The teacher as a responsive, reflective professional: A ...



The teacher as a responsive, reflective professional: A partner in learning

ESE 402/502 (4 semester hours)

INTRODUCTION TO INDIVIDUALS WITH MILD/MODERATE EDUCATIONAL NEEDS

(Prerequisite: EDB 301, EDB 302, & ESE 400 for undergrads; ESE 500 [ or equivalent] for grads)

 

Thomas W. Frew, Ph.D.

Office Phone: 216-523-7125

Office Hours: by appointment only

Rhodes Tower 1339

Email: t.frew@csuohio.edu



Course Description

History, theoretical foundations, and practices related to the social, emotional, and learning characteristics of individuals with mild/moderate disabilities. Includes presentations of diagnostic approaches and educational and social policies relative to these exceptionalities. Field experience will be required. Course is required for licensure as an Intervention Specialist for Students with Mild/Moderate Educational Needs.

Course Goals/Objectives

A. Knowledge

The student will demonstrate knowledge of:

|[pic] |The general characteristics of individuals with mild/moderate disabilities and their possible etiologies. (INQUIRY, |

| |CONTEXTUALISM, DIVERSITY) |

|[pic] |Past and current issues of defining, identifying, and treating/educating individuals with mild/moderate disabilities. (INQUIRY, |

| |CONTEXTUALISM, DIVERSITY, TECHNOLOGY) |

|[pic] |The role that federal and state legislation and mandates play in regard to issues of programming and individuals rights and |

| |responsibilities. (INQUIRY, CONTEXTUALISM, DIVERSITY, PROFESSIONALISM) |

|[pic] |The identification procedures associated with mild/moderate disabilities. (INQUIRY, CONTEXTUALISM, DIVERSITY) |

|[pic] |The academic and social-emotional development of individuals with mild/moderate disabilities. (INQUIRY, CONTEXTUALISM, DIVERSITY)|

|[pic] |Common diagnostic and educational approaches for the instruction of individuals with mild/moderate disabilities. (CONTEXTUALISM, |

| |PARTNERSHIP, DIVERSITY, TECHNOLOGY) |

|[pic] |Various issues and concerns across the lifespan of individuals with mild/moderate disabilities. (INQUIRY, CONTEXTUALISM, |

| |PARTNERSHIP, PROFESSIONALISM, DIVERSITY, TECHNOLOGY) |

B. Skills

The student will demonstrate the following skills:

|[pi|Describe the general and learning characteristics and possible causes of mild/moderate disabilities. (INQUIRY, CONTEXTUALISM, |

|c] |DIVERSITY) |

|[pi|Identify the steps in the identification and educational assessment of mild/moderate disabilities including information about |

|c] |IEPs and No Child Left Behind Legislation. (INQUIRY, CONTEXTUALISM, PROFESSIONALISM) |

|[pi|Describe and discuss various definitions of disabilities considered to be mild/moderate in nature. (INQUIRY, CONTEXTUALISM, DIVERSITY)|

|c] | |

|[pi|Identify and discuss various issues of programming and service delivery options related to educating individuals with mild/moderate |

|c] |disabilities including information related to a general education curriculum and the alignment of Ohio standards. (INQUIRY, |

| |CONTEXTUALISM, PARTNERSHIP, DIVERSITY, TECHNOLOGY) |

|[pi|Identify and discuss common educational approaches for the instruction of individuals with mild/moderate disabilities. (INQUIRY, |

|c] |CONTEXTUALISM, PARTNERSHIP, PROFESSIONALISM, DIVERSITY, TECHNOLOGY) |

|[pi|Research the literature and share the information with others concerning a topic related to this field with a focus on economics and |

|c] |politics. (INQUIRY, PARTNERSHIP, PROFESSIONALISM, DIVERSITY, TECHNOLOGY) |

C. Dispositions

The student will:

|[pi|Demonstrate acceptance of individuals with mild/moderate disabilities via written and oral presentations in class. (DIVERSITY, |

|c] |PROFESSIONALISM) |

|[pi|Become sensitive to the needs of individuals with mild/moderate disabilities via observation in classrooms. (DIVERSITY, |

|c] |PROFESSIONALISM) |

|[pi|Become aware of and be sensitive to the challenges the individuals with mild/moderate disabilities may face across the life span. |

|c] |(CONTEXTUALISM, PARTNERSHIP, PROFESSIONALISM, DIVERSITY, TECHNOLOGY) |

Texts

Beirne-Smith, M., Patton, J. & Kim, S. (2006). Mental Retardation: An introduction to intellectual disability (7th ed.). Columbus, OH: Prentice Hall

 

Lerner, J. with Kline, F. (2006). Learning disabilities and related disorders: Characteristics and teaching strategies. (10th ed.). Boston: Houghton Mifflin.

Affirmative Action Statement:

Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Services Office, UC 304C, 687-2015 to coordinate reasonable accommodations for students with documented disabilities. Students must be registered with Disability Services in order to receive services.

Fall Semester 2008

| | |Chapter Readings |

|WEEK |TOPIC |LD |MR |

|August 27 |Introduction; Areas of Special Education/ Course Overview |Class |Class |

| |Portfolio Requirements; Overview of Areas of Disability |Notes  |Notes |

|September 3 |Historical/Legal Background of Special Education | |1,4 |

|September 10 |Definition/Characteristics/Prevalence of Mild/ Moderate (M/M) Disabilities (Mental | |2,8 |

| |Retardation) | | |

| |Technology Exercise Due | | |

|September 17 |Writing a research paper; using online sources; finding special education journals (meet in |5 | |

| |Library 1st floor LCLC Back Lab) Kathy Dobda will present information | | |

| |Psychological Aspects | | |

|September 24 |Assessment Diagnosis/Identification (M/M) Specific Learning Disabilities Article Critiques |1,2 |3 |

| |Due | | |

|October 1 |IEPs, AD/HD; Legislation |6 | |

| |Asperger’s Syndrome | | |

|October 8 |Academic Development (M/M) |3,4 |5 |

|October 15 |Midterm Examination | | |

|October 22 |Infancy/Early Childhood Years; Oral Language (Film) |7,10 |10 |

| |Research Paper Rough Draft Due | | |

|October 29 |Transitional Years, Medical, Adolescents, Adult Years & Biological Aspects |8 |12 |

|November 5 |School Years |11,12,13 |11 |

|November 12 |Student Issues on Teaching in Special Education: School Administrators and Teachers |9 |6 |

|November 19 | Social-Emotional Development (M/M) |14 | |

| |Journal of Field Experiences Due | | |

| |Teacher Interview Due | | |

|November 26 |Individual Conferences (by request) no formal class | | |

|December 3 |Service Learning Presentations ; RT 1316 mtg. | | |

| |Assistive Technology; Personal Philosophy Review | | |

| |Have eportfolio open online for review | | |

| |Research Paper Due (with draft attached) | | |

|December 10 |Wrap-up and Final Exam |  |  |

| | | | |

Personal Philosophy as a Special Educator

During this course you will examine and refine your personal philosophy as a professional special educator. We will discuss this important concept in class meetings and you will develop a personal philosophy (which will be further refined during your program) for your portfolio.

Course Requirements (all assignments are due on the designated dates; late assignments will result in a partial or full grade reduction)

A.   Class attendance and participation (each class session will allow individual students to present information on a current topic found in the media.)

B.    Article Critiques (Due September 24, 2008)

C.  Exams (Midterm and Final):

The exams will cover material discussed in class, handouts, and assigned readings. Exams are to be taken on the dates determined for such activities. If an unforeseen emergency occurs on an exam date, you must contact the instructor as soon as possible to schedule a make-up exam, which must be taken on the earliest possible date, but always before the next class session. (INQUIRY, CONTEXTUALISM)

D.  Journal of Field Experience /Service Learning (INQUIRY, CONTEXTUALISM,

      DIVERSITY) (Due November 19, 2008) 

E.  Technology exercise (Due September 10, 2008)

F.  Teacher Interview  (Due November 19, 2008)

G.  Research Paper  Rough Draft (Due October 22,2008 )

Final Paper (Due December 3, 2008)

H. Portfolio (Mild/Moderate Intervention Specialist Majors)

Identify and develop 7 (seven) artifacts representing the College of Education conceptual model (Due December 3, 2008)

I. Class Quizzes (brief quizzes taken at the beginning of eight class sessions)

Recommended Artifacts:

Special Education Personal Philosophy (Outcome #1: Personal Philosophy)

Field Experience Service Learning Log/Journal (Outcome #11: Professional Development)

Research Paper & Article Critiques (Outcome #3: Knowledge of Subject Matter)

Technology Internet Assignment (Outcome #10: Technology)

Teacher Interview (Outcome #12: Collaboration)

Course Evaluation*

| |Intervention Specialist Majors |

|Article Critiques |5% |

|Technology Exercise |5% |

|Service Learning & Journal |15% |

|Midterm |20% |

|Class quizzes |10% |

|Final |15% |

|Research Paper |20% |

|Teacher Interview |10% |

|eportfolio Artifacts |5% (bonus) |

*Grading is on a plus/minus basis (e.g. A, A-, B+ etc.)

ESE 402 Class Notes on Power Point

Fall 2008

Exceptionalities Overview – August 27, 2008

Historical Special Education – September 3, 2008

Mental Retardation History – September 3, 2008

Characteristics of Mental Retardation – September 10, 2008

Definitions and Terminology of Mental Retardation – September 10, 2008

Psychological Aspects – September 17, 2008

Assessment of Individuals/Intellectual Disabilities – September 24, 2008

Specific Learning Disabilities – September 24, 2008

Asperger's Syndrome – September 24, 2008

AD/HD – October 1, 2008 Rett Syndrome – October 1, 2008

Special Ed Litigation – October 1, 2008

Individual Rights – October 1, 2008

IDEIA – October 8, 2008

IEPs in Education – October 8, 2008

Benefits of Early Childhood – October 22, 2008

Responsiveness to Intervention – October 22, 2008

Family Considerations – October 29, 2008

Adolescents and Medications – October 29, 2008

Biological Aspects – October 29, 2008

School Years November 5, 2008

Reading and Math – November 5, 2008

Emotional Disturbance and Severe Behavioral Disorders – November 19, 2008

Assistive Technology – December 3, 2008

 

Article Critiques

Three abstracts of articles from professional journals are required for this course. The abstracts must be based on articles from professional journals and relate to topics assigned by the instructor. The abstracts should be approximately two typed pages in length. The abstract must contain an appropriately referenced bibliographic entry, a summary of the article written in the student’s words, and an originally written critique/reaction of its content. If quotations are used, there must be appropriate references included. Correct rules of grammar, punctuation, spelling, referencing, etc., must be employed. (INQUIRY, PROFESSIONALISM)

Each article must deal with mild/moderate disabilities. Articles should be taken from three of the following journals:

|[pi|Exceptional Children (research journal) |

|c] | |

|[pi|Journal of Learning Disabilities (research journal) |

|c] | |

|[pi|Learning Disability Quarterly (research journal) |

|c] | |

|[pi|Intervention in School and Clinic (practitioner journal ) |

|c] | |

|[pi|Mental Retardation (practitioner journal ) |

|c] | |

| |Behavioral Disorders (research journal) |

|[pi| |

|c] | |

|[pi|Journal of Special Education (research journal) |

|c] | |

|[pi|Teaching Exceptional Children (practitioner journal ) |

|c] | |

|[pi|Remedial and Special Education (practitioner journal ) |

|c] | |

|[pi|Education & Training in Developmental Disabilities (practitioner journal ) |

|c] | |

|[pi|Beyond Behavior (practitioner journal ) |

|c] | |

(N. B. Three articles = one from three different journals).

Each critique must be typed and should not be over two pages in length. The following format must be followed for each critique and should follow the APA style. Articles should have been published within the last 3 years.

 

|[p|Author |

|ic| |

|] | |

|[p|Date of Journal |

|ic| |

|] | |

|[p|Title of Article |

|ic| |

|] | |

|[p|Title of Journal |

|ic| |

|] | |

|[p|Journal Volume # |

|ic| |

|] | |

|[p|Journal Page Numbers |

|ic| |

|] | |

Example:

  Wilson, K., & Swanson, H.L. (2001), Are mathematics disabilities due to a domain-general or a

domain-specific working memory deficit? Journal of Learning Disabilities, 34(3), 237-248.

II. Summary of the Article

III. Your Reaction to the Article

All three of these components must be included in the critique. The professor will carefully examine all components. Please do not include the article abstraction as your summary of the article.

Good luck and good reading..................

Service Learning & Journal

During the semester, students are required to complete 30 hours of field work with individuals identified as needing special education services.

For each observation, the student is expected to make an entry into a journal, describing what occurred during your visit and then related his/her thoughts, reactions, questions, and reflections on this experience. Students will also work with pupils in academic subject areas designated by the classroom teacher. The journals should be typed.

For these course requirements, consider including the following information: 

1.   Describe the setting in which you are doing your observations. (level of school, age of children, urban or suburban, self-contained or inclusive, etc.)

2.   Describe the characteristics of the observed students with disabilities and compare and contrast them with “non-labeled” individuals of comparable chronological age.

3.   Describe and evaluate types of activities used in the setting. Were they successful? Why or why not?

4. Describe the teaching activities in which you participate.

5.   Relate your observations to what you have learned in class or through the professional literature. Did you learn concepts/strategies that you observed in practice?

6. Did you observe evidence of IEPs and other assessment programs?

7. Write a summative statement about your full experience.

Technology Exercise

The technology assignment for this class consists of two parts:

1. You are to send me a message (using your personal or CSU e-mail address) either from a campus station or from your home telling me why you are interested in teaching individuals with mild/moderate disabilities. Please include your name at the end of the message. I will send you an answer.

2. You are to access the internet and find two articles or stories about individuals with mild/moderate disabilities. You will send them to me via e-mail attachment. I would like you to comment on the information that you access in this format.

Teacher Interview

Each student will contact an experienced teacher in regular education. You will interview this person and ask a series of questions. After this interview you will type up the results and then suggest 5 strategies that could assist future teachers as they include students with mild/moderate disabilities in their classroom.

1.     Do you have youngsters with Mild/Moderate disabilities in your classroom?

2.      What support have you received from the special education teacher?

3.      Do you feel qualified to provide instruction to children with Mild/Moderate disabilities?

4.      Were you able to successfully integrate these individuals into your classroom?

5.      Did the youngster with Mild/Moderate disabilities exhibit any social deficits?

6.      Did the child with Mild/Moderate disabilities exhibit many academic deficits?

7.      What did the other children learn from the child with Mild/Moderate disabilities?

8.     When you speak with your teacher colleagues, what is their perception of including a youngster with Mild/Moderate disabilities into their classes?

9.      Can you describe three teaching strategies you felt were successful?

10. If you looked ahead 10 years into the field of education, how do you think teachers will view children with mild/moderate disabilities and do you see them fully integrated into the regular classroom?

Note: M/M= Mild/Moderate Disabilities (includes individuals with specific learning disabilities, cognitive disabilities, ADHD, behavioral disorders and mild/moderate physical disabilities).

Include your Five Strategies that can assist the regular education teachers

Research Paper

The student must research an appropriate topic of interest related to mild/moderate disabilities.

For Undergraduate students, the paper should be approximately six (6) pages.

Graduate Students should turn in a paper of approximately 10 pages in length.

All students must use APA format for referencing, etc. The paper should be issue oriented rather than simply a discussion of some concept related to this area. For example, a topic may be “The Efficacy of Regular Classroom Placement on the Reading Ability of the Student with Mild/Moderate Disabilities,” as opposed to a very general topic such as “Dyslexia.”

No papers on autism will be accepted for this course but you may select a topic related to Aspberger’s Syndrome.

Proposed topics for your paper are to be submitted on 3X5 cards during the fourth week of the semester.

A rough draft of this paper should be submitted to the instructor during the assigned week of the semester. The corrected rough draft should accompany the final paper.

Possible Research Paper Topics

|[pic|Nonverbal Communication Skills and Social Perception Deficits |

|] | |

|[pic|Central Nervous System Stimulants (Ritalin and Dexedrine) |

|] | |

|[pic|Early Identification of M/M Children |

|] | |

|[pic|Allergies and M/M Children |

|] | |

|[pic|Language Acquisition Theories Related to M/M Disabilities |

|] | |

|[pic|Social Skill Development – Problems for Adolescents with M/M Disabilities |

|] | |

|[pic|Issues for the Regular Classroom Teacher for Including M/M Individuals |

|] | |

|[pic|IEPs and National Movements to Correlate Content Standards |

|] | |

|[pic|Theories of Perceptual Disorders (Kephart, Delacato, Getman, Barsch, Frostig, etc.) |

|] | |

|[pic|Specific Spelling Disabilities and Remediation |

|] | |

|[pic|Reading Disorders- Word Analysis Problems |

|] | |

|[pic|Reading Disorders- Comprehension Disorders |

|] | |

|[pic|An Ecological Perspective on M/M Disabilities |

|] | |

|[pic|Hyperactivity and its Implications |

|] | |

|[pic|Lifespan Issues and the M/M Student |

|] | |

|[pic|The Availability of Postsecondary Options for the M/M Student |

|] | |

|[pic|Direct Instruction: A Controversy for Regular Education Teachers? |

|] | |

|[pic|Self-Advocacy and the M/M Individual |

|] | |

|Cleveland State University - College of Education and Human Services - Conceptual Framework |

|"The Teacher As A Responsive, Reflective Professional: A Partner In Learning" |

| | | |

|Cleveland State University teacher education graduates achieve outcomes reflecting the four knowledge bases that compose this model: |

|inquiry, partnership, contextualism, and professionalism. These knowledge bases are applied to the program within the environments of |

|urban and suburban schools, which are culturally diverse and include students with disabilities. | |

| | | |

|Professionalism |

|Professionalism affirms that: |

|λ teachers can and should assume greater collective responsibility for defining, transmitting, and enforcing standards of professional |

|practice so that their clients or students are well served |

|λ teacher education is a career-long process beginning with undergraduate studies and culminating in retirement |

|λ teacher education programs should provide ongoing opportunities for continuous development that promote systemic reform initiatives in |

|subject matter teaching, use of technology, equity, assessment, and school organization |

|λ teacher education programs would develop professionalism such that graduates will assume leadership roles both within and beyond the |

|classroom |

|Inquiry |Contextualism |Partnership |

|CSU teacher education students investigate |The emphasis on context recognizes that: |Partnerships encompass the notion of: |

|the inquiry approach from the dual |λ learning is contextually situated |λ individuals working together to learn |

|perspectives of learner and teacher. |λ learning is inextricably intertwined with |λ individuals, organizations, or social |

|The inquiry approach: |and informed by the developmental, |structures collaborating to facilitate and |

|λ provides students with opportunities to |sociocultural, and institutional contexts in |enhance achievement of learning outcomes |

|review, critically analyze, and self-evaluate |which it is being constructed and internalized |CSU teacher education students investigate: |

|their learning and produce knowledge within |λ teachers must incorporate into their |λ the importance and benefits of partnerships |

|the context of the classroom |teaching the cultures and background that |and collaboration |

|λ allows teachers and learners to share |students bring to the classroom to help |λ social aspects of learning |

|responsibility for learning |learners bridge connections between home, |λ techniques for structuring learning experiences |

|λ supports students' comprehension of |school, and the larger society |that involve partnerships |

|challenging material by considering what |λ teachers need to understand the nature and |λ methods for encouraging students to work |

|they already know and expecting them to |significance of diversity in all its multiple forms |together effectively |

|ask questions, investigate the topic, and |λ teachers need to understand how |λ procedures for establishing and maintaining |

|determine for themselves what they have |historical, political, and economic forces and |collaborative efforts with parents, community |

|learned |structures influence all levels of the educational |members, colleagues, businesses, and |

| |enterprise |universities |

Cleveland State University - College of Education and Human Services - Conceptual Model

Also representing the Council for Exceptional Children Standards

The Teacher As A Responsive, Reflective Professional: A Partner In Learning

Course number and title_________________________________________________________________

The table below lists the program outcomes for the College of Education and Human Services teacher education model. They are followed by the standards of the Council for Exceptional Children that guide programs in the preparation of teachers in Special Education. Your instructor has indicated with a code of E, D, RA, or N how this course prepares you for these outcomes.

|Program Outcomes |Code |

|E = Explore, D = Develop, RA = Refine/Apply, N= Not a Focus | |

|1. COE Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and | |

|learning that is grounded in theory and practice [Knowledge Base: Professionalism] | |

|CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies,| |

|which continue to influence the education and treatment of individuals with exceptional needs both in school and | |

|society [Knowledge base: Professionalism]. | |

|2. COE Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, | |

|political, and economic factors that influence education and shape the worlds in which we live [Knowledge Base: | |

|Contextualism] | |

|CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies,| |

|which continue to influence the education and treatment of individuals with exceptional needs both in school and | |

|society [Knowledge base: Professionalism, Contextualism]. | |

|3. COE Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary | |

|concepts, and tools of inquiry related to the development of an educated person [Knowledge Base: Inquiry] | |

|CEC Foundations. Special Educators understand the field as an evolving and changing discipline based on philosophies,| |

|which continue to influence the education and treatment of individuals with exceptional needs both in school and | |

|society [Knowledge base: Professionalism]. | |

|4. COE Knowledge of Development and Learning. The CSU teacher education student understands how individuals learn | |

|and develop and that students enter the learning setting with prior experiences that give meaning to the construction| |

|of new knowledge [Knowledge Base: Contextualism] | |

|CEC Development and Characteristics of Learners. Special Educators understand the similarities and differences in | |

|human development and the characteristics between and among individuals with and without exceptional learning needs | |

|(ELN). [Knowledge base: professionalism, contextualism] | |

| | |

| | |

|5. COE Diversity. The CSU teacher education student understands how individuals differ in their backgrounds and | |

|approaches to learning and incorporates and accounts for such diversity in teaching and learning [Knowledge Base: | |

|Contextualism] | |

|CEC Individual Learning Differences. Special Educators understand that the beliefs, traditions, and values across and| |

|within cultures can affect relationships among and between students, their families, and the school community. | |

|[Knowledge Base: Contextualism, professionalism] | |

|6. COE Learning Environment. The CSU teacher education student uses an understanding of individual and group | |

|motivation to promote positive social interaction, active engagement in learning, and self-motivation [Knowledge | |

|Bases: Contextualism, Partnerships] | |

|CEC Learning Environment and Social Interactions. Special Educators actively create learning environments for | |

|individuals with ELN that foster cultural understanding, safety and emotional well being, positive social | |

|interactions, and active engagement of individuals with ELN. Special Educators foster environments in which diversity| |

|is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. [Knowledge | |

|Base: Contextualism, Partnerships] | |

|7. COE Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media | |

|communication techniques to foster inquiry, collaboration, and engagement in learning environments [Knowledge Bases: | |

|Inquiry, Partnerships] | |

|CEC Language. Special educators understand the ways in which exceptional conditions can interact with an individual’s| |

|experience with and use of language. They use and are familiar with augmentative, alternative, and assistive | |

|technologies to support and enhance communication of individuals with exceptional needs. [Knowledge Base: Inquiry, | |

|Partnerships, Contextualism] | |

|8. COE Instructional Strategies. The CSU teacher education student plans and implements a variety of developmentally| |

|appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well | |

|as to foster social, emotional, creative, and physical development [Knowledge Bases: Contextualism, Inquiry] | |

|CEC Instructional Strategies. Special Educators possess a repertoire of evidence-based instructional strategies to | |

|individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, | |

|and performance skills of individuals with ELN, and increase their self-a awareness, self- management, self-control, | |

|self-reliance, and self-esteem. [Knowledge Base: Contextualism, Inquiry, Partnerships] | |

|CEC Instructional Planning. Special Educators develop long-range plans anchored in both general and special | |

|curricula. Special Educators understand the factors and implications of an individual’s exceptional condition when | |

|creating individualized instructional and transition plans. [Knowledge Base: Contextualism, Inquiry, Partnerships] | |

| | |

|9. COE Assessment. The CSU teacher education student understands, selects, and uses a range of assessment strategies| |

|to foster physical, cognitive, social, and emotional development of learners and give accounts of students' learning | |

|to the outside world [Knowledge Bases: Inquiry, Contextualism] | |

|CEC Assessment. Special Educators use the results of assessments to help identify exceptional learning needs and to | |

|develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing | |

|learning progress. [Knowledge Base: Inquiry, Contextualism, Partnerships] | |

|10. COE Technology. The CSU teacher education student understands and uses up-to-date technology to enhance the | |

|learning environment across the full range of learner needs [Knowledge Base: Contextualism] | |

|CEC Instructional Strategies. Special Educators possess a repertoire of evidence-based instructional strategies to | |

|individualize instruction for individuals with ELN. They enhance the learning of critical thinking, problem solving, | |

|and performance skills of individuals with ELN, and increase their self-a awareness, self- management, self-control, | |

|self-reliance, and self-esteem. [Knowledge Base: Contextualism, Inquiry, Partnerships] | |

|11. COE Professional Development. The CSU teacher education student is a reflective practitioner who evaluates | |

|his/her interactions with others (e.g., learners, parents/guardians, colleagues and professionals in the community) | |

|and seeks opportunities to grow professionally [Knowledge Bases: Inquiry, Professionalism, Partnerships] | |

|CEC Professional Ethical Practice. Special Educators’ practice requires ongoing attention to legal matters along with| |

|serious professional and ethical considerations. Special Educators engage in professional activities and participate | |

|in leaning communities that benefit individuals with ELN, their families, colleagues, and their own professional | |

|growth. [Knowledge Base: Inquiry, Professionalism, Contextualism, Partnerships] | |

|12. COE Collaboration and Professionalism. The CSU teacher education student fosters relationships with colleagues, | |

|parents/guardians, community agencies, and colleges/universities to support students' growth and well-being | |

|[Knowledge Bases: Professionalism, Partnerships] | |

|CEC Collaboration. Special Educators routinely and effectively collaborate with families, other educators, related | |

|service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures | |

|that the needs of individuals with ELN are addressed throughout schooling. [Knowledge Base: Professionalism, | |

|Contextualism, Partnerships] | |

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