|
| |
|
SPE 501
Fall, 2007
Oct. 27, Nov. 3 & 10
Schedule
Discussion
| Dee Acklie,PhD
399-2602 (office)
391-6061 (home)
dacklie@csm.edu
Office hours: M 11-12
T 11-12 &1-3 h
W 11-12 &1-3
Th 11-12 &1-3
F By appointment only |
Michelle Rupiper, PhD
(402) 472-1672 (office)
(402) 896-8460
(home)mrupiper@unlnotes.unl.edu
Dr. Rupiper is off
campus and will
do appointments through email and phone. |
Please note that practicum
and student teacher visits at times conflict with office hours.
Please make appointments when possible
COURSE DESCRIPTION:
Introduction to Special Education is a required course for all education
majors. Students examine various areas of exceptionality, including
learners who are gifted and talented, mentally handicapped, behaviorally
disordered, visually impaired, hearing impaired, language disordered,
autistic, physically handicapped and other health impaired. Legal
definitions, litigation, characteristics, etiology, prevalence and
educational adaptations for each exceptionality are investigated, as
well as issues confronting individuals across the lifespan will be
addressed. Pre-referral alternatives, referral systems,
multi-disciplinary team responsibilities, the Individual Education Plan
process, placement procedures, various service delivery systems and
family issues will also be examined.
STUDENT OUTCOMES:
Upon
successful completion of reading assignments, written assignments,
periodic exams, classroom observation, and opportunities for discussion
and demonstration, the student will be able to:
Describe the historical development of special education and
expected future trends.
Identify state and federal laws and regulations, as well as
significant litigation, which pertain to learners with
exceptionalities.
Describe the pre-referral process, referral systems, and
multidisciplinary team process and the responsibilities of
individual team members.
Recognize and describe the steps in the IEP process, procedural
safeguards and legal responsibilities of educators as they pertain
to assessment, verification, placement and delivery of services.
Describe the continuum of service delivery models which provide for
the education of learners with exceptionalities in the least
restrictive environment.
Describe Universal Design for Learning (UDL) and the way in which it
provides opportunities for learners with exceptionalities to
successfully access general curriculum.
State the definition of each disability category covered by IDEA and
characteristics of students with exceptionalities as they pertain to
a school and community setting.
Describe the needs of other "exceptional" children, such as gifted,
at-risk and linguistically diverse learners, who also need
accommodations to fully benefit from the general classroom program.
Identify community resources which can be accessed to meet the needs
of learners with exceptionalities and their families.
Recognize the impact of linguistic and cultural differences upon
learning in a traditional educational setting.
REQUIRED TEXTS:
Lewis,
R. and Doorlag, D. (2007). Teaching Special Students in General
Education Classroom (7th ed.). Pearson Prentice
Hall.
Nebraska Department of Education, Rule 51 .
Additional articles as assigned.
Companion Web Site:
www.prenhall.com/lewis
Classroom materials
Jump
drive
Index
cards
Notebook
TIPS
TO HELP YOU DO WELL IN THIS CLASS
Bring needed materials, including text,
& all notes and handouts for current topic. Do not assume the
instructor will provide extra copies if you lose yours. If you
are absent, arrange for someone to collect copies of handouts,
assignments, worksheets, etc. for you.
Actively participate in discussions and
activities. The activity points allocated to each class are
earned, not automatically given.
Respect the rights and opinions of others.
a. Demonstrate socially
appropriate attention to lectures, speakers, and
discussions
b. Allow for participation of all
class members in discussions and activities.
c. Respect the right of all to
attend to class activities by NOT using cell phones or
bringing young children to class.
Plan to spend time outside of class
studying and working on assignments. The "rule of thumb" for
college classes is to anticipate spending 3 hours of independent
work for each hour in which you are in class.
Demonstrate professional characteristics
when participating in discussions and collaboration activities,
giving & accepting feedback and interacting with others,
especially in the school setting.
Maintain confidentiality and respect
student rights in reviewing and discussing student information.
SPECIAL
ACCOMMODATIONS:
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.
If you
have a certifiable learning or physical disability and require special
accommodations, please call and make an appointment with Jennifer Yarns
in the Achievement Center ADA office at 399-2366. Considerable
lead-time is required for accommodations, so it is important that your
request is received in the Achievement Center ADA office as early in the
semester as possible. Please note:
your request will be handled confidentially.
Academic Dishonesty Policy
All
forms of dishonesty and misconduct including cheating, plagiarism,
forgery, knowingly furnishing false information to the instructor, and
intentional disruption or obstruction of learning or teaching will not
be tolerated. At the instructor’s discretion, these acts will result in
a failing grade for the course and an Academic Dishonesty Form regarding
the behavior will be filed with the Academic Affairs and Student Affairs
offices. All work should be your own and must represent new work
prepared specifically for this class.
Declaration of Open Discourse
In
the spirit of intellectual inquiry, College of Saint Mary is
committed to the exchange of diverse ideas and viewpoints. In this
environment, honest discourse is valued; demeaning remarks are not
tolerated. Each member of the campus community is encouraged to:
*Recognize the basis of her/ his own
assumptions and perspectives,
*Acknowledge the assumptions and
perspectives of others,
*Promote understanding and respectful
dissent .
ATTENDANCE
It
is necessary job skill that teachers develop the habit of consistent
attendance. Call the instructor prior to missing class. Notification
in this manner does not automatically mean the absence will
be excused, however. Follow-up with peers and professor to obtain
information missed. This course is a highbred course with a fast
pace it will include many hands-on experiences and attendance is
necessary for learning and meeting the objectives. Missing class
will jeopardize your grade. Each tardy or leaving early for any
reason will lower your grade by 1%. Each absence for any reason will
lower your grade by 10%. Exceptions may be made at the discretion of
the instructor.
Make up work is not accepted if prior arrangements were not made
with the professor. All make-up work receives a 10% dock. Professor
has the option not to accept late work.
Should weather conditions cause the cancellation of class, an
announcement will be made on radio and by the instructor with
e-mail. Telephone arrangements will be made for those who do not
have access to e-mail in their homes.
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
WORK
Assessment of the quality of your written and oral expression will be
included in the evaluation of your work. 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. (APA Format). You will use technology skills
to explore resources and make lessons plans, class presentations, and a
web page. All written papers should be turned in electronically and in
paper copy formats. Work maybe checked through Turn It In Software.
COURSE REQUIREMENTS/ASSIGNMENTS
Readings, activities and lectures concerning learners with
exceptionalities will be assigned. Readings should be completed prior
to the class for which they are assigned to facilitate discussion and
participation in class activities. Not all content of reading
assignments will be covered in class, and students are responsible for
the information contained in these readings.
Timely
completion of all written assignments, including:
a. Two professional journal critiques,
following the prescribed format. (100 pts.) Due #1-Nov 3 & #2 Due Nov 10
b. Classroom participation, Discussion
Board and Homework assignments: Quick Writes (QW), Reflections,
Focus Questions, text summaries, and graphic organizers. (150
pts.)
Quizzes
(200 pts)
Lesson
Plan (50 Pts)
You
will be developing a lesson plan. The plan should be based on your
content area. You will be given a child/children you must make
accommodations for within that plan. Plan is to follow the CSM
lesson plan format. Due
Electronically by Nov. 17
Web
Site Portfolio (100 pts.)
c. The
portfolio is a set of web site resources. These resources should
be summarized using the website summary form. DO NOT COPY AN
ENTIRE WEBSITE AND PLACE IT IN A NOTEBOOK. Note in your analysis
important features of this website. Create a table as your table
of contents. On this table list topic, website and a one or 2
sentence blurb about the website.
This assignment should be saved to a jump
drive so that you may load it to your website next class in EDU
201. (100 pts) Due Nov. 10
Observation & Classroom Case Study
d. Complete a minimum of ten (10) hours of
classroom observation in a general or special education setting
under the direct supervision of a certified teacher, and
maintain hours log. (50 pts)
e. Complete a field observation form for
each observation, and email this to the instructor within 48
hours. (50 pts)
f. Complete a summary case study
reflecting on this overall experience, following the prescribed
format. (100 pts)
Due
by Nov. 17th- Turn in logs to Dr. Acklie’s Office
Final
Paper
Option #1
g. Complete an 8-10 page paper on the
history and research surrounding Response to Intervention (RtI).
h. Research how current teachers see this
practice. Complete a survey with 5 teachers from a variety of
content areas. Apply this data to information gained about
Response to Intervention (RtI) through your research.
Option #2
i. a. Complete an 8-10 page paper on the
history and research surrounding Response to Intervention (RtI).
b. Research how current teachers see this
practice. Complete a survey with 5 families with children with
special needs. Apply this data to information gained about
Response to Intervention (RtI) through your research.
Due Electronically by Nov. 17th
GRADING:
Class Attendance and Participation 150 pts
Journal Critiques 100pts
Lesson Plan 50 pts
Observation, Field Log, and Case Study 200 pts
Quizzes 200 pts
Web site Portfolio 100 pts
Final Paper 200 pts
Total 1000pts
Grading Scale
|
A |
930 –
1000 pts. |
|
B |
860 -
929 pts. |
|
C |
790 -
859 pts. |
|
D |
720 -
789 pts. |
|
F |
< 719
pts. |
Pluses and minuses are at the
discretion of this professor
Tentative Schedule
Week #1
Introductions
Syllabus/Course Content
Classroom Environment /ADA -Chapter 7
People
First Language- Chapter 3 & 6
Referral Process/ History of SPED Law - Chapter 1 & 2
Cultural Diversity Issues Chapter 17-18
Review
Week #2
Quiz #1
LD-
Chapter 9
ADD –
Chapter 9
ADHD –
Chapter 9
Health
Impairments -Chapter 14
Physical/Sensory Impairments -Chapters 14 & 15
Week #3
Quiz #2
Assistive Technology -Chapter 8
ASD &
Communications Disorders -Chapter 12 & 13
Behavior Impairments-Chapter 11
Gifted
& Talented – Chapter 16
Mentally Impaired -Chapter 10
Lesson
Planning
|
|
