UAF School of Education: Preparing professional educators who are culturally responsive, effective practitioners

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1 ED 625 Exceptional Learners and Child Development: Individual and Cultural Characteristics (3 credits) Elementary Teacher Education Post-Baccalaureate Program Deb O Connor (mdoconnor@alaska.edu) Summer On-Campus Session:June 6- June 17 (9am-12 pm) Class meets in Old U Park Rm Summer Post-Session Component: June 20- September 16 Office Hours: available as needed UAF School of Education: Preparing professional educators who are culturally responsive, effective practitioners I. COURSE TITLE AND UAF CATALOG DESCRIPTION Exceptional Learners and Child Development: Individual and Cultural Characteristics The Exceptional Learners and Child Development: Individual and Cultural Characteristics course develops the foundation for understanding, identifying, and teaching to the developmental abilities of children and early adolescents with special emphasis placed upon the correlation of the development of individuals with exceptional abilities with typical child growth and development. Human development is examined in the context of cognition, personality, social behavior, linguistics, and physical development with attention to relevant research on cultures specific to Alaska. Individual development is examined to determine how culture and biology interact in shaping the individual and the ramifications for learning. Students design, develop and modify curriculum, plan and adapt instruction, and determine developmentally appropriate means of assessment to accommodate differences in intelligence, perception, and cognitive style. Students apply learning theory to practice while observing and assisting individuals in educational and recreational settings. A technology component requires students to access state and federal regulations pertinent to the Individuals with Disabilities Education Act and to locate and utilize state and national resource agencies to collaborate and support parents, other education personnel and the school. (Prerequisite: Admission to the post-baccalaureate elementary licensure program) ALIGNMENT WITH SCHOOL OF EDUCATION MISSION The School of Education prepares educators to work in urban and rural Alaska and to work with K-12 students from many backgrounds, with a particular focus on Alaska Native languages and cultures. We are particularly committed to enhancing the educational opportunities for Alaska s rural and Native populations. Through the UAF rural campuses, we are responsive to local and regional needs within the state. Through our programs and professional development courses, we promote the following goals: Increase the number of qualified educators for Alaska s schools Enhance the professional skills of Alaska s K-12 educators Develop and support ongoing systemic educational collaborations with Alaska schools and communities Conduct collaborative research on cross-cultural and multicultural education This course supports the UAF School of Education s mission by providing students with the understandings and skills necessary to successfully address the diverse individual and cultural needs of Alaska s students, schools, and communities. Emphasis is placed upon the relationship between developmental stages of growth and the special educational differentiations needed for students with exceptional needs. O Connor Summer

2 II. COURSE GOALS Students who successfully complete this course will demonstrate appropriate levels of proficiency in relation to the following standards. The specific performance competencies for each standard are included in the School of Education Handbook. Alaska Teacher Standards focus in order of priority: Numbers 2, 3, 1, 5, 6, and 7 Alaska Teacher Standards and Guidelines for Preparing Culturally Responsive Teachers for Alaska s Schools: 2, 5, 6, and 7 Alaska Cultural Standards for Students targeted in ED 625: A, B, C, D, and E. Major Topics: (i.e., Important Ideas and Overarching Goals) I. Overarching Goal: Understanding how children develop and learn can be used to explain the changes that occur over time in children, and can serve as a framework for designing classroom instruction and as the foundation for a personal philosophy of education. Guiding Questions: How do teachers use connections between research on child development and classroom practice to meet the needs of individual children in a developmentally appropriate and culturally responsive classroom? What impact does an individual philosophy of education have on classroom practice? Learning Outcomes: a. Students will be able to describe the major theoretical perspectives on child development and the assumptions underlying each and will understand that differing views may influence teacher practice and impact a teacher s teaching philosophy. b. Students will be able to understand that theories of development and learning are connected and may be used for organizing, designing, and implementing instruction and assessment in the learning environment. c. Students will be able to understand that development from the prenatal period through adolescence is guided by genetics, but is also influenced by interactions with the environment. d. Students will be able to know and understand that schools exert lasting influences on children s cognitive, social, and emotional development. e. Students will be able to know and understand that ideas about childhood and children are shaped by social, economic, and historical circumstances. f. Students will be able to know and understand that knowledge of human development provides a foundation for understanding the strengths, limitations, and needs of individual children in a classroom. g. Students will begin to understand that a personal philosophy of education integrates beliefs and goals about working with children. Students will prepare a written philosophy of education. II. Overarching Goal: Special Education law mandates that individuals with disabilities be provided opportunities to participate in educational programs that specifically address the individual s strengths and weaknesses in as typical a setting as possible. Guiding Questions: How do teachers collaborate, use data, and apply research based scientific techniques to their classroom practice to meet the needs of students with disabilities in the general education classroom? Learning Outcomes: a. Students will be able to identify services that are guaranteed to students with disabilities and their families under state and federal laws and will be able to O Connor Summer

3 access state and federal regulations pertinent to the Individuals with Disabilities Education Act. b. Students will be able to understand that the classroom teacher has a shared responsibility for recognizing and initiating the referral process for a child whose development may differ from typical development patterns and as a result may require collaboration with specialists to plan and implement appropriate learning experiences c. Students will understand that instruction must be differentiated to accommodate diverse learning styles and differences in student intelligence, perception, and cognitive style. d. Students will be able to understand that an Individual Education Plan is a legal document detailing the educational program and required support services for a student with disabilities. e. Students will be able to understand that Section 504 of the Vocational Rehabilitation Act of 1975 provides accommodations for students who have a disability but do not require specially designed instruction. f. Students will begin to understand that a personal philosophy of education integrates beliefs and goals about working with all children including children with disabilities in an inclusive setting. Students will prepare a written philosophy of education that will be incorporated into their overarching philosophy of education. After additional experience during the internship year, the philosophy will be revised and modified. III. Overarching Goal: Education is designed to make certain that ALL children are provided the opportunity to receive a free and appropriate public education in as typical an environment as possible. Guiding Questions: How is curriculum and instruction differentiated to meet the needs of the individual students with disabilities? How can understanding the characteristics of a specific group of learners impact classroom curriculum and instruction? Learning Outcomes: a. Students will understand that an Individual Education Plan guides the instructional program for each student with an identified disability that interferes with the student s learning. b. Students will observe that children with diverse skills from diverse backgrounds share many commonalities as well as differences and require that instructional opportunities be created and adapted to meet the needs of the diverse students. c. Students will understand that ethnographic observations are a tool for objective analysis of children and teaching practices and that the use of critical thinking in the reflective process enables the student to more readily connect theory to practice. d. Students will understand that each child is a unique individual, but that children share many of the same characteristics that can directly impact classroom instruction. e. Students will gather data from many sources that will enable the teacher(s) to better meet the individual needs of ALL students. III. UAF, State and National Standards Directly Addressed and Assessed in ED 625 A. Alaska Teacher, Student, Cultural and NCATE Standards Directly Address in ED 625 Alaska and UAF School of Education Teacher Standards and Guidelines for Preparing Culturally Responsive Teachers for Alaska s Schools targeted in ED 625 (In order of priority): 2 (Learning Theory), 3 (Diversity), 1 (Philosophy), 5 (Assessment), 6 (Classroom Environment), 7 (Families and Community), 8 (Professional Development) and 4 (Content Knowledge) Alaska Cultural Standards for Students targeted in ED 625: A, B, C, D, and E O Connor Summer

4 B. NCATE (National Council for Accreditation of Teacher Education) Standards for Elementary Teacher Preparation (May 2000) targeted in ED 625: Standards 1 and 3 NCATE Standard 1: Development, Learning, and Motivation Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students development, acquisition of knowledge, and motivation. NCATE Standard 3b: Adaptation to Diverse Students Candidates understand how elementary students differ in their development and approaches to learning and create instructional opportunities that are adapted to diverse students. NCATE Standard 3a: Integrating and Applying Knowledge for Instruction Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community. NCATE/ACEI Standard 3c: Development of Critical Thinking, Problem Solving, and Performance Skills Candidates understand and use a variety of teaching strategies that encourage elementary students development of critical thinking, problem solving, and performance skills NCATE/ACEI Standard 2i: Connections Across the Curriculum Candidates know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, tools, and ideas to real world issues. Texts: Technology Focus of ED 625: Standards to be Targeted Candidates will be able to manage technology resources in their classroom Candidates will demonstrate knowledge of basic computer operating system tasks and will be able to create documents demonstrating correct use of processing skills. Candidates will create documents using Inspiration that include the correct use of topics, links, notes, hyper links, images, and text formatting. Candidates will create PowerPoint documents that illustrate correct use of creating new slides, adding bulleted text, inserting images and movies, and inserting hyperlinks. Candidates will use Excel to create a chart from a given dataset. Candidates will be able to use technology tools to implement instruction, create instructional materials, and assess student products. Candidates will design age- or topic-appropriate lessons that incorporate standard word processing conventions and formatting options. Candidates will design age- or topic-appropriate lessons that use multimedia tools Candidates will be able to make informed decisions about the place of technology in their classrooms. Candidates will be able to use technology to enhance professional productivity, collaboration, and communication Candidates will use appopriate technology to demonstrate analysis of student progress toward identified learning objectives. Candidates will demonstrate the ability to utilize technology tools for professional development. Meece, Judith L. and Denise Daniels (2010) Child and Adolescent Development for Educators. McGraw-Hill Higher Education Wood, Chip (2006) Yardsticks, Children in the Classroom Ages 4-14 A Resource for Parents and Teachers. Northeast Foundation for Children, Inc. O Connor Summer

5 Course Requirements: Attendance and Class Participation: Each student is expected to attend each class and to participate in discussions, activities, readings, and other assigned work. In case of an absence, the student is responsible for getting information from other students. Regular attendance is very important and will be considered in determination of the final grade. Students are expected to submit all assignments at the designated time. Late assignments will be accepted only for a legitimate and excused absence at the beginning of the next scheduled class meeting. Critical Questions/Responses Prior to designated classes, students will be given a critical question or questions based upon a specified reading assignment. Students are expected to thoroughly and carefully read the material and prepare a thoughtful and meaningful response to the Critical Question or Critical Questions BEFORE class, as the questions will guide class activities or discussions. Written reponses may be shared with peers. Video and Guest Presentation Reflections: Students may be required to prepare a thoughtful and meaningful reflection following designated videos. Specific questions will be posed to direct the reflective thinking. Support Services: The UAF Writing Center, , can provide feedback and assistance with written papers. Your class instructor is available before and after class and by appointment to answer questions regarding class content and requirements. Disability Services: Students with disabilities are encouraged to contact the Center for Health and Counseling Disability Services at Documented, Disability Services Organization (DSO) recommended accommodations will be implemented. Plagiarism Academic integrity is a basic principle that requires all students to take credit only for the ideas and efforts that are their own. Plagiarism is defined as appropriating passages or ideas from another person s work and using them as one s own. Lifting passages of text from the Web is also plagiarism. Plagiarism is taken very seriously and may result in a student s dismissal from the teacher education program. Professional and Ethical Behavior UAF School of Education students are expected to adhere to the Alaska Code of Ethics for the Education Profession. The standards, adopted by the Professional Teaching Practices Commission, govern all members of the teaching profession. A violation of the code of ethics and professional teaching standards are grounds for revocation or suspension of one s teaching license. O Connor Summer

6 ED 625 Grading System Summer 2016 Assignments: 5% Philosophy of Education 5% Critical Response Questions 5% Yardsticks Activity 10% Child Development Theory Presentation 10% Child Development Assessment 5% UDL 10% Disability Presentation 10% Differentiating Classroom Curriculum and Instruction 10% Plan for Practice Paper Classroom 10% Special Education Assessment 10% School Based Inquiry Project 10% Professional Characteristics Personal Record of Progress Date Due Date Description of Assignment Value Earned June 8 Philosophy of Education (Draft) (10 points) June8,9,10,15,16 Critical Response Questions (50 points) June 7 Yardsticks Activity (50 points) June 9 Developmental Theory Presentation (100 points) June 10 Child Development Assessment (100 points) June 15 Disability Presentation (100 points) June 16 Differentiating the Classroom (100 points) Curriculum and Instruction June 17 UDL (50 points) June 17 Plan for Classroom Practice Paper (100 points) June 17 Philosophy of Education (Revised) (40 points) June 17 Special Education Assessment (100 points) Sept. 16 School-Based Classroom Inquiry Project (100 points) Sept. 16 Attendance & Participation- Professional (100 points) Characteristics (See rubric below) Already a Teacher Gathering teaching dispositions Need to contemplate a different profession Points (x 5) Points (x 5) 0-10 Points (x 5) If your performance in this class reflected most of these attributes: Attended almost every class and almost always on time Participated in discussion groups, class-wide discussions and activities energetically and positively Came to class prepared (with necessary Materials, and assignments and readings completed on time) Exhibited a positive attitude and strong desire to learn from and about others Strong desire to enter the teaching profession for all the right reasons If your performance in this class reflected most of these attributes: Missed several classes and/or was significantly late on more than one occasion Participated in discussions and activities when required Sometimes had readings done, sometimes didn t, usually turned assignments in on time, but sometimes not Work with others when necessary, interact and provide feedback when required Still not sure this teaching things is for me, but it might be If your performance in this class reflected most of these attributes: Missed many classes and/or arrived late and/or slept during class on a regular basis Did not participate unless instructor was standing there watching my group Didn t crack the textbook, missing many assignments, many missed deadlines Interacted with others in a negative manner or not at all, clearly did not want to be in class I don t know why I m taking this class Adapted from Kenaston ED 201 Grading System O Connor Summer

7 Child Development Theory Teaching Activity: (Due Thursday, June 9) Each student will be responsible for researching and presenting a developmental theory to the class. A PowerPoint and a one-page handout outlining the major components of the theory and implications for classroom instruction must be prepared and distributed. Detailed instructions and a rubric for assessment will be provided by the instructor. Child Development Assessment: (Friday, June 10) The assessment will require the students to define and briefly discuss major child development theories and concepts and a variety of educational philosophies. Students are encouraged to maintain a vocabulary list for study throughout the course. Individual Project: Universal Design for Learning and Differentiating the Classroom Curriculum and Instruction to Meet the Needs of ALL students (Due June 16&17) In addition to modifying a lesson plan to the format of a Universal Design for Learning Lesson Plan, each student will select one of the following topics for additional study in order to present useful information to the class. Discuss the reason for using this specific differentiation strategy or concept, what makes it successful, and demonstrate how teachers can implement the strategy or concept. Tiered Teaching Interests Learning centers Layered Curriculum Flexible Grouping Multiple Intelligences Daily Routines and the Physical Layout of the Classroom Manipulatives and Hands-on Learning Cooperative Learning The final component of the project will be a demonstration in class. Each person will have minutes to present: A. Description of the strategy or concept B. Rationale for implementing the strategy or concept C. Demonstration of how teachers can implement this strategy or concept. D. 1-2 page handout for the class members that includes the above information AND at least 2 websites for additional information. Self-reflections and peer reflections will be required of all students following the demonstration lesson. Plan for Classroom Practice Paper: (Due Friday, June 17) The intern is to synthesize information presented during the course and describe the implications for classroom practice in his/her classroom. The plan must address (1) Diverse learning styles (2) Students with special needs (3) Multiple Intelligences (4) Diverse developmental levels (5) Diverse ethnic and cultural backgrounds of students. Describe any adjustments in classroom arrangements, classroom routines, techniques for motivation, communication with parents, etc. (2-3 typewritten pages) Special Education Assessment: (Friday, June 17) The performance-based assessment will require the students to define and briefly discuss and/or apply special education terms, basic special education concepts, (legal requirements of IDEA, intervention, referral procedures, IEP components, etc.), differentiation strategies and concepts, etc. Students are encouraged to maintain a vocabulary list for study throughout the course. O Connor Summer

8 The following assignment is to be completed at the beginning of the school-based internship when the student is working with a mentor teacher and a classroom of elementary students. School Based Inquiry Project (Consisting of the Special Education Observation and the Classroom Profile with Graphic Representation 1. Special Education Observations (Completed prior to September 9): Each intern is required to collaborate with his/her mentor teacher in order to determine students with identified disabilities with whom the intern will be working during the internship year. If the students with special needs participate in class or classes with a special education teacher, the intern must arrange to spend at least two hours observing in the special education classroom. After completing participation in the special education classroom (or in the regular inclusive classroom if the student is not pulled out of the regular classroom), the intern is to complete an Ethnographic Observation Form that demonstrates the intern s ability to be an objective observer in the classroom and to critically reflect upon experiences in the classroom. The observation forms are to be used to complete the following descriptive profile of the classroom where the intern is placed for the internship year. 2. Classroom Profile with Graphic Representation (To be completed prior to September 16): Each intern will complete the Classroom Profile and prepare graphic representations of all of the students in the classroom as to gender, age, ethnicity, academic performance level in reading and/or math and preferred learning styles. With the guidance of the mentor teacher, the intern may determine learning styles through observation, interviews with the students, or through use of a learning styles inventory. A two-three page reflective paper with emphasis upon how this experience will influence the way the intern will approach teaching this classroom of learners and particularly how the needs of the students with special needs will be met will complete the project. Your reflective paper must provide evidence that you have read and utilized the developmental characteristics of the appropriate age group as presented in Yardsticks, Children in the Classroom Ages 4-14 by Chip Woods. (Suggestion: If you are placed in an intermediate classroom, arrange to spend some time in a primary classroom and vice-versa. This will better prepare you to complete the assignment.) The completed assignment is due to the instructor by September 16. O Connor Summer

9 Course Outline Summer 2016 ED 625 Exceptional Learners and Child Development: Individual and Cultural Characteristics Overarching Goal: Understanding how children develop and learn can be used to explain the changes that occur over time in children and can serve as a framework for designing classroom instruction and as the foundation for an individual philosophy of education. Guiding Questions: How do teachers use connections between research on child development and classroom practice to meet the needs of individual children in a developmentally appropriate and culturally responsive manner? DATE Topics Assignments due in class on this day completed Monday June 6 Introduction and Overview of the course Syllabus & Course Outline Child development icebreaker activity Early educational experiences Upcoming Assignments to be Read Meece: Page 2-29 and Complete Critical Response Questions for Tuesday, June 7 Developmental theory teaching activity: select theorist Yardsticks Activity Physical, social, language, cognitive, vision/fine motor, gross motor, cognitive growth, social behavior, reading, writing, thematic units and mathematics. Developmental Theory Presentation DUE Thursday, June 9 Finish Yardsticks activity for tomorrow, June 7 Tuesday June 7 Critical Response Questions: Why is the study of child development important for teachers? Isn t good common sense enough? How are our ideas about childhood and children shaped by social, economic, and historical cricumstances? Discuss current demographic trends and political implications for schools and education. Discussion of Critical Questions Presentations of Yardstick Posters or PPTs Discuss 4 Theories and Martin Case Studies Behavioral Biological Cognitive Psychoanalytic 5 Key Child Development Concepts Meese Chapter 1 Critical Responses Yardsticks Poster or PPT Read Meece: Chapter 2 for Wed, June 8 Bring picture of a loved one to class tomorrow. Complete Martin Case Study for Wednesday, June 8 ADHD Video Take detailed notes on accommodations for classrooms. Wednesday June 8 Loved one activity Martin case study Adolescence and Brain Development (Chapter 2) Notes Differences between the sexes (Discuss BBC test) Critical periods Reviving Ophelia Video Do you agree with the position presented in the video? What changes will you make in your future classroom based on this information? Picture of Loved One Martin Case Study Read What Makes You Who You Are Read Meece: p Presentations due tomorrow Complete video response O Connor Summer

10 Thursday June 9 Developmental Theory Presentations Discussion Circles for What Makes You Who You Are Reviving Ophelia Questions Cognitive Development Video Outline Piaget s stages and the important terms for each stage Developmental Theory Presentation and handouts for class Reviving Ophelia responses Philososphy of Education (Draft) Read Meece p , Intelligence Theories Cognitive Development Video response Friday June 10 Philosophy of Education Overview Information Processing Theories Discussion of Piaget s Stages Misunderstood Minds Video Child Development Assessment Philosophy of Education (Draft) Cognitive Development Video response Child Development Assessment tomorrow Compose a Special Education K-W-L chart Bring a Lesson Plan to class on Monday. Research and read about Universal Design for Learning Lesson Plans. O Connor Summer

11 Course Outline Summer 2016 ED 625 Exceptional Learners and Child Development: Individual and Cultural Characteristics Overarching Goal: Special Education law mandates that individuals with disabilities be provided opportunities to participate in educational programs that specifically address the individual s strengths and weaknesses in the least restrictive environment. Guiding Question: How do teachers collaborate, use data, and apply research based scientific techniques to their classroom practice to meet the needs of students with disabilities in the general education classroom? DATE Topics Assignments due in class on this day Monday June 13 KWL review Special Education Activity IDEA 2004 Video Overview Six main components Categories for Special Education Services (Pick a disability for presentation) Compare and Contrast ADA, 504, and IDEA K-W-L Special Education chart Copy of a Lesson Plan UDL research Assignments to be completed before the next class Read Inclusion Articles Research at least 2 websites on Inclusion and make personal list of pros and cons to Inclusion for debate tomorrow Complete Diagram for IDEA Tuesday June 14 Universal Design for Learning Select Disability for Presentation Debate: Inclusion as a philosophy and in practice (Pros and Cons assuming assigned roles) Referral process, ESER and the IEP Video: How Difficult Can This Be? Critical Questions: Who should watch this video and why? Think about 2 of the strategies illustrated.what potential impact will they have on the way you teach? List of pros and cons to Inclusion Diagram for IDEA Wk on Disability Presentation Written Philosophy of Education DUE Friday, June 17 Research ADD/ADHD and Learning Disabilities. Response and reflection to video Research Category of Disability to present on Wednesday Pick a Differentiation Topic Wk on Differentiation Presentation Wednesday June 15 Disability Presentations How Difficult Can This Be? Questions Response and reflection to video Differentiation demonstration and handout Misunderstood Minds Simulation What insights did you gain from this simulation? What did you find most challenging about this exercise? Disability Presentation Answer questions about the Misunderstood Minds simulation RTI Functional Behavior Analysis and Behavior Intervention Plans O Connor Summer

12 Thursday June 16 Differentiation presentations Misunderstood Minds Questions Teaching students with low incidence disabilities Demonstration Handouts for class Misunderstood Minds questions Philosophy of Education (Revision) Plan of Action for Classroom Practice paper Teaching students who are gifted Complete UDL with differentiation incorporated Multiple Intelligences Friday June 17 Review Plan of Action Assignment Final Special Education Assessment Effective Instruction for All Students UDL Plan of Action for Classroom Practice Paper Enjoy the Weekend! Analysis of Plans of Action for Classroom Practice SpEd Observations & Classroom Profile Assignment Course Summary Philosophy of Education (Revision) UDL O Connor Summer