St. Petersburg College



ST. PETERSBURG COLLEGECOLLEGE OF EDUCATIONThe mission of the Education Community is to prepare future educators who will promote lifelong learning and empower diverse communities.COURSE SYLLABUSNature and Needs of Exceptional Students K-12The syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.Course Prefix:EEX 3012Section #:3218Credit Hours:3Co-requisites:None Pre-requisites:Admission to: ELEDR-BS or Admission to: ESEDR-BS or Admission to: MGSED-BS or Admission to: Science Teacher Education Biology Teacher Education (6-12) BS or Admission to: MGMED-BS or Admission to: MTSED-BS or Admission to: EDST-BSDay, Time and Campus:OnlineOnlineModality:Face to FaceProfessor:Emily Hoeh, PhDOffice Hours:M-9:30-2:30T 7:00-1:30 W 2:30-6:00 Th 9:30-4:30Click here to enter text.Office Location:Tarpon SpringsBB 114Office Phone:727-712-5204Email Address:MyCourses preferred ACADEMIC DEPARTMENT: College of EducationDean:Kimberly Hartman, Ph.D.Office Location & Number:Tarpon SpringsBB 101Welcome to EEX 3012 Nature and Needs. Feel free to ask questions via email, phone or face to face conferences! Hope you enjoy and learn all that you can about students with exceptional needs for your future work in education or as a community leader working with youth. COURSE DESCRIPTIONThis survey course uses common characteristics of students with exceptionalities to assist the teacher candidate with the implementation of teaching strategies within the framework of Universal Design for Learning, accommodations and/or modifications in the classroom. Course topics are placed in the historic and legal contexts of disability advocacy, including Multi-tiered Systems of Support initiatives. (Note: This course includes a minimum of 10 school-based hours of experience with students with exceptionalities.)MAJOR LEARNING OUTCOMES AND COURSE OBJECTIVES1. The student will analyze the effects of state and federal legislation on current instructional practice by:a. Identifying state and federal legislation.b. Comparing and contrasting major federal and state education law.c. Applying standards set forth by state and federal guidelines as to the process and procedures for educatingstudents with exceptionalities.d. Reflecting in writing upon an authentic life experience with an individual with exceptionalities and the impact ofstate and federal legislation.2. The student will analyze student records and complete observational data collection of the type used in amulti-tiered system of support by:a. Reflecting on system wide levels of support with tiered interventions based on learning outcomes and/orperformance data.b. Describing system wide models of support for all students including those with exceptionalities given access to thegeneral education curriculum and high academic and behavioral standards.c. Participating in a school-based experiences to observe teaching practices and content from campus basedlearning.3. The student will examine state and federal standards for identifying or disproportioned referrals forstudents with exceptionalities with an emphasis on the impact of teaching and learning, selection of evidencebased instructional strategies, fostering inclusive practices through the use of universal teaching andassessment practices by:a. Selecting and describing appropriate assistive or communication based technologies to support students withexceptionalities.b. Identifying evidence based academic and behavioral characteristics for various exceptionalities under state andfederal guidelines.c. Analyzing public data on topics such as educational placement, discipline or referrals to exceptional studenteducation for individuals from various backgrounds.REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALSRequired Textbooks Textbook(s)Required: Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2016). Exceptional Lives: Special Education in Today’s Schools (8th ed.). New Jersey: Merrill Prentice Hall PearsonRecommended: NoneChalk & WireChalk & Wire is a requirement for all COE students enrolled in a bachelor’s degree program and for all EPI students.Students using eBooks must have access to the eBooks during class sessions.Supplemental MaterialResources:Materials:Library: Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)Supplies COURSE REQUIREMENTS & EXPECTATIONSSchool Based Hours (SBH) or Field Experience Hours (FEH) Course RequirementsThis course requires 10 hours of observation/participation in an appropriate setting as approved by the Office of School Partnerships. Any student who is registered for a course with SBH / FEH is required to complete the Survey Level Field Experience Placement Application via the survey link: ALL Course AssignmentsPointsTitleAssignmentsSubmission 15 pointsAssigned Reading SummaryReadings: Student will complete reading summary on the text readings/assigned reading prior to attending or completing the online class activities i.e. SQ3R questions, Disability Summary From and/or Assistive Technology Table (see Summary template) as evidenced by participation in online discussion board/in class discussion groups. Due: WeeklySQ3R notes: DropboxTopical Discussion 5 pointsExam 1Exam:Chapter 1: IDEA, nondiscriminatory evaluation; LRE ADA, NCLB, public perception, minority representation, Individualized Education Plans (IEPs) Chapter 2: Adaptation to general education curriculum, continuum of services, inclusion’s four key principles, LRE, RTI and course content) Due date: Week 310 pointsStrategy Based Instruction: MTSS Strategy Based Instruction: Complete IRIS module on strategy based instruction/MTSS include an reference linkCreate/lead a 1 minute video role play experience demonstrating the instructional strategy ()Dropbox Due date: Week 4 25 pointsSee assignment folder MyCoursesChalk and Wire Submission Due: Presentation Disability Summary Sheet and Miller’s 9 table *Oral Presentation: Assigned DisabilityFSAC: 1.1, 1.10, 1.2, 1.3, 1.4, 1.5, 1.6, 3.4, 5.3 FEAP 2Oral Presentation: Assigned DisabilityIn groups, students will plan, create and present an interactive oral presentation (rubric specifications) must include: High quality resources Classroom adaptations summary* - Miller’s Nine Types of Modifications Assistive Technology appropriate to each disability/need ESOL/ESE Comparison Chart * – For all of the disabilities, compare and contrast this disability to characteristics of ELL students. (Reference IDEA & Florida Consent Decree). Facilitate online/in class discussion for assigned disability (provide feedback to questions and comments, all presenters are expected to participate)*** Must score above a 75% on this assignment to pass the class. Due date: see schedulePost Materials Sunday by noon in advance of assigned presentation date – topical discussion board Oral Presentation: Video or voice thread technology (i.e. PowerPoint with voice) Handouts: Disability Summary Sheet (DSS)Presentation Facilitation: Discussion Presentation materials - Submit to discussion board Sunday by noon before scheduled presentation: Disability Summary Sheet, Accommodations table, and oral Presentation materials5 pointsCoteachingModule Coteaching Review the PowerPoint, associated readings and activity pages. Complete a table that summarizes the strengthens, concerns and general observations for each of the 5 co-teaching strategies. Drop boxDue date: Week 1115 pointsLife EncounterLife Encounter paperReflect on your experience with a person with a disability outside of a school setting, thoughtfully replying to five guide questions listed on the assignment template (previewed week 1), follow COE writing guidelines. Include a verification signatureDropbox Due date: Week 125 pointsPART A: Field Based Notebook Field Based Experience NotebookInclude signed school based hours (COE template) sheet SHOWING ALL CLASSES SCHOOL BASED HOURS FOR THE SEMESTER. A table recording tutoring sessions, observed instructional strategies checklist and other documentation. DropboxDue date: Week 145 points Part B: Anecdotal Records Anecdotal RecordsObserve a student with a disability over three 15-20 minute sessions with varying instructors/settings/content delivery. Complete an anecdotal record to include: student behaviors, verbal exchanges with peers/adults and nonverbal body language to reflect the student’s disposition across a variety of experiences (2 pages) DropboxDue date: Week 140 points Record of Hours Record of HoursPost your record of hours using the integrated chalk and wire link in the school based experience assignment folder Chalk and Wire Due date: Week 145 pointsAssistiveTechnologyModule Assistive Technology:Complete IRIS module assessment questions 1-4 and a one page summary of an AT device Drop box Due date: Week 1510 pointsOver and Under-represented Populations in SPED: Data Reflection Data Analysis Reflection: Complete a data analysis of federal and state reporting and respond to questions. Due date: Week 16 15 points Active Attendance ParticipationComplete interactive activities throughout the sessions to demonstrate your knowledge of key concepts covered during the course. Participation is the key to success! Stay engaged with your instructor and peers! 115 TOTAL POINTSUCC Assignments: Teacher candidates must demonstrate Uniform Core Curriculum (UCC) competencies and earn a 2 or higher for each indicator on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), Other Elements and Florida State Standards (FSS)] in order to successfully pass the course.??If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C.? In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.Students in a degree program must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table at the end of the syllabus.For courses with lesson planning:Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.”? It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment.? Anything adapted or used verbatim must be cited with credit given to the author(s).? This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work.? This applies to all COE lesson plans unless the instructor directly specifies otherwise.SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABICOE SYLLABUS STATEMENTS Syllabus Statements student must read all topics within this syllabus and the content of the links.? If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.CALENDAR AND TOPICAL OUTLINESessionTo Do PRIOR to Session Topical Session Agenda (Activities) MLOGetting Started1/11-1/16Review SyllabusExplore MyCourses content Complete Read Me First module (Complete 2 Discussions) Review ESE Terminology Course Introduction: MyCoursesComplete: Start Here: Course Overview Discussion Board Complete: Start Here: Initial Course Introductions Discussion Board1/18/2019 Last day to drop, receive or change classes, see SPC academic calendarWeek 11/15-1/20ESE TerminologyReview oral presentation assignment Review: Resource Binder (Getting Started)Review Weekly Chapter Summary- SQ3R (Getting Started)Review: Life Encounter PaperSign up: Oral Presentation Topic Review: Class 1 Introduction PowerPoint Review: Bloom’s Taxonomy PowerPoint Complete: Around the world discussion using the ESE terminology handout (Getting Started) #1 A#1 B#1 C#1 DLegislationReview: Legislation handouts Complete: Legislative compare and contrast activityHand written, typed, color coding or changes in format are acceptable #1 A#1 B#1 C#1 DWeek 21/21-1/27Taxonomy of LearningRead Chapter 1 & SQ3RReview: Chapter 2 PowerPoint Review: Model of Learning ObjectivesComplete: Bloom’s Revised Taxonomy Planning Guide – pick of content topic of interest to you #1 A#1 B#1 C#1 DIEP ReviewReview: IEP templates in Florida Complete: IEP Discovery Activity- one page summary table (i.e. strengthens, limitations, general information) #1 A#1 B#1 C#1 DMartin Luther King, Jr’s day SPC closedWeek 31/28-2/3Culture & ESERead Chapter 2 and Submit SQ3R notes Complete: Accommodations and Modifications sorting activity – post score page as evidence of completion Complete: People First Language IRIS Discussion#1 A#1 B#1 C#1 DCurriculumComplete: Exam 1 (Chapters 1 & 2 and course content) #1 A#1 B#1 C#1 DWeek 42/4-2/10MTSSRead Chapter 3 & SQ3RReview: Chapter 3 PowerPoint Review: MTSS materials Complete: MTSS Overview Florida UDL 1.1, 1.2, 1.3, 1.4#1 CRTI & PBSComplete: Strategy Based Instruction AssignmentSign up: MTSS Strategy Instruction Complete: MTSS Strategy Instruction DemoReview: Universal Design for Learning 2.0 framework, intro video and CAST website and discussion vs MTSS UDL 1.1, 1.2, 1.3, 1.4#1 CWeek 52/11-2/17Specific Learning DisabilitiesDownload SLD Presentation materials off discussion board Complete Chapter 5 Reading and SQ3R notes SLD Presenters: Post Materials by 2/10Review: RTI viewpoints reading Review: SLD Presentation #2 A#2 B#3 A#3 B#3 CSpecific Learning DisabilitiesWatch: FAT CITY video & discussComplete: clozed notes (a scanned copy of hand written or typed notes excepted) #2 A#2 B#3 A#3 B#3 CWeek 62/18-2/24ADHDDownload ADHD Presentation materials off discussion board Complete ADHD Reading and SQ3R notes ADHD & SMD Presenters: Post Materials by 2/17Review: ADHD presentationWatch: ADHD simulation & discussHow many questions were you able to complete correctly??What was a barrier to your ability to comprehend the story??What type of accommodation (see Miller's nine table) would have benefited you as a learner??Video:? A#2 B#3 A#3 B#3 CSMDDownload SMD Presentation materials off discussion board Complete SMD Reading and SQ3R notes ADHD & SMD Presenters: Post Materials by 2/17Review: SMD presentation Watch: 50yr anniversary video Special Olympics & discussReview one tab on webpage: Sports & Games, Inclusive Health, Unified Schools, Unified Leadership, Revolution is Inclusion- include information that you learned about the Special Olympics What type of accommodation (see Miller's nine table) would have benefited the athlete??Video:? A#2 B#3 A#3 B#3 CWeek 72/25-3/3CDDownload CD Presentation materials off discussion board Complete CD Reading and SQ3R notes CD & EBD Presenters: Post Materials by 2/24Review: CD presentationWhat is the FAAST center??How can teachers/parents and?community leaders use the resources at the FASST center??How can a communication disorder impact behavior??What are the impacts of Assistive Technology for those with communication disorders??Video:? A#2 B#3 A#3 B#3 CEBDDownload EBD Presentation materials off discussion board Complete EBD Reading and SQ3R notes CD & EBD Presenters: Post Materials by 2/24Review: EBD presentationWhat are some other factors that impact Courtney's behaviors (i.e. family, social, cultural, etc)??How can teachers/community leaders help create a positive learning experience for Courtney??Video:? A#2 B#3 A#3 B#3 CSchool Based Placements: Please let me know if you haven’t received a placement with a ESE certified teacher in your content area (ESE majors- Middle school placement) with an exceptional education student OTHER THAN speech and language or giftedWeek 83/4-3/10IDDownload ID Presentation materials off discussion board Complete ID Reading and SQ3R notes ID & PD/OHI Presenters: Post Materials by 3/3Review: ID presentation What are the positive and negative impacts of inclusion for Samuel??How can educators/community leaders support the inclusion of students with exceptional needs in the general education classroom/social settings??What are the impacts of having an individual with exceptional needs on the family, classroom and community??Video:? A#2 B#3 A#3 B#3 CPD/OHIID & PD/OHI Presenters: Post Materials by 3/3Download PD/OHI Presentation materials off discussion board Complete PD/OHI Reading and SQ3R notes Review: PD/OHI presentation How has Veronica's physical disabilities impacted her career as an Occupational Therapist??If Veronica received a modified education, would she be able to be an Occupational Therapist??What supports provided Veronica with the ability to become a therapist??Video:? A#2 B#3 A#3 B#3 C3/10-3/17 Spring BreakWeek 93/18-3/24ASDDownload ASD Presentation materials off discussion board Complete ASD Reading and SQ3R notes ASD & TBI Presenters: Post Materials by 3/17Review: ASD presentation What are the impacts of ASD on Carly, her family and service providers??What are way to reduce the environmental triggers for students with ASD??What are the impacts of Assistive Technology for students with ASD??Video:?? A#2 B#3 A#3 B#3 CTBIASD & TBI Presenters: Post Materials by 3/17Download TBI Presentation materials off discussion board Complete TBI Reading and SQ3R notesReview: TBI presentation What is declative learning??What is procedural learning??How would declarative vs procedural learning impact a student with TBI??What are ways to support individuals with TBI using error-less learning??Video:? A#2 B#3 A#3 B#3 CLife Encounter: Plan your experience (if you haven’t done so already)3/27 Last Day with Withdraw with a grade of WWeek 103/25-3/31HI/DeafnessDownload HI Presentation materials off discussion board Complete HI Reading and SQ3R notes HI & VI Presenters: Post Materials by 3/24Review: HI presentation What are the barriers facing Haben in her pursuit of career, personal interests and recreational goals??How has the Teacher of the Visually Impaired (TVI) provided support for Haben??How can teachers/community leaders support individuals with HI??Video:? A#2 B#3 A#3 B#3 CVI/BlindHI & VI Presenters: Post Materials by 3/24Download VI Presentation materials off discussion board Complete VI Reading and SQ3R notes Review: VI presentationWhat is the purpose of the American Printing House for the Blind??What is a low incidence disability??How can educators/community leaders support individuals with VI??Video:? A#2 B#3 A#3 B#3 CWeek 114/1-4/7GiftedDownload GT Presentation materials off discussion board Complete GT Reading and SQ3R notes Presenters: Post Materials by 3/31Review: Bright vs GiftedReview: GT presentation Watch the Ted Talk from Temple Grandin. This is a speaker that is twice exceptional with Gifted and ASD labels.?Why wouldn't teachers/community leaders limit Temple's academic strengths with a modified curriculum??How can teachers/community leaders support a twice exceptional or Gifted learner??What is something that was new for you in the video OR something you found interesting?Video:? #2 A#2 B#3 A#3 B#3 CCo-teachingReview: Co-teaching PowerPoint(videos embedded) Complete: Co-teaching Summary Table (1-2 pages, bulleted) Post Presentations to Chalk and Wire (if you haven’t done so already) this is required to pass this class#2 A#2 B#3 A#3 B#3 CWeek 124/8-4/14Life EncounterReview: Continuum of Services Complete: Life Encounter Assignment (use the template provided, 5 well developed paragraphs) and discussion #1 D4/19-4/21 Spring Holiday Week 134/15-4/21Willow brookWatch: Willow brook video Complete: Willow brook Discussion #2 A#2 BTask AnalysisReview: Task Analysis Materials Complete: Task analysis template (use a typical transition in the classroom or in a community setting, i.e. lining up) #2 A#2 BFinish up observation hours: 10 hoursWeek 144/22-4/28MTSS Case StudyReview: RTI referral materialsSelect and Read: One Case Study (Nick, Ellie or Megan) Complete: FL CEC TED Data Based Decision Making Form (to the best of your ability)#2 A#2 B#2 CUDL, MTSS & IEPsReview: UDL/DI, MTSS and IEPs- lecture Submit: Field Based Notebook and Record of Hours (Chalk and Wire) AssignmentsROH is required to pass this class#2 A#2 B#2 CWeek 154/29-5/5AT vs ITReview AT materials Complete IRIS module assessment questions and one page overview of an AT device Week 165/7Data AnalysisFinals Week Complete: Understanding and Interpretation of Data Over and Underrepresented Populations in Special Education Data Analysis All coursework must be submitted by Tuesday May7th 11:30PM to be considered for this course!Course Hours3 hours of classroom seat time3-6 hours outside of class: reading, projects, study and assignmentsSCHEDULE your time!START early!ASK questions!Uniform Core Curriculum / Program Learning Objectives AssignmentsThis course offers opportunities for students to engage with the following Universal Design for Learning (UDL) principles and guidelines: 1.1, 1.2, 1.3, 1.4.Assignment TitleCWFEAPFSACESOLOEAccommodation Modules2Assistive Technology Report2Legislation Compare and Contrast3.1Oral presentation on an assigneddisability5.1Topical PresentationY1.11.101.21.31.41.51.61.93.45.32.i2.e ................
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