final exam, the assignments include participating in an Admission Review and Dismissal (ARD) role play for a learner with disabilities, writing up paperwork to determine if the specified learner is eligible special education placement, and planning a resource room schedule. III. Required Text: Text written by Dr. Lloyd for this course is available for purchase at the bookstore.

2 2 IV. Course Requirements and Calendar A. Academic Requirements DATE TOPIC TO READ ONLINE OR IN CLASS ASSIGNMENT Jan. 25 Feb 1 Feb. 8 Introductions; course overview; IDEA[special education law] regulations; access to and using Blackboard Referral to Special Education, including definitions of disabilities; ADA and 504 regulations [special education law] Refer to standards on page one of syllabus or on Blackboard link Referral (cont.) & Assessment of Special Students, including common assessment terms, and IQ tests Skim pages 1-16 Read pages Download standards for special ed. teachers (EC-12) from site listed on left Note: you will need standards to answer questions pages In Class: Handout, IDEA Summary, Info on accessing Blackboard Answer online questions (Quiz 1) relating to IDEA Due 2/1 4:30 PM. Quiz 2 online relating to IDEA, 504, ADA Due 2/8 4:30 PM (10 pts) LEARNING OBJECTIVE: STANDARD LO1: 4 I Feb. 15 Assessment (continued), including achievement tests, criterionreferenced tesst and alternative assessments pages In class case study, which includes all the terms and procedures covered so far pages I Feb. 22 Administering Assessments (determining grade placement, chronological age, administering a specific criterion-referenced test: the Functioning Level Test of math skills pages In Class Test covering chapters 1-3 (50 points) LO3: XII Mar. 1 Mar. 8 Administering assessments (cont.) ARD Conferences, including attendees and decisions; discussion of placement options ARDs (cont.) & Writing IEPs, including assistive technology requirements, transition issues pages pages Quiz 3 online, covering types of assessment, administering assessments Due 3/1 4:30 PM Functioning Level Test results due (60 pts.) [see pages ] LO3: XII I LO2: VI LO2: VIII LO2: IX Mar. 15 NO CLASS: SPRING BREAK Mar. 22 ARDs & IEPs Writing IEP in class based on student in assigned role play (below) Pages I

3 3 DATE TOPIC TO READ ONLINE OR IN CLASS ASSIGNMENT Mar. 29 ARD Role Play in class. Class will be divided into groups to present a discussion of a specific student and the placement and related service options available for the student. The parent in the role play will be someone outside the class. pages Quiz 4 online covering ARD conferences Due 3/29 4:30 PM ARD Role play in class (25 points) LEARNING OBJECTIVE: STANDARD I II Apr. 5 Classroom Organization, including scheduling, planning for downtime, collecting classroom data pages Paperwork for student in ARD role play due [see pages ] (20 points) LO2: VI II Apr. 12 Apr. 19 Classroom Management, including procedures to increase positive behavior and decrease negative behavior, and Functional Behavior Assessment (FBA) Working with Classroom Teachers and Instructional Aides pages pages CBA Due (50 pts) (See page 99) Quiz 5 online, covering classroom management and organization Due 4/19, 4:30 PM Resource room schedule due (pgs ) (50 points) LO2: VII I II Apr. 26 Working with Parents pages May 3 Review Graduate Student Additional Project on Behavior Management Due (30 points) CBA Results and Instructional Plan due (80 points) [see p ] In class review I II May 10 Final In class Final (85 points)

4 4 B. Administrative Requirements: 1. Professionalism: Students are expected to attend class each session and be on time to class. Any student who has two unexcused absences will be dropped from the course. 2. Students will lose 5 points for each day their assignments are submitted past the due date. 3. One point will be subtracted for each word misspelled in written work. 4. Students with disabilities who need modifications for this course must notify the instructor by February 1, As a courtesy to instructor and others, turn off your cell phone! V. GRADING SCALE For 4330 A = pts. (90%); B = pts. (80%); C = pts. (70%); F = < 328 pts. For 5350 A = pts. (90%); B = pts. (80%); C = pts. (70%); F = < 350 pts. Instructions For Accessing Your Course Online Blackboard Instructions You must have an UTEP id and password before you can access Blackboard. If you do not have your id or do not remember the id or password call the help desk FIRST at (915) Go to Your login is your id and your password is your password. Once you are in the my.utep space, you can find the link to Blackboard near the top of the webpage Once you are logged into Blackboard, you will find the course(s) you are registered for, under the appropriate semester. Homepage for this course on Blackboard 1. Syllabus: another copy of the syllabus is available if you lose the one distributed in class. 2. Calendar: deadlines for assignments are listed. Note: You may use this calendar to add your own notations about other events and due dates. 3. Course You may me at any time about this course. If your questions or comments relate to this course only, I d prefer you use this since my regular gets clogged with many things! 4. Powerpoints. Powerpoints for each day will be included here, usually before the lecture. 5. Quizzes: This section will include your quizzes. They will be available after class until 4:30 PM on the next day of class. There will be a 20-minute time limit for each quiz, so you need to be prepared to answer questions when you start the quiz. 6. My grade book will contain your cumulative points for the course.

5 SYLLABUS SUBJECT TO CHANGE WITH NOTICE. 5