SPED 638: The Role of the Special Educator in the 21 st Century Fall 2011

Transcription

1 SPED 638: The Rle f the Special Educatr in the 21 st Century Fall 2011 Instructrs: Wendy Murawski, Ph.D. Class #: Office Hurs: By appintment s: wendy.murawski@csun.edu Phne: (Dr. Murawski) (818) (Center fr Teaching & Learning) Rm: ED 2101 Class Meetings: Mndays 4:20 7 Please d NOT call the Department t reprt anticipated absences r late arrivals t class. FAX: (818) SPED Department Curse Descriptin: SPED 638: The Rle f the Special Educatr in the Twenty-First Century (3). Prerequisites: SPED 628 in the Clear Educatinal Specialist prgram and/r acceptance int the Masters prgram in Special Educatin r the Resurce Specialist prgram; Pre-C/requisites: 6 units f Clear Credential curses frm the menu f ptins r acceptance int the Masters prgram in Special Educatin. This curse is designed fr special educatin teachers t develp advanced knwledge and skills f prcesses fr effective cllabratin, cnsultatin and cmmunicatin in educatinal settings. The curse fcuses n the changing rle f the special educatr, the effective management f caselads and paraprfessinals, the develpment f effective cmmunicatin skills fr prblem slving, advcacy and leadership, and the challenges inherent in cllabrative relatinships. Candidates will learn hw t build partnerships with ther prfessinals in rder t design instructin that is universally accessible t all learners, and hw t use technlgy and assistive technlgy t prvide universal access fr learners with special needs. Emphasis will be made n the unique skills each specializatin candidate brings t any cllabrative r instructinal interactin, and t the value added f the special educatr as an educatin specialist. Current research and theretical psitins in the field will be analyzed, while emphasis will be placed n cncrete skills fr implementatin. As the final curse in the Clear Educatinal Specialist prgram, students will be expected t reflect upn their prfessinal develpment and instructinal cmpetencies and cmplete their Individualized Instructinal Prgram. Cnceptual Framewrk: The faculty f the Michael D. Eisner Cllege f Educatin, reginally fcused and natinally recgnized, is cmmitted t Excellence thrugh Innvatin. We believe excellence includes the acquisitin f prfessinal knwledge, skills, and dispsitins and is demnstrated by the grwth and renewal f ethical and caring prfessinals - faculty, staff, candidates - and thse they serve. Innvatin ccurs thrugh cllabrative partnerships amng cmmunities f diverse learners wh engage in creative and reflective thinking. T this end we cntinually strive t achieve the fllwing cmpetencies and values that frm the fundatin f the Cnceptual Framewrk. We value academic excellence in the acquisitin f prfessinal knwledge and skills. We value the use f evidence fr the purpses f mnitring candidate grwth, determining the impact f ur prgrams, and infrming nging prgram and unit renewal. T this end we fster a culture f evidence. We value ethical practice and what it means t becme ethical and caring prfessinals. We value cllabrative partnerships within the Cllege f Educatin as well as acrss disciplines with ther CSUN faculty, P-12 faculty, and ther members f reginal and natinal educatinal and service cmmunities. We value diversity in styles f practice and are united in a dedicatin t acknwledging, learning abut, and addressing the varied strengths, interests, and needs f cmmunities f diverse learners. We value creative and reflective thinking and practice. SPED 638 1

2 READINGS Required Texts: Murawski, W.W. (2009/2010). Cllabrative teaching in elementary/ secndary schls: Making the c-teaching marriage wrk! Thusand Oaks, CA: Crwin. Rath, T. (2007). Strengths Finder 2.0. Gallup Press. Pick yur apprpriate text Elementary r Secndary. Yu dn t need bth! Gerlach, K. (2010). Let s team up! A checklist fr paraeducatrs, teachers, and principals (7 th ed). Washingtn, DC: NEA Checklist Series. Additinal Readings required as assigned and will be available fr dwnlad frm class website. These may change with prir ntificatin. Example readings may include: Childre, A., Sands, J.R., & Ppe, S.T. (2009). Backwards design. Teaching Exceptinal Children, 41(5), Friend, M. (2000). Myths and misunderstandings abut prfessinal cllabratin. Remedial and Special Educatin, 21(3), Lake, J.F. & Billingsley, B.S. (2000). An analysis f factrs that cntribute t parent-schl cnflict in special educatin. Remedial and Special Educatin, 21(4), Murawski, W.W. & Hughes, C.E. (2009). Respnse t interventin, cllabratin, and c-teaching: A lgical cmbinatin fr successful systemic change. Preventing Schl Failure, 53(4), Spencer, S. (2005). An interview with Lynne Ck and June Dwning: The practicalities f cllabratin in special educatin service delivery. Interventin in Schl and Clinic, 40, Trumbull, E., Greenfield, P.M., Rthstein-Fisch, C., & Quirz, B. (2007). Bridging cultures in parent cnferences: Implicatins fr schl psychlgy. Chapter 28 f Trumbull, et al., pp Trumbull, E., & Rthstein-Fisch, C. (2008). Cultures in harmny. Educatinal Leadership, Additinal readings n instructinal strategies, psitive behavir supprt, scial integratin f students with special needs, Universal Design, and cntent strategies may be added. SPED 638 2

3 Curse Objectives After cmpleting this curse, students will be able t: 1. Identify the evlving rles f special educatrs in a variety f placements and service delivery ptins; 2. Articulate the skills needed t be effective within the variety f rles; 3. Define cllabrative and cnsultative prcesses, and the special educatr s unique rle in cllabrative interactins in schls; 4. Use effective cmmunicatins skills t create cllabrative partnerships, articulate best practices, advcate fr students with special needs including English learners, reslve cnflict, and wrk effectively in teams; 5. Organize, schedule and manage large caselads f students with special needs in a variety f service delivery mdels, including facilitating IEPs, cnducting assessments, cnsulting and c-teaching with general educatrs, and cllabrating with a variety f individuals; 6. Effectively manage paraprfessinals, utilizing their time and skills t the greatest educatinal benefit; 7. Use a variety f technlgies and assistive technlgies t prvide universal access t general educatin curriculum fr students acrss the spectrum f disabilities; 8. Critically analyze educatinal and assistive technlgy and identify when it des and des nt effectively meet the needs f students; 9. Use c-teaching mdels t create universal access t general educatin curriculum fr students acrss the spectrum f disabilities, including English learners; 10. Critically analyze a variety f special educatin service delivery mdels and decide when they meet r d nt meet the needs f students; 11. Identify variables that may facilitate r cnstrain participatin in cllabrative relatinships in rder t create a psitive inclusive climate fr students with special needs; 12. Discuss the value-added f special educatrs wh are able t facilitate the individualized, specialized instructin needed fr effective inclusin f students with special needs and students wh are English learners and gifted; 13. Apply cmmunicatin skills t present-day situatins with students, clleagues, administratrs, paraprfessinals, parents, and/r ther service persnnel; 14. Analyze typical lessn plans t determine if they prvide universal access t learning, and use cmmunicatin and cllabratin skills t prvide feedback fr imprvement; 15. Analyze the specific challenges inherent t cllabrative educatinal prgrams (e.g., scheduling, planning, cntent knwledge, accmmdatin) frm a special educatin frame f reference and discuss techniques fr addressing thse challenges; 16. Recgnize manifestatins f resistance and cnflict and apply prblem-slving strategies fr managing them; 17. Cllabrate with cmmunity members t create transitin plans that meet the needs f learners with disabilities; 18. Reflect n ne s wn practice t supprt student learning and cntinued prfessinal develpment. SPED 638 3

4 General Requirements: Papers with an undue amunt f errrs in grammar, spelling, r sentence mechanics will nt be graded. They will be given back t students t edit and resubmit, and will be graded as late. All assignments must be wrd prcessed and submitted n r befre the due date. Assignments may be ed t the instructr in case f illness r ther absence, but it is the student s respnsibility t ensure that they are received by the due date. If assignments are ed, a respnse will be sent when received. If yu d nt receive a respnse within 3 days, please send again. Students will be respnsible fr dwnlading their wn class ntes frm the website. They will nt be prvided in class. Class ntes will be psted n the website n later than the evening befre class. Materials prvided in class will nly be available n the first day they are given ut. It is up t yu t make sure yu have a buddy cllect them fr yu in case f an absence 10% f the pints will be deducted each week (r part theref) fr late assignments. Participatin: Educatin is a scial endeavr and we learn frm ne anther. If students are nt present in class, we cannt benefit frm their ideas, experiences, r bservatins. Due t the interactive nature f this curse, attendance and participatin are critical. Students are asked t ntify the instructr in advance f missed classes whenever pssible, and are respnsible fr btaining any missed ntes r handuts frm a classmate. Missing multiple classes will result in a lwered class grade. Students will be expected t participate in weekly cllabrative grup interactins, and will be graded n that participatin. In additin, students are asked t be aware f their cmmunicatin style, and t use apprpriate cmmunicatin skills in all class activities. Department Writing Standards: Writing requirements within the graduate prgram: This is a graduate curse and students are expected t turn in papers and assignments f graduate quality. All wrk shuld represent yur reflectins upn and integratin f infrmatin cvered in class in an rganized way. Additinally, written assignments are t be clear in sentence cnstructin and are t be prf read befre they are handed in. Please discuss individual cncerns with yur prfessr. Writers in the fields f psychlgy, ther behaviral and scial sciences and special educatin express their ideas in a frm and style develped by the American Psychlgical Assciatin, cmmnly referred t as "APA". This writing frm and style is familiar t a wide audience and allws the reader t cncentrate n the cntent f the writing. It is expected that students will fllw the requirements f APA style rules in all frmal written curse assignments. Such requirements are detailed in the Publicatin Manual f the American Psychlgical Assciatin, 6th Editin, Students will find the manual t be an invaluable resurce as a prfessinal educatr and it is recmmended they purchase the text. SPED 638 4

5 Persn-First Language: The CSUN Department f Special Educatin believes that a persn is mre imprtant than a disability. Accrdingly, we expect ur students t use Persn-First Language at all times, in bth speaking and writing. Fr example, students wuld refer t children with autism as ppsed t autistic children. Papers nt using Persn-First Language will be returned fr editing, and must be resubmitted. Fr mre infrmatin n Persn-First Language, please see the class Mdle page. Technlgy Requirements: Students are required t have access t the internet and t a wrking CSUN accunt. Instructr must be updated if accunt changes. The curse website can be accessed at: Yur user name and passwrd t access the website are the same as thse yu use fr access t the SOLAR system. Mst infrmatin will be prvided via Mdle s please check frequently! On-Line Quizzes: Students are required t lg n t the curse website and respnd t the assigned readings the week befre class (4 times). Quizzes are due by Sunday midnight befre the designated class meetings. A percentage scre will be generated fr all 4 quizzes, and will then be calculated fr the pints allcated n the syllabus. The purpse f the n-line quizzes is t demnstrate yur understanding f the assigned readings, pdcasts, lectures, etc. Students with Disabilities: Students with disabilities must be registered with the Center n Disabilities (COD) in rder t receive accmmdatins. Reasnable accmmdatins will be hnred in accrdance with the Americans with Disabilities Act (ADA). The intent f the ADA is nt t give a particular student an advantage ver anther, but simply t allw students with disabilities equal access t the curse cntent, and t prvide them an equal pprtunity fr success. Students may receive infrmatin abut registering with COD at the fllwing website: The COD is lcated at Bayramian Hall, Rm Their phne number is SPED 638 5

6 Grading: Grading is based n a ttal f 200 pints. Participatin in class is expected. A plus and minus system will be used. Grades will be assigned accrding t departmental standards as fllws: A = pints A - Outstanding. A s are reserved fr thse students whse A- = pints perfrmance is truly utstanding. Perfrmance reflects an B+ = pints utstanding level f cmpetency attainment -- including B = pints critical analyses, infrmatin syntheses, and applicatin f B- = pints thery and research t practice. Prjects and presentatins are C+ = pints cmprehensive, thughtful, well rganized, clearly written C = pints and effectively presented. C- = pints B - Very Gd. Perfrmance surpasses a basic level f D+ = pints cmpetency attainment, understanding, and skill, and D = pints indicates an ability t integrate and apply infrmatin. D- = pints C - Satisfactry. Perfrmance reflects basic level f F = belw 118 pints cmpetency attainment, understanding, and skill. D - Unsatisfactry. Perfrmance meets expectatins fr basic level f attainment fr sme cmpetencies and understanding f sme cntent. F - Failing. Perfrmance des nt meet expectatins fr basic level f cmpetency attainment and understanding. Incmplete. Assigned nly when at least 51% f required cursewrk has been cmpleted with a passing grade and with instructr apprval. See the current University catalg, page 56, fr details. NOTE CSUN POLICIES: Students are respnsible fr fllwing all published CSUN plicies and prcedures. Adding/drpping classes is nt nrmally permitted after the first 3 weeks f instructin. On individual assignments, students are expected t d their wn wrk. The penalties fr plagiarism and cheating are utlined in the University catalg, and can include failing the curse. SPED 638 6

7 Curse Assignments All assignments will be thrughly discussed in class, and supplemental written guidelines will be prvided as nted belw. If in-class assignments are missed, they may nt be made up. 1. SPECIAL EDUCATOR BASICS: (20%) Special educatrs in the 21 st century have a variety f requirements. These activities will demnstrate that the student can master these varied requirements. Creatin f schedule f caselad, classes, IEPs, mds 20 pints Creatin f Teacher s Tlkit 10 pints Strengths finder- Pre & Pst-test activities 10 pints 2. REFLECTION & INTERACTION EXERCISES: (30%) Structured exercises t be cmpleted in and between class sessins. These activities require applicatin, reflectin and self-analysis f skills taught in class and cvered in readings. If quizzes are nt taken by the time they are clsed, they may nt be made up. If interactin exercises are missed in class, pints cannt be made up. Fur n-line mini-quizzes 20 pints Self-reflectin & evaluatin n IIP 20 pints Participatin and in-class activities 20 pints 3. COLLABORATIVE PROJECTS: (20%) Cllabrating with ther prfessinals is key t the success f a special educatr in the 21 st century. Cmmunicatin, prblem-slving, c-planning, c-teaching and differentiatin are all key skills assessed in this prject. This assignment will require partners t cplan, Skype, & create Ggledcs as they cmmunicate abut the needs f a grup f students in an inclusive classrm. C-Planned, UDL Lessn plan 40 pints 4. PERSONALIZED ACTIVITY: (30%) This differentiated activity enables special educatrs t wrk n their wn particular areas f need. Students will be allwed t chse their area f need, the way in which they will present their knwledge, and the manner in which they will learn their new cntent (individualized, with a partner, with a small grup). A chice bard and additinal instructins will be prvided. Individualized Learning Prject 60 pints TOTAL POSSIBLE POINTS = (100%) 200 SPED 638 7