SED 481

SOUTHERN CONNECTCUT STATE UNIVERSITY SED 481: Teaching Exceptional Students in the Elementary Classroom TTh 8:10-9:25am; (02)TTh 1:50-3:05pm; DA 226 Fall 2003
Instructor: Jacque Ensign, Ph.D. Office Davis 210G 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 481, and subject of message.	Office Hours: TTh 9:30-11:30am; W 6:30-7:30pm (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 481 3.0 None COURSE TITLE: Teaching Exceptional Students in the Elementary Education Classroom
COURSE DESCRIPTION: This course acquaints regular educators with the characteristics and needs of exceptional students, introduces methods for identifying/planning for/working effectively with exceptional students. Grades K-12 are covered, with an emphasis on the elementary classroom.
COURSE'S CONTRIBUTION: This course offers elementary education teachers in training the opportunity to learn more about students with disabilities and how best to accommodate them in the general education setting. Students will complete individual and group projects that are geared toward helping them better understand what it is like to teach in an inclusive setting, what supports are available to them as general education teachers, and how to think outside of the box when it comes to serving diverse learners.
REQUIRED TEXT: Vaughn, S., Bos, C.S., & Schumm, J.S. (2003). Teaching exceptional, diverse and at-risk students in the general education (3^rd Ed.). Boston, MA: Allyn and Bacon. Additional readings may be assigned throughout the semester to extend textbook readings.
MODES OF LEARNING: Class sessions will include mini-lectures, demonstrations, discussions, films, role playing, case studies, and presentations by students. The required field work assignment is intended to allow you to apply theory to practice.
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.)

Requirements

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

1) Klutz Journal. Each student 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. Bring your journal to class each week as we will sometimes share them.

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 2 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

25%

for samples of klutz journals, click here

2) Child Study research paper connected to school observation. Pick one exceptional student whom you observed. (the third & fourth field observations are to be time for you to work with the student)

• 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.

25%

for samples of research papers, click here

3) Quizzes and oral presentation on the 3Rs. You will present an appropriate classroom activity (use sources in text, www, and curriculum lab) to meet the needs of the exceptional learner you focused on in your research paper.

20%

5) Final exam. You will be shown video clips of several students and asked how a classroom teacher could enhance the educational experience of each student.

30%

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://csulib.ctstateu.edu, 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.

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.ldonline.org/ld_indepth/iep/iep.html Information on IEP

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 & video clips are to be COMPLETED prior to class meetings.

COURSE OUTLINE

Date Topic Assignment due

Sept. 2	Overview of course
Sept. 4	Legislation	Ch. 1, video clip 1, 2 http://www.ldonline.org/ld_indepth/iep/what_is_iep.html
Sept. 9	Cultural Aspects of Sp. Ed.	Ch.10, video clip 13
Sept. 11	Collaboration	Ch. 9, video clip 3
Sept. 16	Learning Styles, MI
Sept. 18	Authentic assessments
Sept. 23	IEPs for your skill	Write an IEP for yourself & bring to class
Sept. 25	Authentic assessments	Write a plan for authentically assessing your skill & bring to class
Sept. 30	LD	Ch. 2, video clip 6
Oct. 3	ADHD	Ch. 2, video clip 5
Oct. 7	Communication Disorders: Speech & Language	Ch. 3
Oct. 9	Communication Disorders: Deafness & Hard of Hearing	Ch.6 relevant section, video clip 9
Oct. 14	Emotional, Behavioral	Ch. 4, video clip10
Oct. 16	Managing Behavior	Ch. 8 & be prepared to share your experiences learning a difficult skill
Oct. 21	Visual	Ch.6 relevant section, video clip 8
Oct. 23	Physical, Health, TBI	Ch. 6 relevant sections, video clips 11, 12
Oct. 28	Field Observation	no class
Oct. 30	Field Observation	no class
Nov. 4	Gifted, Talented	Ch. 11
Nov. 6	Wrap-up on Klutz experience	Journals due Be prepared to share journals
Nov. 11	Language Acquisition	Ch. 10 relevant section, video clip 4
Nov. 13	Planning & Grouping Strategies	Ch. 7
Nov. 18	Field Observation	no class
Nov. 20	Field Observation	no class
Nov.25	Facilitating Reading	Ch. 12
Dec. 2	Facilitating Writing	Ch. 13 Research Paper due
Dec. 4	Facilitating Math	Ch. 14
Dec. 9	Planning, practice exam Transitions to adulthood
Dec. 11	Wrap up
Dec. 16 12:45 — 2:45	final exam

LEARNER OUTCOMES & ASSESSMENT:

Students shall acquire through assigned readings, class lectures, video presentations, written assignments, small-group activities, and experiential 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, individual presentations, and the completion of quizzes & exams 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