EDUC SPECIAL EDUCATION: PART I (Six-Credit Course) Additional Qualification Course Distance Study Revised: May, 2011

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1 EDUC SPECIAL EDUCATION: PART I (Six-Credit Course) Additional Qualification Course Distance Study Revised: May, 2011 COURSE DESCRIPTION The underlying purpose of Special Education, Part I is to introduce knowledge and skills in the design, delivery, programming, and assessment of special education. Focusing on theory and practice underpinning special education, candidates will examine topics and issues of particular relevance to the school system in which they work or may work. This course explores the five categories of exceptionalities as recognized by the Ontario Ministry of Education, various teaching strategies, program planning, and other issues related to the teaching and learning of students receiving special education services in a variety of classroom settings. To fulfill course requirements, candidates will explore, observe, and report on several areas of exceptionality, develop an IEP, and complete a practicum. Candidates who successfully complete EDUC 1235 will be recommended to the Ontario College of Teachers for the Additional Qualification SP ED-1. The course requires a minimum of 125 hours of work by the candidate. Readings, assignments and consultation make up twenty-five of these hours, while one hundred hours are devoted to instruction. Of these one hundred instructional hours, twenty-four will be used for the structured observation. To fulfill course requirements candidates will be required to observe and report on several programs of exceptional students. If you are a student with a disability that requires accommodation, please contact the instructor as soon as possible. Students who require a screen reader, may request this course electronically and download a free screen reader at PREREQUISITE Prerequisite: The Additional Qualification: Special Education, Part I is open to all elementary and secondary school teachers who have basic teaching qualifications. COURSE LEARNING EXPECTATIONS The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession have been embedded in the learning expectations for the Additional Qualification: Special Education, Part I. This additional qualification has the following learning expectations for candidates: understand and implement Ministry of Education curriculum expectations and Ministry of Education and district school board policies and guidelines have the theoretical understanding and foundation necessary to design, implement and assess programs for students, including the adolescent learner create learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of students as outlined in the IEP understand how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs of students work collaboratively with in-school personnel, parents/guardians and the community assess a variety of resources within and beyond the educational system to enhance and support student learning demonstrate an openness to innovation and change inquire into practice through reflection, active engagement and collaboration

2 demonstrate the ability to integrate information and communication technology into teaching practice embed theory into practice SUGGESTED STUDY SCHEDULE The Private Study course is a six credit course. All students are encouraged to follow the following suggestions: 1. Candidates are to review the entire course outline, paying particular attention to assignment requirements and due dates, as soon as the outline is received. 2. The textbook should be ordered immediately. 3. Assignment due dates should be marked on a calendar for planning purposes. 4. Students are encouraged to begin making plans for practicum observation periods right away. If in school observation of exceptional students is not possible, contact the Instructor immediately to discuss alternative arrangements. 5. Contact the course Instructor with any questions or concerns you may have after reviewing the course outline. Instructors are here to help make this a successful and rewarding learning experience for you. TEXTBOOKS AND INSTRUCTIONAL MATERIALS Please refer to our website for textbook information OVERVIEW OF THE MODULES MODULE ONE: Theoretical Foundations of Special Education: Legislation and Policy This module assists the candidate in exploring special education awareness in the Ontario school system in view of current legislation. MODULE TWO: Theoretical Foundations of Special Education: Legislation and Policy as Related to Categories and Definitions of Various Exceptionalities This module assists the candidate in understanding the categories and definitions of exceptionalities. MODULE THREE: Program Development, Planning and Implementation This module assists the candidate in understanding the development and delivery of information regarding exceptional students. MODULE FOUR: The Learning Environment This module assists the candidate in recognizing the importance of a safe, accepting learning environment to promote students performance and self-esteem. MODULE FIVE: Instruction, Assessment and Evaluation This module assists the candidate to become aware of instructional and assessment strategies based on the individual learning needs of students. MODULE SIX: School, Parent/Guardian and Community This module assists the candidate to be aware of the school community in special education, including parents knowledge and perspectives. MODULE SEVEN: Information Technology This module assists the candidate in accessing and using adaptive and assistive information technology to support student learning.

3 INSTRUCTIONAL PRACTICE In the delivery of this additional qualification course, instructors use strategies that are relevant, meaningful and practical in providing candidates with learning experiences about the program, instruction, assessment and evaluation. These may include, but are not limited to, action investigation, independent inquiry, problem solving, cooperative learning and direct instruction via communication with the Instructor. Instructors honour the principles of adult learning, recognize candidates prior experience and learning and respond to individual needs. Important to the course are opportunities for candidates to create support networks and receive feedback from peers and instructors and share the products of their learning with others. Opportunities for professional reading, reflection, communication and expression are also integral components of the course. Where possible, experiential learning and authentic school-based experiences are included in the course, for example, classroom observations, action research projects, and case studies. Instructors model effective instructional strategies, respect ethical considerations and employ formative and summative assessment that can be duplicates in candidates classrooms. Instructors use technology to support candidates learning via on-line interactive communications, connections to quality resources and links to other sites. ASSESSMENT AND EVALUATION OF CANDIDATES At the beginning of the course, candidates are provided with the specific expectations and forms of assessment and evaluation that will be used throughout the course. A balanced approach to candidate assessment and evaluation will be used. This may include a combination of self and instructor evaluation that models best practice. Candidates may demonstrate their learning through performance, written, or possibly, other types of assessment. There are opportunities for both formative and summative evaluation. Central to teachers enrolled in additional qualification courses is the opportunity to be engaged in productive and meaningful work. Assignments and projects will include practical material that will make the connection between theory and practice. At the same time, assignments will allow candidates flexibility, choice, and individual inquiry opportunities. INFORMAL CONSULTATION, FEEDBACK, AND ASSESSMENT Instructors are available to students through a variety of communication channels. Contact information, such as mailing address, , and phone numbers are included with this package. Students are encouraged to contact their Instructor to clarify issues pertaining to course content or any information related to assignments, including feedback received on a particular assignment or exercise. Instructors will make every attempt to return phone calls or s within two business days. Assignments will normally be marked and sent back to students within two weeks of receiving them (following the assignment due date). If more immediate or detailed feedback is required, students are encouraged to contact the Instructor directly. GRADE COMPOSITION Assignment Assignment 1: Discussion Board Students are to respond and reply regularly to the questions posed in the discussion Board. Sessions will reflect your readings from the text and personal experiences. Students are also required to post their research pamphlet from Assignment two. Grade 25%

4 Assignment 2: Research Paper A written research paper on a second exceptionality chosen by the candidate, pertinent to his/her interests and level of students. Included should be the definition, terminology involved, characteristics, history, assessment and identification, educational considerations in planning for the student s learning, and teaching methodology for that particular exceptionality. Information technology for support should be suggested. Other issues are welcomed. Candidates are to include an overview, in pamphlet form, providing information for parents, colleagues, etc. Assignment 3: IPRC Overview Candidates are to review one identified student s journey from the first signs of difficulty in the school system through to the I.P.R.C. process (including revised I.E.P.). A written report of this I.P.R.C. journey and the revised I.E.P. is to be submitted. Assignment 4: Unit of Study Candidates are to modify a unit of study around a specific topic or project in their area of interest (i.e., a science unit on Heat modified to address the needs of students with learning disabilities). The unit can be one that is already made or available as a resource such as those found in the Ontario Curriculum Unit Planner. It should include a Ontario curriculum focus, modifications and accommodations, including teaching strategies, student learning styles and assessment that is appropriate for a student s exceptionality of their choice (yet different from previous assignments). Support services and resources from the in-school team, school board personnel as well as the community resources that might be utilized should be discussed. Assignment 5: Practicum Directed Observation Study OR Personal Investigation Formative assessment data collected on one or more students through observation and possible implementation of intervention strategies as appropriate. Reflective journal and report to be submitted. OR student may develop a question/hypothesis to research through literature reviews, interviews and personal investigation to develop their topic of interest that demonstrates their application of course content. 20% 15% 15% 25% THE PRACTICUM Structured observation is a process of keeping anecdotal notes over a defined period of time. These observations provide formative assessment data to serve as a basis for program planning. This is an opportunity to increase the candidate s ability to observe and listen to students who have exceptionalities in order to select appropriate strategies for successful programming. Practicum Component for AQ Special Education Part One The practicum will consist of 24 hours. Where a traditional practicum in the classroom is not possible, many other practicum components may be used. Please remember to complete the practicum sheet with the School Contact information person. Suggested Study Schedule This is your final module (the Practicum) for this Special Education Part I. Your previous readings and assignments will have prepared you for this task. The observation component for this additional qualification course must involve a minimum of 10 hours observation, with two or more students of different IPRC d exceptionalities (minimum of five hours observation per student). Pre planning, analysis, discussion, reflection, and possibly implementation of several strategies, will combine with the time to write up the practicum report for a total of 24 hours of work. Description: Practicum

5 The observation study for this additional qualification course must involve a minimum of 24 hours of work, with two or more students with different identified exceptionalities (minimum of five hours observation per student). 1. Obtaining Permission You must complete a Parental Consent Form for each student to keep in your files. If the observation of a student is in the school setting, the principal must be informed of your practicum and he/she must also sign the Principal Consent Confirmation Letter and forward this to the course Instructor. Ensure that students will in no way be identified in any of your written work. 2. Student Observation Sessions: Completing Parts One, Two, Three and Four Arrange for several observation sessions with two or more students that have been identified as having an exceptionality of one kind or another (different exceptionalities wherever possible). Through a review of their OSR (with principal s permission), conferencing with the classroom teacher and/or resource teacher, and most importantly through any of your own observations, complete the chart: In Depth Anecdotal Observation of Student sheets for each student observed as part of this practicum. Complete the Section One table for each observation session for each student. After all the observation sessions have been conducted with a student, complete Sections Two, Three and Four. Transfer all of the included tables and charts to your computer to provide adequate space for your writing. 3. Keeping a Daily Journal Keep a daily journal to record your thoughts as you proceed through the observation sessions. The journal entries will help you process the observation data to assist you with the completion of Sections Two, Three and Four. 4. Submitting Your Report At the conclusion of your observation study, send the completed report, including Sections One, Two, Three, Four and the journal to the instructor, dated, and signed by yourself and the principal. Task The candidate conducts the investigation which should total 20 hours of work. The candidate keeps a learning journal during the investigation. At the conclusion of the project, the candidate presents a written report and the learning journal to the instructor. The instructor must approve the Practicum investigation plan before the candidate begins the Professional Investigation of Practice. You need to begin this assignment early in the course to allow sufficient time for your Instructor to approve your Practicum plan. See Instructor s Messages for more details. Development of the Practicum In consultation with the instructor, the candidate plans a Personal Investigation of Practice. The candidate in consultation with the instructor identifies an authentic question to investigate. The question should pertain to improving student learning in relation to the content of the course as it applies to the AQ you are taking and then to consider the implication for your own teaching practice. The candidate creates a plan to conduct the investigation. The planning form includes the following sections: What is the topic of investigation? Why is it important? What is my plan to investigate this question? How will I assess the impact of my work?. The instructor approves the plan. The candidate conducts the investigation which should total 20 hours of work. The candidate keeps a learning journal during the investigation. At the conclusion of the project, the candidate presents a written report to the instructor. An annotated bibliography, a reference list, instruments used and Permission forms (if applicable) should accompany the report as required. The Standards of Practice and the Ethical Standards should be used as a reflective tool in the investigation.

6 Adapting the Practicum to Various Situations: A teacher who has ready access to an appropriate class/group, might focus their investigation more on action in the classroom - trying out different teaching/learning/assessment strategies or learning materials. Assessing the impact of the work on student learning will usually involve a comparison of baseline data with subsequent data of some kind (e.g., observation, testing, feedback forms). A teacher who does not have ready access to an appropriate class/group might focus their investigation more on development deepening their understanding of the topic develop a unit of study, a research report or some other detailed resource for future use. You may explore a particular strategy, methodology or an aspect of curriculum. Sources for this kind of study might include interviewing teachers, administrators, parents, or community agencies as well as reviewing literature. Assessing the impact of the work might involve asking several colleagues to read the product and provide feedback. Please Note: This is copyrighted material and is protected under the copyright laws of Canada.