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SPE 331 |
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COLLEGE OF SAINT MARY SPE 331 Instruction Strategies: Inclusion Practices Spring 2008 Time: Independent Study Office 286
Phone 399-2606 (O) email: dacklie@csm.edu Office Hours as posted or by appointment Class Assignments/Class Schedule DESCRIPTION OF THE COURSE: Students examine and practice tying I.E.P./I.F.S.P process to instruction through modification of curricula. Students practice designing curricula for various areas of exceptionality for special needs populations. Emphasizes task analysis, individualized instructional strategies and interventions, and use of assistive technology. Appropriate use of instructional technology is integrated into instruction of content and pedagogy. STUDENT OUTCOMES: 1. Demonstrate an understanding of instructional content and practice for learners with mild and learners with moderate disabilities, and be able to apply the related concepts, principles and processes, including being able to: a. Recognize learning styles and how to adapt methods and materials for teaching in multiple environments. b. Explore curricula for the development of motor, cognitive, academic, social, language, affective, career/vocational, and functional life skills. c. Develop comprehensive, legally compliant, individualized educational programs. d. Design programs that involve the individual and family in setting, sequencing, implementing, and evaluating instructional goals. e. Identify and use sources of specialized materials, equipment, and assistive devices. f. Utilize approaches for creating positive learning environments. g. Develop and select instructional content materials, resources, and strategies that respond to cultural, linguistic, and gender differences based on assessment data. h. Teach culturally responsive functional life skills relevant to independence in the community, personal living, and employment. i. Teach students cognitive strategies for facilitating maintenance and generalization of skills across environments. j. Design age appropriate instruction based on the student’s adaptive skills. k. Implement instructional techniques to promote successful maintenance and generalization of skills to make successful transitions. l. Use verbal and non-verbal techniques to establish and maintain student support. m. Utilize research-supported instructional strategies and practices. n. Utilize research-supported instructional practices, strategies, and adaptations necessary to accommodate the physical and communication needs of individuals with disabilities. o. Interpret sensory, mobility, reflex, perceptual, medical, and health information to create appropriate learning plans. p. Select and use assistive technologies to accomplish instructional objectives and integrate them into instructional process. q. Select, adapt, and use instructional strategies and materials according to characteristics of the learner. r. Assist students in the use of adaptations and assistive technology that allows for participation and access to curriculum in the general education curriculum. s. Assist students in the use of appropriate physical management supportive techniques after consultation with health care specialists. t. Assist students in the use and maintenance of orthopedic, prosthetic, and adaptive equipment after consultation with health care specialists. u. Adapt lessons to reflect the physical exertion of individuals with specialized health care needs. v. Design and implement curriculum and instructional strategies for medical self-management procedures by students with specialized health care needs. w. Integrate affective, social, life, and career/vocational skills with academic curricula. x. Provide appropriate instruction in independent living skills, vocational skills, and career education. (006.60 D.1-25) 2. Demonstrate an understanding of and be able to apply the concepts, principles, and processes of planning and managing the teaching and learning environment for learners with mild and learners with moderate disabilities, including being able to: a. Describe model programs, including career/vocational and transition. b. Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in a variety of settings. c. Prepare and organize materials to implement daily lesson plans. d. Incorporate evaluation, planning, and management procedures that match student needs with instructional environment. e. Describe the school setting adaptations necessary to accommodate the needs and abilities of the students. f. Demonstrate an understanding of specialized Health care practices, first aid techniques and other medically relevant interventions necessary to maintain the health safety of students in a variety of educational settings. g. Identify common environmental and personal barriers that hinder accessibility and acceptance of students with disabilities. h. Identify and use local, community, and state resources available to assist in programming for students with disabilities. i. Integrate an individual’s health care plan, including the effects of medication into daily programming. (006.60.E.4, 6-8,11-13, & 15-17) 3. Demonstrate an understanding of and be able to apply the concepts, principles, and processes of managing student behavior and social interaction skills for learners with mild and learners with moderate disabilities, including being able to: a. Develop and implement a systematic non-aversive behavior intervention plan for students using a variety of behavioral principles (including observation, recording, charting, establishment of time-lines, intervention technique hierarchies, and schedules of reinforcement), and provide training for their parents. b. Select target behaviors to be changed and identify the critical variables affecting the target behavior. c. Analyze attitudes and behaviors that positively or negatively influence behavior of students with disabilities. d. Demonstrate an understanding of behavior problems, including self-stimulation and self -injury. e. Identify communication and social interaction alternatives for individuals who are non-verbal. (006.60 F.2-4, & 11-12) 4. Demonstrate an understanding of and be able to apply concepts, principles, and processes of professional and ethical practices related to working with learners with mild and learners with moderate disabilities, including being able to: a. Describe the teacher’s role as a model for students with disabilities. b. Demonstrate commitment to developing the highest educational and quality-of-life potential of students with disabilities. (006.60. H.2-3) Required Text: Mastropieri, M.A. & Scruggs, T.E. (2004) The Inclusive Classroom: Strategies for Effective Instruction. 2nd Ed., Pearson. Class Packets (Materials down loaded from Nebraska State Department of Education website www.nde.state.ne.edu)
1.
Rule
51 Other Resources:
Council for Exceptional Children Website Additional Materials:
Notebooks for Class packets Jump drive EVALUATION PROCEDURES AND GRADES: 1. Participation in class discussion and projects. As expected, attendance is an important part of participation. It will also be essential that reading assignments be completed in order to fully understand class lectures and discussions. Absences and punctuality will be considered in assessing acquisition of knowledge, skills and values. Missing class can jeopardize your grade. Each absence may lower your grade by 2%. If you are absent three times from class, the instructor has the option to drop you form class or your grade will automatically be lowered by one letter grade. Exceptions may be made at the discretion of the instructor. 2. Written Assignments: These assignments help to demonstrate your understanding of concepts presented in class. All late work will be docked 10%. No work will be accepted if turned in later than 1 week of due date. (1000 pts)
Modules/ Chapter Summaries 300
pts Total 1000 pts
Grading Scale
A= 93%-100% 930-1000 pts OTHER CONSIDERATIONS: Academic Assistance: CSM seeks to maintain a supportive academic environment for students with disabilities. If you have a disability and need accommodations to succeed in this course, please, contact me to verify that the required documentation is filed with the Academic Affairs Office and that an accommodation plan is in place. Please, remember that the law places the responsibility on you, the student, to notify the College of your disability and to request information. Academic Honesty: All forms of dishonesty and misconduct including cheating, plagiarism, and forgery, knowingly furnishing false information to the instructor, and intentional disruption or obstruction of learning or teaching will not be tolerated. At the professors discretion these acts will result in a failing grade for the course and a letter regarding the behavior will be filed with Academic Affairs and Student Affairs offices. All work should be your own and must represent new work prepared specifically for this class. Laptop Policy: Laptop use in classrooms creates new and exciting possibilities for teachers and students when used appropriately. Please use your laptop ethically and for educational purposes and activities permitted by the instructor. Unacceptable uses include: instant messaging, e-mailing, unassigned Internet browsing, game-playing and completing homework for other classes. Violations of this request will result in withdrawal of permission to use the laptop in this class and may affect your grade in the course. Quality of work. Assessment of the quality of your written and oral communication skills will be included in the evaluation of your work. These two skills are professionally very important for teachers. All written work is to be typed, double-spaced, and must include correct grammar, form, punctuation and spelling. All sources must be cited with complete bibliographic references. (See APA guide) You will use technology skills in this class to explore resources and create activity plans, complete and interactive IEP training, and for class presentations. |
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