SPEC 2000

Serving Students with Diverse Needs

3 Credit Hours

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College of Education

Valdosta State University

Department of Special Education and Communication Disorders

Conceptual Framework: Guiding Principles

(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)

Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment.

Equity Principle:All learners deserve high expectations and support.

Process Principle:Learning is a life-long process of development and growth.

Ownership Principle: Professionals are committed to, and assume responsibility for, the future of their disciplines.

Support Principle:Successful engagement in the process of learning requires collaboration among multiple partners.

Impact Principle:Effective practice yields evidence of learning.

Technology Principle:Technology facilitates teaching, learning, community building, and resource acquisition.

Standards Principle:Evidence-based standards systematically guide professional preparation and development.

REQUIRED TEXTBOOKS

Heward, W. L. (2006). Exceptional children: An introduction to special education (8^th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Website: www.prenhall.com/heward

COURSE DESCRIPTION

Introduction to major issues in the field of special education. Emphasis is placed on understanding the characteristics and etiologies of individuals with diverse needs and on identifying the qualities of home, school, and community environments that support these individuals in achieving their potential. Public school observation/participation in programs for students with disabilities is encouraged summer semester.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge 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 provides 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.

Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills.

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 9: The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his or her choices and actions on others (students, families, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being.

EDUCATIONAL OUTCOME

1. An understanding of 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.

4. Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities.

COURSE OBJECTIVES

1. To become familiar with issues in definition and identification procedures of students with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds, including identification criteria, labeling issues, current incidence and prevalence figures (Principle 1: Outcome 1)

2. To discuss variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling including an historical perspective (Principle 1; Outcome 1)

3. To identify similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs (Principles 2, 3; Outcomes 2, 3)

4. To discuss differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities (Principle 3; Outcome 3)

5. To explore the characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning needs (Principle 3: Outcome 3)

6. To discuss the effects exceptional condition(s) may have on an individual's life and the educational implications of characteristics of various exceptionalities (Principles 4, 5; Outcomes 2, 3)

7. To discuss the characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse (Principles 4, 5; Outcomes 2, 3)

8. To identify legal provisions, regulations, and guidelines regarding assessment of individuals and typical procedures used for screening, pre-referral, referral, and classification (Principles 1, 10; Outcome 1)

9. To discuss instructional and remedial methods, techniques, curriculum materials, and curricula for the development of functional skills for individuals with exceptional learning needs (Principles 3, 4, 5, 6; Outcomes 2, 3, 4)

10. To identify techniques for modifying instructional methods and materials (Principles 3, 4 , 6, 9; Outcomes 2, 3, 4)

11. To discuss the creation of a safe, positive, and supportive learning environment in which diversities are valued (Principle 5; Outcome 3)

12. To discuss applicable laws, rules, and regulations, and procedural safeguards regarding the planning and implementation of management of behaviors of individuals with exceptional learning needs (Principle 5; Outcome1)

13. To discuss teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs (Principle 5; Outcome 3)

14. To discuss factors that promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program (Principle 10; Outcome 3)

15. To discuss the development of individual student programs working in collaboration with team members and the roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program (Principles 1, 2, 3, 4, 5, 6, 9, 10; Outcomes 1, 2, 3, 4)

16. To identify ethical practices for confidential communication to others about individuals with exceptional learning needs (Principle 10; Outcome 1)

This course is offered as an in-class course. Some assignments and other material will be available online, assuming no interference from technical difficulties.

• Actively participate in class discussions and activities. (Objectives 1-16)
• Complete assigned readings. (Objectives 1 16)
• Complete three exams and the final exam. It is the policy of the department that a comprehensive final activity be included for each course. (Objectives 1 16)
• Complete weekly assignments. (Objectives 1-16)
• Complete an approved project and write a 5-6 page written report of the project with 5 current references cited.
• Students will also view selected videos and turn in guided reflections.

NOTE: All written work should be typed. It is important to note that errors of written expression will be penalized on the projects or weekly assignments. Additionally, projects must be submitted when due. Projects submitted after the due date will result in the loss of a letter grade for each day that they are late. Projects or journals submitted without the required components as described in this syllabus will also have points deducted. Please read the requirements carefully before completing your work. Failure to complete requirements as stated in the syllabus will not be excused by your failure to read and refer to the syllabus.

The University 20% absence policy regarding attendance will be strictly adhered to during the course. Absences of 6 or more class sessions may result in an F for the class.

• James Ernest, Ph.D.
• Special Education, Room 233
• 229 219-1315
• Email:  jrernest@valdosta.edu

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 requesting classroom accommodations or modifications because of a documented disability should contact the Access Office for Students with Disabilities located in room 1115 Nevins Hall. The phone numbers are 245-2498 (voice) and 219-1348 (tty).

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.

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 of plagiarism in undergraduate course work is a zero 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 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.

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 Psychological Association. (2001). Publication manual of the American psychological association (5th ed.). Washington, D.C.

Evaluation instruments will include teacher made exams and teacher evaluation of written and other products.

GRADES

Grades will be assigned on the following scale:

Grades:   A =   900-1000, B= 800-899, C= 700-799, D= 600-699, F=599 or below

Missed Exam

IF YOU ARE GOING TO MISS AN EXAM: YOU MUST CALL AND NOTIFY THE INSTRUCTOR. AN EXAM WILL NOT BE RESCHEDULED UNLESS NOTIFICATION OCCURS WITHIN 24 HOURS OF THE ORIGINAL EXAM DATE. AN EXAM MAY BE RESCHEDULED TO BE TAKEN WITHIN TWO DAYS OF THE MISSED EXAM.

Papers as Substitute for a missed Quiz:

You must call, email, or ask the instructor within a  week of your absence to receive a topic/question. The paper should be two typed pages in length (see above for other guidelines) and must be submitted no later than a week after the date of the missed quiz or activity. The paper will be worth the same number of maximum points as the quiz or activity. This is worth 10 points.

Credit for Excused Absence (attendance points) - T/F Chapter Review

You will need to inform the instructor of the reason for your absence. If the instructor gives you the go-ahead, you will have to go through the True/False questions for the chapter that we are currently discussing in class. You will answer "why" questions about each of the questions. The T/F chapter review is worth 20 points.

Procedure:

1. Go to the Heward website and download the questions for the chapter.
2. Use the book/other sources to answer why the answer to the question is correct.

For example,

• Chapter 1.  About as many males as females receive special education services?

The answer is false, but I will ask you to look through the chapter to answer why this is false. Provide information about the number of males and the number of females in special education. Include page numbers.

• Chapter 1.  Most agree that special education labeling should be rejected because of its disadvantages.

False - List some of the disadvantages of labeling and list reasons why labeling is necessary. Again, where did you find this information.

3. Obviously the better the quality of the responses, the more points you will receive.

All of this work should be conducted independently. If you would like to take this opportunity to make up these points, it is your responsibility to let me know.

WEEKLY ASSIGNMENTS DUE AT THE BEGINNING OF CLASS.

Excuses for late papers/PowerPoints, etc. will not be accepted unless documentation also presented - back up disk or hard copy of paper in progress - always back up unfinished or finished work. DO NOT SUBMIT PROJECT VIA EMAIL.

Choose a project from the list on the project page or submit a proposal of your own. A typed 5-6 page report of the project must be turned in on the due date. The report should follow APA style and have at least 5 current references (not including the textbook) citing relevant information used in the report. Quality of references will impact grade (journal articles and professional books will receive more credit). Late reports will be result in lowered grades (excuses for late papers, etc. will not be accepted unless documentation is also presented in the form of backup disks or hard copy of paper in progress - always back up unfinished or finished work).