COURSE OUTLINE

SOUTHERN CONNECTCUT STATE UNIVERSITY SED 225: Introduction to Exceptional Individuals M W 11:10-12:25; DA 226 Spring 2004
Instructor: Jacque Ensign, Ph.D. Office Davis 210 G Phone: 203-392-6442 E-mail: ensign@southernct.edu (preferable way to reach me and get a response) When you e-mail me, on subject line put your name, SED 225, and subject of message or it may be trashed as spam.		Office Hours: MW 12:30-2:30; T by appointment (best to make appointment as sometimes I meet outside my office due to space problems) WWW: http://southernct.edu/~ensign/ has course information and links for your assignments
COURSE NUMBER CREDIT HOURS: PREREQUISITES: SED 225 3.0 None COURSE TITLE: Introduction to Exceptional Individuals
COURSE DESCRIPTION: This course presents an overview of information regarding the nature, needs and educational planning considerations for children classified according to the disability categories of IDEA, as well as those students identified as gifted and talented. Emphasis will be on identification and servicing of these students according to the guidelines established by IDEA, and review of Connecticut’s identification guidelines.
COURSE'S CONTRIBUTION: This course offers special education teachers in training opportunities to interact with the research concerning, the laws applying to, and professionals working with students representing various disability categories. This course offers students practical information pertaining to identifying and serving students within inclusive settings. For example, how to modify/adapt physical aspects of the classroom, how to modify/adapt curriculum, how to integrate students with disabilities into the culture of the classroom, etc.
REQUIRED TEXT: Turnbull, A.P., Turnbull, H.R., Shank, M. & Leal, D.(2004). Exceptional lives: Special education in today’s schools. Upper Saddle River, NJ: Pearson Prentice Hall. Additional readings may be assigned throughout the semester to extend textbook readings.
ATTENDANCE AND SUBMISSION OF ASSIGNMENTS POLICY: As a prospective teacher, habits of punctuality and self-discipline are critical for your success in your career. Unless there are extenuating circumstances, students are expected to be at every class for the entire time. This means arriving for the beginning of class and staying for the entire class session. Missing class or portions of classes may seriously affect the final grade. Assignments cannot be completed at a later date. Guidelines for papers will be given in class. Note: attention to content as well as to written mechanics will both be considered seriously in grading papers. Papers with more than three mechanical errors, and untyped papers will be not be graded. Papers are due at the beginning of class on the date given in the syllabus, WHETHER OR NOT THE STUDENT IS PRESENT THAT DAY. If you are absent, you must either send the paper with someone or e-mail it to the professor (the e-mail time stamp will determine if the paper is on time). (Do not wait until the last minute to print your paper. Computer problems are not valid excuses.)
MODES OF LEARNING and LEARNER OUTCOMES & ASSESSMENT Students shall acquire through assigned readings, class mini-lectures, video presentations, written assignments, small-group activities, individual presentations, guest speakers, and simulation activities, the following knowledge and competencies (see below). Likewise, students shall demonstrate these competencies through written assignments, meaningful participation in class discussion and small group activities, and the completion of exams and quizzes featuring case-study and objective formats. The rationale for the inclusion of students with disabilities into general education setting (INSTAC: 1, 2, 9, 10; CT Common Core: 1.1, 1.2, 1.3, 2.3; NAEYC: 1, 4, 5; CEC: 1, 8) The collaborative roles of the general and special education teachers, other school professionals and parents in providing appropriate educational interventions to students with disabilities (INSTAC: 2, 3, 4, 6, 7, 9, 10; CT Common Core: 1.3, 1.6, 2.4, 3.1; NAEYC: 1, 2, 3, 5; CEC: 7, 8) Federal and state policies and practices pertaining to the identification and servicing of students belonging to each IDEA category, as well as to the identification of gifted and talented students. (INSTAC: 1,2 ; CEC: 1, 3; CT Common Core: 1.1, 1.4,) The educational characteristics and needs of students labeled according to the categories of IDEA as well as those identified as gifted and talented. (INSTAC: 1, 2; CEC: 2; CT Common Core: 1.1, 1.2, 1.6) Instructional modifications, adaptations, and accommodations appropriate for each of the disability categories identified via IDEA, as well as those appropriate to servicing gifted and talented students. (INSTAC: 3, 4, 5, 7, 8; CEC: 3, 4, 5, 6, 7, 8; CT Common Core: 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.6, 2.7; 3.2)
INTASC [Interstate New Teachers' Assessment & Support Consortium] S(Scholarship) 1. Knowledge of subject matter 2. Knowledge of human development & learning 3. Instruction adapted to meet diverse learners 4. Use of multiple instructional strategies & resources A(Attitudes/Dispositions) 5. Effective learning environment created 6. Effective communication 7. Lesson planning I(Integrity) 9. Reflection and professional development L(Leadership) 8. Assessment of student learning to improve teaching S(Service) 10. Partnership with school and community	CEC STANDARDS Individualized General Curriculum Referenced Standards Philosophical, Historical, and Legal Foundations of Special Education Characteristics of Learners Assessment, Diagnosis, & Evaluation Instructional Content & Practice Planning and Managing the Teaching and Learning Environment Managing Student Behavior and Social Interaction Skills Communication and Collaborative Partnerships 8. Professionalism and Ethical Practices		CCCT (CT COMMON CORE OF TEACHING) DEMONSTRATIONS OF KNOWLEDGE 1.1 understanding of student learning & development 1.2 understanding of need for different learning approaches 1.3 proficiency in reading, writing and mathematics 1.4 understanding of central concepts & skills, tools of inquiry and structures of discipline(s) 1.5 knowledge of how to design and deliver instruction 1.6 recognition of need to vary instructional methods *APPLICATION OF KNOWLEDGE THROUGH* 2.1 instructional planning based upon knowledge of subject, students, curriculum & community 2.2 selection and/or creation of learning tasks that make subject meaningful for students 2.3 establishment and maintenance of appropriate behavior standards and creation of positive learning environment 2.4 creation of instructional opportunities supporting students’ academic, social and personal development 2.5 use of verbal, nonverbal and media communication fostering individual and collaborative inquiry 2.6 employment of various instructional strategies in support of critical thinking, problem solving and skills demonstration 2.7 use of various assessment techniques to evaluate student learning & modify instruction DEMONSTRATION OF PROFESSIONAL RESPONSIBILITY THROUGH: 3.1 professional conduct in accordance with the Code of Professional Responsibilities for Teachers 3.2 shared responsibility for student achievement and well-being 3.3 continuous self-evaluation regarding choices & actions on students and school community 3.4 commitment to professional growth 3.5 leadership in the school community 3.6 demonstrations of a commitment to students and a passion for improving the profession

Requirements

Assessment will be an integral part of weekly course work. Grades are on the basis of:

A) Klutz Journal. 25%

You will choose one skill to learn over two months. This skill should be in an area in which you are presently a "klutz." Choose something which you cannot do well, or which you have avoided in the past, or one which will take a long time for you to do well. It can be something physical (e.g. rock climbing, dancing, swimming), or a language, or music, or a craft, or another skill which meets the requirements. Find a teacher to help you learn this skill. A teacher can be anyone, of any age, who is competent and confident in the skill you want to learn and willing to help you learn the skill.

Keep a weekly journal (about one page) of your experience learning this skill.

Each journal entry should use the following categories:

• the content of the lesson for this week

• what the teacher said and did which were helpful to your performance, to your motivation

• what the teacher said and did which bothered you or slowed your performance

• notes about your feelings during and after the lesson

Each journal at the end of the two months will also have

• an IEP for yourself

• a rubric scored for 3 samples of your performance beginning, middle, end of two months, and appropriate evidence (video, photos, audiotapes, written, etc.)

• 3 narratives (one paragraph each, may be hand-written) beginning, middle, end of 2 months from your teacher about your performance

for samples of Klutz Journals, click here

2) Child Study research papers connected to school observation. Pick one exceptional student whom you observed. 25%

for samples of research papers, click here

• Describe the child (be sure to include what the child can do) and the setting in the school. (DO NOT IDENTIFY EITHER THE CHILD OR THE SCHOOL).

• Describe what you observed when you worked with the student, reflecting on that and your own experiences in the klutz experience.

• Summarize three relevant journal (see definition below) articles about educating this kind of exceptional student.

• From the articles, describe how you as a teacher could enhance the educational experience of this student and what you might learn from this student (2-3 pages).

• Attach a bibliography of sources you consulted for this paper.

3) Quizzes on course content and case analyses 25%

5) Case analyses. You will be given case studies of several students and asked how a classroom teacher could enhance the educational experience of each student. You will be expected to include relevant information from lectures, readings, films, and assignments in completing these analyses.

25%

Evaluation Criteria

I expect quality. Don't mistake my flexibility as meaning I accept half-done work. Working hard is expected-it is not grounds for a higher grade. Papers are to be thoughtful, well-organized, and polished mechanically. I use the following guides for final grades:

A = Exemplary completion of all assignments. Excellent class participation. Approximately 90-100 points.

B = All assignments completed but not thoughtful and thorough. Few errors in written mechanics. Good class participation. Approximately 80-89 points.

C = Most assignments completed or all completed but major problems. More than two absences except extenuating circumstances. Minimal class participation. Approximately 67-79 pts.

D = Partial assignments completed or all completed but major problems. Alive but not kicking much. Approximately 50-66 points.

F = Unsatisfactory

RELEVANT JOURNALS AND WWW ADDRESSES FOR THIS COURSE

A journal differs from a magazine in the way articles are reviewed, and in the level of scholarship of the articles. Journals are usually peer-reviewed, rather than using only the editor. Journal articles tend to be more research-based, more theoretically-based, and hence more difficult to read! To be considered a journal article, it must include research, a substantial bibliography, and show that it is part of a reputable publication. BE VERY CAREFUL OF WHAT YOU USE ON THE WEB! One source of on-line journal articles is Ebsco To reach this, use

http://www.consuls.org/, then go into Databases, then click the Southern icon (not word), then on third toggle that says General Databases toggle to Ebsco and press GO, then Academic Search Premier, then limit the search to Peer Reviewed and Full Text.

http://www.southernct.edu/~cheng/spring04.htm has current information on library help for research

Intervention in School and Clinic

Learning Disabitlities Research and Practice

Learning Disablitiy Quarterly

School Psychology Review

Education

Exceptional Children

Preventing School Failure

Childhood Education

Educational Psychology

Child Study Journal

Journal of Learning Disabilities

http://edrs.com ERIC Full-Text Documents (not only journal articles)

http://www.cec.sped.org Council for Exceptional Children website

http://www.ldonline.org LD Online

http://www.thinkwave.com free software for teachers to let parents view grades, assignments by using the internet

http://www.educationindex.com/education_resources.html index of ed. sites, by category

http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm multimedia for teaching diversity

http://www.enabling.org/ Enabling Support Foundation

http://www.stenhouse.com/storefront/detail.asp?product_id=8159/ teaching gifted kids

http://www.stenhouse.com/storefront/detail.asp?product_id=8155/ promoting visual, auditory, kinesthetic learning

http://www.ldonline.org/ld_indepth/iep/iep.html Information on IEP & questions to ask for IEP

http://www.powerof2.org/resources/ ideas for adapting lessons for students

http://www.wrightslaw.com commercial site but gives current info on laws for special education

The following schedule is subject to change if the instructor feels the need to elaborate more fully on topics introduced via class discussion, etc. Assigned readings are to be COMPLETED prior to class meetings. If class is canceled for any reason, come to the next class prepared for both that class & the canceled one. If we miss more than one class in a row, check the course website for additional assignments online to let us keep up with the syllabus.

COURSE OUTLINE

Date Topic Assignment due

Jan. 26	Overview of course
Jan. 28	Legislation	Ch.1 http://www.ldonline.org/ld_indepth/iep/what_is_iep.html http://wps.prenhall.com/chet_turnbull_exceptional_4/0,8158,951735-,00.html find one article and submit summary by email to ensign@southernct.edu
Feb. 2	Collaboration	pp. 78-91, bring one related article to class, http://wps.prenhall.com/chet_turnbull_exceptional_4/0,8158,951866-,00.html complete quiz and submit
Feb 4	Cultural Aspects of Sp. Ed.	pp. 92-101, bring one related article to class
Feb. 9	Writing IEP goals/objectives	read at least 3 IEPs on course website; email a student about your klutz & bring to class-use http://www.nicenet.org for writing
Feb. 11	Authentic Assessments	bring a rubric for assessing your klutz progress
Feb. 16	Universal Design, IEPs for your skill	Ch. 2, bring your IEP to share in class
Feb. 18	Autism	Ch. 10; write a student about your klutz & special ed & bring copy to class- use http://www.nicenet.org for writing http://www.beachcenter.org/default.asp?strResource=all&Submit=Go&submitFlag=true&id=4&act=view&type=category read one story and one tip
Feb. 23	LD	Ch. 4; pick one form of LD and find at least 5 resources & draw a community map following directions on http://wps.prenhall.com/chet_turnbull_exceptional_4/0,8158,951978-,00.html
Feb. 25	Gifted, Talented	Ch. 7
March 1	ADHD	Ch. 6
March 3	Hearing; Communication Disorders	Ch. 14, 15
March 8	Emotional, Behavioral	Ch. 5
March 10	Managing Behavior	http://www.beachcenter.org/default.asp?strResource=all&Submit=Go&submitFlag=true&id=3&act=view&type=category read one story and one tip; be prepared to analyze a case
March 15	Field Observation	no class, do Child Study observation
March 17	Field Observation	no class, do Child Study observation
March 29	Health, Physical	Ch. 11 12 http://www.beachcenter.org/default.asp?strResource=all&Submit=Go&submitFlag=true&id=5&act=view&type=category read one story
March 31	Visual	Ch. 16: be prepared to analyze case
April 5	Traumatic Brain Injury Presentations of klutz	Ch. 13 Klutz Experience due
April 7	Learning Styles, MI
April 12	Field Observation	no class, do Child Study observation
April 14	Field Observation	no class, do Child Study observation
April 19	Language Acquisition
April 21	Mental Retardation	Ch. 8
April 26	Planning, Grouping Strategies	reread relevant portions of Ch. 2
April 28	practice case analysis
May 3	Presentations of child studies	Child Study Due
May 5	TBA
May 10	TBA
May 12 12:45-2:45	Case analyses	Come prepared to analyze several cases