DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPEC 4110
METHODS AND MATERIALS FOR TEACHING CHILDREN AND YOUTH WITH MILD DISABILITIES
3 SEMESTER HOURS CREDIT

TEXTS

Required:

Bos, C.S. & Vaughn, S. (1998). Teaching students with learning and behavior problems. (4th ed.) Boston: Allyn and Bacon.

Sargent, R. Ed. (1998). Social Skills for School and Community, CEC-MR, Reston.

Recommended:

Henley, M. Ramsey, R.S. & Algozzine, R. F. (1996). Teaching students with mild disabilities (2nd ed.). Boston: Allyn and Bacon.

COURSE DESCRIPTION

Prerequisite: SPEC 3010, 4020 AND 4060. Co-requisite: SPEC 4140.

A study of the application of research validated practices in the areas of educational placement, instructional and transitional planning, data management and materials utilization for students of school age who require intermittent and limited supports beyond those provided by regular education.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

The following College of Education Conceptual Framework Principles will be addressed in this course:

Principle 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

EDUCATIONAL OUTCOMES

1. An understanding of the central concepts, tools of inquiry, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers.

2. An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational and/or adaptive development.

3. An understanding of how persons differ in their approaches to learning and how to create intervention opportunities that are adapted to diverse consumers.

COURSE OBJECTIVES

In preparation for meeting the educational and transitional needs of children and adolescents with mild disabilities at the elementary, middle and secondary, the student will:

1. identify appropriate curriculum and functional content; (Principles 2, 3; Outcomes 1, 2, 3)

2. describe, develop and evaluate instructional materials; (Principles 1, 3; Outcomes 1, 2, 3)

3. identify methods for modifying tasks, curricula, and/or the presentation of tasks; (Principles 1, 2, 3; Outcomes 1, 2, 3)

4. describe and provide pros and cons for the range of service delivery systems for; (Principle 1; Outcomes 1, 2, 3)

5. demonstrate research validated procedures for instruction; (Principles 1, 2; Outcomes 1, 2)

6. describe and demonstrate efficient methods for curriculum based data collection and monitoring of student achievement; (Principle 1; Outcome 1)

7. describe and demonstrate educational decision making based on data; (Principles 1,2; Outcome 1, 2)

8. demonstrate the skill of information analysis, synthesis and evaluation on a topic related to methods and/or materials; (Principle 1; Outcome 1)

9. identify the components of the role of the teacher of students with mild disabilities and complete a self analysis of skills necessary to fulfill that role. (Principles 1, 2, 3; Outcomes 1, 2, 3)

10. describe and demonstrate professional/ethical behavior of a teacher (Principle 1; Outcome 1)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

Appropriately professional performance in written and oral expression will be expected in all activities. Errors in that performance will be penalized and result in lowered earned grades.

1. Each student will have completed all assigned readings as listed in the course outline and/or as announced in class before by the dates indicated. The professor may administer pop quizzes, written or oral to determine efficacy of class reading. (Objectives 1-10)

2. Each student will create an idea file of activities which cover the major content areas of the course outline. This idea file is due no later than 5:00 p.m. on the date indicated in the course outline. (Objectives 1,2,3,5)

3. Each student will complete scheduled quizzes and examinations on the scheduled dates. Make-ups will be allowed only when arranged for in advance and at the discretion of the professor. (Objective 1-10)

4. Each student in conference with the professor will select a topic directly related to methods and/or materials for teaching students with mild disabilities, review the research (professional journal) literature for the last ten years and develop a summary paper of that literature not to exceed ten (10 ) pages. Current APA style (fourth edition) will be used, and papers will be due no later than at the beginning of the class session noted on the course outline. There will be a one letter grade penalty for each day or portion thereof that the paper is late. No paper will be accepted which is more than four days late. A grade of zero will be recorded in that case. (Objective 2,3,5,8,10)

5. All students will be engaged in a variety of group and/or individual projects to demonstrate course content, practice application and evaluate usefulness of that content. (Objectives 1-10)

EVALUATION

Each activity from the requirements listed will result in a product that will be evaluated and weighted according to the following formula:

Item % score Weight Weighted Score

Exam #1 x 15% =

Exam #2 x 15% =

Exam #3 x 15% =

Final Exam x 20% =

Paper x 15% =

Idea File x 10% =

Class Involvement &

Professional Activities x 10% = ________

Total Weighted Score

=========

ATTENDANCE POLICY

Each student is expected to be actively involved in all class sessions and independently pursue professional resources to enhance course readings, discussions and other activities. Professional behavior is expected as you prepare to enter teaching including following the university policy on class attendance. (Undergraduate Bulletin p. X) This class is a key element in that preparation.

INSTRUCTOR

Richard F. Uhlir, Ed.D. Office: 176 Education Center

Professor of Special Education Telephone: 333-5932

Office Hours: Posted

SPECIAL NEEDS STATEMENT

ADA ADDRESSED:

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.

COURSE OUTLINE

Outline for course offered during first half of semester

Week/Dates Topics Assignments Readings*

1 W 8/19 5-7:45 pm Who will we teach and where? B & V Chs 1 & 11

(Language differences - Impact on development)

2 T 8/25 8-10:45 Effective Instructional Practices B & V Ch 2

W 8/26 Technology Organizational Outline B & V Ch 10

3 T 9/1 Language Arts Exam #1 B & V Ch 3

The impact of mild disability on reading instruction

W 9/2 LEA activity B & V Ch 4

4 T 9/8 Annotated Bib due B & V Ch 5

W 9/9

5 T 9/15 Handwriting Sample B & V Ch 6

Midpoint

W 9/16 Quantitative Skills Exam #2 B & V Ch 5

6 T 9/22

W 9/23

7 T 9/29 Study Skills B & V Ch 7

Learning Strategies -

General or Specific to the disabilility catgegory

W 9/20 Paper due

8 T 10/6 Social Skills Exam #3 B & V Ch 9

W 10/7 Sexuality

T 10/13 Open for discussion Idea File due

W 10/14 8-10 pm Final Exam

* These are the initial textbook assignments. It is likely that you will be given additional reading for which you will be held responsible. All testing will cover material in assigned readings as well as classroom lecture-discussions. Those desiring to expand their knowledge will supplement required readings with parallel readings in the recommended Henley, Ramsey and Algozzine text.

B & V = Bos and Vaughn