SPED 441-601 Curriculum and Methods of Instruction for Students with Disabilities (K-12)

Towson University College of Education “The College that Prepares Teachers as Facilitators of Active Learning” Department of Special Education SPED 441-601: Curriculum and Methods of Instruction for Students with Disabilities (K-12) Fall 2013 Instructor: Toni L Guidi, M.S Ed Contact Information: Electronic Mail: tguidi@towson.edu Cell Phone: 443-465-4857 (Please not text) Office Location: NE Maryland Higher Education Center – Suite 206 Office Hours: Tuesdays 10:00 A.M – 1:00 P.M Class Sessions: Thursday 9:00 – 11:40 A.M Class Location: Room 204 Towson University College of Education’s Mission: To inspire, educate and prepare educators as facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced Conceptual Framework: All students should be able to identify and discuss the Conceptual Framework It is our mission statement that is operationalized by required content, professional and pedagogical national, state, and institutional standards To review the entire document, visit the web site at: http://wwwnew.towson.edu/coe/cf2006/index.asp Catalog Description: Characteristics affecting learning, designing educational programs (Observations in appropriate settings and guest lecturers in speciality area.) Prerequisites: units in PSYC and units in education Required Reading: Mercer, C., & Mercer, A (2011) Teaching students with learning problems (8th Ed.) Boston, MA: Pearson Course Specific Learning Outcomes: This course provides knowledge and skill in instructional planning designed to meet the needs of students with disabilities Emphasis is on individualized educational program planning and the implementation of differentiated plans based on those programs and the curriculum Course Objectives: The course objectives are aligned with the current professional knowledge and skills as defined by the Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for Exceptional Children (CEC) Listed below are the specific course objectives and the specific alignment to the professional standards that are addressed by the course An asterisk (*) indicates mastery of the specific standard that will be addressed by the course assessment CEC Preparation Standards* A Learners and Learning *1 Learner Development and Individual Learning Differences Learning Environments B Content *3 Curricular Content Knowledge C Instructional Pedagogy InTASC Teacher Standards* A Learner and Learning *1 Learner Development *2 Learning Differences Learning Environments B Content *4 Content Knowledge Applications of Content C Instructional Pedagogy Assessment *5 Instructional Planning and Strategies D Professionalism and Collaboration Professional Learning and Ethical Practice Collaboration Assessment *7 Planning for Instruction *8 Instructional Strategies D Professionalism and Collaboration Professional Learning and Ethical Practice 10 Leadership and Collaboration Teachers are expected to routinely use technology to support student learning and assessment Use of technology has been embedded within the CEC and the InTASC standards To ensure a clear connection between courses taught within the College of Education and the use of technology, the College of Education developed a standard specifically addressing technology within education (i.e., COE Standard 11) COE 11 also aligns with the Maryland Teacher Technology Standards http://www.towson.edu/coe/ncate/preparation/documents/MDTchrTechStdsMTTS.PDF Students will identify the definitions, characteristics, and functional limitations for the disability categories delineated in IDEIA 2004 (CEC 1, 3/ InTASC 1, 2, 4, 5) 2 Students will utilize the National Common Core Curriculum in instructional planning (CEC 3, 5/InTASC 4, 5, 7, 8) Students will utilize the National Common Core Curriculum to develop an Individual Education Program (IEP) (CEC 1, 4/InTASC 1, 2, 6) Students will review and critique student learning objectives (SLOs) based on given data (CEC 4, 5/InTASC 6, 7, 8) Students will incorporate principles of Universal Design for Learning (UDL), differentiation, accommodations and modifications in instructional planning (CEC 1, 2, 3, 5/InTASC 1, 2, 4, 5, 7, 8) Students will incorporate strategies to address the needs of diverse learners, including students from culturally and linguistically diverse backgrounds, with special needs, and students from socioeconomically diverse backgrounds (CEC 1, 2, 5, 6/InTASC 1, 2, 3, 7, 8, 9) Students will identify and describe appropriate strategies and interventions for reading, writing, mathematics, content area, and meta-cognitive skills (CEC 3, 5/InTASC 4, 5, 7, 8) Special Education Concentration Statement: When completing projects and/or assignments in this course, TU students should select or will be assigned topics/observations which focus on the educational level of PreK-12 students in their declared area of special education concentration (e.g infant primary, elementary/middle or secondary/adult) Essential Dispositions for Educators: At Towson University, we recognize the importance of preparing candidates who are worthy to join the education profession All students enrolled in the Professional Education Unit programs are expected to develop a professional conscience by demonstrating important human characteristics and dispositions necessary to work with diverse and inclusive communities of learners Following is a list of dispositions, including important diversity proficiencies, which have been identified as core behaviors expected of all graduates of all Unit programs As candidates progress through coursework and field experiences, they are expected to demonstrate increased understanding and eventual mastery of these dispositions Commitment to Professional Practice The successful candidate: • • • • • Respects and models high academic standards, and demonstrates proficiency in academic writing and professional oral presentation Demonstrates a repertoire of pedagogical skills that develop all students’ critical and independent thinking, and performance capabilities Uses ongoing assessment as an integral part of the instructional process Reflects on practice regularly in order to improve student learning Makes decisions based on ethical and legal principles, including respect for confidentiality Caring for the Success and Well-being of All Students The successful candidate: • • • • • Believes that all students can learn and persists in facilitating their success Accepts and demonstrates responsibility for improving learning for all students Values co-operation with colleagues, students, and families by respecting their views on improving student achievement Models the virtues of an educated person, including the drive to work hard and become flexible Demonstrates culturally responsive teaching and celebrates cultural differences Collaboration with Colleagues and Stakeholders The successful candidate: • • • • • Establishes and contributes to a positive learning climate for all students Engages in continual learning and discussion with other professionals Recognizes families, colleagues, and supervisors as partners in teaching and learning by creating opportunities to involve them in instructional decisions Seeks expert knowledge in order to improve teaching and learning Accepts suggestions and implements changes to improve professional practice Course Policies: Attendance: Per the 2013-2014 Undergraduate Catalog (page 15), students are expected to attend all classes and actively participate in all class sessions Prior notification of intended absence to the instructor is required Punctuality is also expected, and the student is expected to remain for the entire class period Habitual tardiness or excessive early departures (2) will result in loss of grade points Please adhere to the instructor’s attendance policies stated below: • One absence – points deducted from final grade – unless documentation is provided and is related to one of the following circumstances: illness or injury in which the student cannot attend class, religious observance, participation in university activities at the request of university authorities, or compelling verifiable circumstances beyond the control of the student • Two absences – points deducted from final grade – unless documentation is provided and is related to one of the following circumstances: illness or injury in which the student cannot attend class, religious observance, participation in university activities at the request of university authorities, or compelling verifiable circumstances beyond the control of the student • Three absences – 10 points deducted from final grade – unless documentation is provided and is related to one of the following circumstances: illness or injury in which the student cannot attend class, religious observance, participation in university activities at the request of university authorities, or compelling verifiable circumstances beyond the control of the student • More than three absences – A minimum of 15 points will be deducted from the final grade Medical documentation and a conference with the instructor and department chair are mandatory The student is responsible for obtaining all notes, handouts, and assignments from classmates when absent Blackboard Participation: This is a technologically enhanced course Students are responsible for continuously monitoring the SPED 441.601 site on Blackboard Prior to each week’s lecture, PPT(s) covering the topic(s) will be posted Students are expected to print the PPT(s), bring them to class and take notes during the lecture As well, students are required to visit the site for announcements and to read related course material that is posted Assignment Standards: All assignments are to be of publication quality and adhere to the standard APA format (*double spaced; absolutely no spelling, punctuation, usage, syntactical, etc errors) Please not submit assignments in a binder Only folders or report covers will be accepted Assignments submitted late or not of publication quality are subject to a penalty There are NO make-up assignments for a low performance on any of the requirements Assignments may not be submitted via email unless you receive prior approval Always make a copy of your work for your records before you submit the original The instructor reserves the right to make copies of your papers at her discretion Please use PERSON FIRST LANGUAGE when writing about children/people with disabilities Email Communication: All electronic communication regarding this course will be through the student’s Towson University email account only All email communication to the instructor will be written in a professional format Emails will contain a professional greeting and complete sentences which will be free of spelling errors and grammatical mistakes Unprofessional emails will not be addressed by the instructor Use of Electronic Devices: Use of cellular phones and iPods are prohibited during the duration of class The use of a laptop during class will be for coursework only Inappropriate use of a laptop during class will be addressed by the instructor Due Dates/Late Assignments: Assignments must be submitted by class time on the date they are due Ten percent of the grade will be deducted every day an assignment is late Failure to submit an assignment within seven days of the due date will result in the assignment not being accepted or graded Participation: The student is expected to actively participate in class discussions and group work Reading the assigned text book chapters and supplemental reading is mandatory The text was carefully chosen by the instructor and will be utilized as a tool to facilitate learning in this course Group Projects: Group projects require equal participation among all members of the group Upon the discretion of the instructor, individual assignments or one group assignment may be required for submission In both cases, individual grades will be assigned to each member of the group and the grade assigned may vary among members of the same group The instructor has the discretion to assign different grades among the group based on participation and quality of work Conferences: The instructor is available for conferences by appointment It is recommended that students who feel they are having difficulty with the course or may need clarification meet with the instructor as early as possible Incomplete (I): Please note that the grade of (I) is assigned at the end of the term because of verifiable medical reasons or other documented circumstances beyond the control of the student Unless the course is completed within the 180 days, the grade becomes an (F) unless changed to another letter grade It is the responsibility of the student to make arrangements to complete course requirements to change the grade of (I) Repeating a course: Students may not repeat the course more than once without prior permission from the Academic Standards Committee Withdrawals: The last day to withdraw with a grade of “W” is posted on the web It is the student’s responsibility to verify this information Student Academic Integrity Policy: All students are expected to adhere to the Student Code of Conduct as outlined in the Student Policy Book and summarized in the Student Handbook Plagiarism and cheating are not acceptable behaviors Academic dishonesty will be reported to the appropriate authorities and handled as outlined in your student handbook Students are encouraged to consult the website below for specific details http://www.towson.edu/provost/resources/studentacademic.asp Diversity: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race, gender, socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and geographical location Our values, beliefs, customs, and behaviors are shaped by any one or any combination of these attributes The lens through which our perceptions of diversity are constructed continuously change as a result of not only the context within which diversity is examined, but also the evolving of our individual sense of self The Department of Special Education at Towson University recognizes the importance of diversity in the development of the knowledge, skills, and dispositions required of professional educators Each course within the department provides students in teacher preparation programs with various information, activities, and assignments to guide them in developing the knowledge, skills, and dispositions that will enable them to work within diverse communities MSDE Institutional Performance Criteria for Diversity Programs prepare professional educators to teach a diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of students with special needs in regular classrooms) a The program provides instruction to - and assesses proficiency of teacher candidates in developing and implementing integrated learning experiences for diverse student needs b The program provides instruction to - and to assesses proficiency of - teacher candidates in planning instruction, adapting materials, implementing differentiated instruction, and to provide positive behavior support for students with disabilities in an inclusive classroom c The program provides instruction to - and assesses proficiency of teacher candidates in how to differentiate instruction for English Language Learners (ELL) d The program provides instruction to - and assesses proficiency of teacher candidates’ in how to differentiate instruction for gifted and talented students e The program provides instruction to - and assesses proficiency of teacher candidates in how to collaboratively plan and teach with specialized resource personnel Within SPED 441, ways of developing the necessary knowledge, skills, and dispositions are acquired through class activities, lesson planning and planning cycle assignments which require a focus on diversity in many aspects Professionalism: It will be expected that all students in this course will conduct themselves in a professional manner This includes interpersonal dealings, conflict resolution, and managing responsibilities with college staff, fellow students, and field placement personnel A student’s final grade may be lowered by one full letter grade for inappropriate behavior Americans with Disabilities Act Compliance: Towson University is committed to providing equal access to its programs and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 Disability Support Services is the office designated to provide reasonable accommodations to students with disabilities Contact information: 410-704-2638 Students seeking accommodations must identify themselves to DSS, request an appointment to discuss their needs, and provide DSS with up-to-date and complete documentation of their disabilities DSS determines what accommodations are reasonable on a case-by-case basis, taking into account the student’s disabilities and needs, nature of their learning task, course standards and essential requirements of the program of study, and educational environment Students are encouraged to register with DSS as soon as possible after admission to the University to ensure timely provision of services Course/Instructor Evaluation Procedures: Student evaluations play a crucial role in the delivery of this course All course evaluations will be administered online during the last two weeks of the course You will receive an email with a link to the website with directions on how to access the survey It is vitally important that you complete the survey, as the results are used to modify the course and assess my teaching, and the University uses the results to address technology and facility needs You can be assured that your responses will be confidential as the results will be transmitted to me after the grading period and they will not include any identifying information COURSE REQUIREMENTS: Carefully read all sections listed under course requirements Chapter Quizzes and Assignments: Throughout the semester quizzes will be held at the beginning of class or an out of class activity will be posted on Blackboard The quizzes and activities will be based on the week’s assigned reading The quizzes and assignments are distributed in order to support the course’s required reading Use of the selected text is required because it broadens exposure to the field of special education and instruction The required reading is not a repeat of the weekly lecture Formatting of the quizzes and assignments will vary They may consist of selected response, fill in the blank or short answer Reading and highlighting each chapter is recommended As well, students should employ during reading strategies (highlighting, note taking etc.) to assist with all required reading (15%) Individualized Education Program Development: Students are to develop an Individualized Education Program (IEP) based on a fictional student The IEP will be created on the Maryland Online IEP system Using assessment data provided in a case study, long term goals and short term objectives will be developed as well as identifying appropriate test accommodations (20%) Mid-term Exam: A mid-term exam will be administered at the mid-point of the semester The format of the exam will be a combination of objective type questions as well as essay questions The mid-term exam will cover handouts, media presentations, readings, class activities and discussions (20%) Content Area Lesson Plans: Lesson plan development will occur throughout the semester A fictional class description, grade level and content area will be provided to assist with the development of the lesson The lesson must include differentiation The website www.mdk12.org must be utilized since the lesson must be based off of the Common Core Curriculum Students may be asked to present the lesson plan to the class (25%) Exceptionality Presentation: This culminating activity for SPED 441 will be completed in pairs Each pair will develop a presentation on an assigned educational disability or impairment The presentation will include but not be limited to: a detailed definition of the disability, characteristics, cause(s), prevalence, prevention, and recommended teaching strategies This assignment will also require the development and discussion of both a math and reading/language arts lesson plan The conclusion of the presentation will consist of recommending appropriate professional resources for teachers and parents As well, this assignment requires the inclusion of an interactive activity When presenting this information to the class, two methods of co-teaching must be utilized (25%) Notebook Organization (Not Graded – Highly Recommended): This course consists of many PPTs, activities and hand-outs which will serve as valuable future resources To assist with the organization of your materials, it is recommended that you purchase a binder that is at least 1.5” in thickness and divided into the following sections: PPTs, hand-outs and activities, and chapter/graded assignments Grading: You will be evaluated by the following criteria: Assignment Chapter Quizzes and Assignments IEP Development Mid-term Exam Content Area Lesson Plans Exceptionality Presentation Total Percent of Grade 15% 20% 15% 25% 25% 100% Evaluation and Grading Scale: Undergraduate Grade A = 95100 A- = 9094 B+ = 8789 B= 83-86 B- = 8082 Grade Points Per Credit Unit 4.00 3.67 3.33 3.00 2.67 C+ = 7779 C = 70-76 D+ = 6769 D = 6066 F = 0-59 2.33 2.00 1.33 1.00 0.00 TENTATIVE COURSE SCHEDULE: CLASS Week – August 29 Week – September TOPIC(S) ~Introductions ~Review of Syllabus ~Essential Dispositions ~Pre-Assessment Survey ~Immersion into IDEA Terms and Classifications ~Defining Features of Special Education ~Understanding Learners with Special Needs -High Incidence Week – September 12 ~Understanding Learners with Special Needs -Low Incidence ~The IEP Week – September 19 ~The IEP (Continued) ~MSDE Online IEP Week – September 26 ~Differentiation of Instruction -Modifications -Accommodations -UDL Week – October ~Lesson Planning -Components ASSIGNMENTS Read chapter and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read chapter and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read text posted to Bb and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read chapter and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read chapter 13 and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read chapter and answer DUE Purchase Textbook Assigned Questions or Quiz Assigned Questions or Quiz Assigned Questions or Quiz Assigned Questions or Quiz Assigned Questions or Quiz -Pre, Formative and Summative Assessment Week – October 10 ~Lesson Planning (Cont.) -Teacher Directed -Guided Directed -Independent Practice ~Supportive Inst Material assigned questions posted IEP Assignment on Bb; quiz may be held in class on assigned questions Study for Mid-Term Assigned Questions, Quiz or Lesson Plan Week – October 17 ~Mid-Term Exam ~Lesson Planning (Cont.) Week – October 24 ~Facilitating Reading, Reading Strategies and Differentiation Week 10 – October 31 ~Facilitating Writing, Writing Strategies and Differentiation Week 11 – November ~Facilitating Math, Math Strategies and Differentiation Week 12 – November 14 ~Culturally Responsive Teaching ~Strategies for Effective Instruction Week 13 – November 21 ~No Class due to evening session held on December 5th See below Read chapters and and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read chapters and 10 and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read chapters 11 and 12 answer assigned questions posted on Bb; quiz may be held in class on assigned questions Read text posted to Bb and answer questions posted on Bb; quiz may be held in class on assigned questions Read chapter and answer assigned questions posted on Bb; quiz may be held in class on assigned questions Work on Exceptionality Presentation Mid-term Exam Assigned Questions, Quiz or Lesson Plan Assigned Questions, Quiz or Lesson Plan Assigned Questions, Quiz or Lesson Plan Assigned Questions, Quiz or Lesson Plan No Class Week 14 – November 28 ~Thanksgiving Break Work on Exceptionality Presentation No Class Week 15 – December ~Exceptionality Presentations Please note: Class on November 21 is canceled due to attending a professional development workshop on this date and Final Exam Week ~Exceptionality Presentations December 12, 2013 12:00 pm Room 204 ~Planning Instruction for Children with ASD Approx: 4:30 – 8:30 p.m Location – NMHEC Work on Exceptionality Presentation Study Exceptionality Presentations Enjoy your break!!! Assigned Questions, Quiz or Lesson Plan Exceptionality Presentations: -ASD -ADHD -ED -ID Assigned Questions or Quiz Exceptionality Presentations: -OHI -SLD -SL -TBI Bibliography American Psychological Association (2009) Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author Carter, N., Prater, M A., & Dyches, T T (2009) Making accommodations and adaptations for students with mild to moderate disabilities Upper Saddle River, NJ: Pearson Coyne, M D., Kame’enui, E J., & Carnine, D W (2011) Effective teaching strategies that accommodate diverse learners (4th ed.) Upper Saddle River, NJ: Pearson Fish, W W (2008) The IEP meeting: Perceptions of parents of students who receive special education services Preventing School Failure, 53, 8-14 Garcia, S B., & Ortiz, A A (2006) Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions Tempe, AZ: National Center for Culturally Responsive Educational Systems Herrell, A L., & Jordan, M (2012) 50 strategies for teaching English language learners Upper Saddle River, NJ: Pearson McLeskey, J (Ed.) (2007) Reflections on inclusion: Classic articles that shaped our thinking Arlington, VA: Council for Exceptional Children Rose, D H., & Meyer, A (2009) A practical reader in universal design for learning Cambridge, MA: Harvard Education Press Spinelli, C G (2008) Introduction: The benefits, uses, and practical application of informal assessment procedures Reading & Writing Quarterly, 24, 1-6 Vaughn, S., & Bos, C S (2012) Strategies for teaching students with learning and behavior problems Upper Saddle River, NJ: Pearson  ... access to its programs and services for students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 Disability Support... differentiated instruction, and to provide positive behavior support for students with disabilities in an inclusive classroom c The program provides instruction to - and assesses proficiency of teacher candidates... talented students e The program provides instruction to - and assesses proficiency of teacher candidates in how to collaboratively plan and teach with specialized resource personnel Within SPED 441,