Mission of Brigham Young University Special Education



CPSE 425 Counseling Psychology and Special EducationBrigham Young University Winter 2011Course title:Language Arts Instruction for Students with DisabilitiesCourse credit:3Room and time:168 MCKB Th 10:00-12:50Instructor:Gordon S. Gibb, PhD 340-G MCKB422-4915gordon_gibb@byu.eduOffice hours:Th 1:00-3:00, open door policyCourse Description:This course provides participants a comprehensive overview of oral language development, language disorders, language and learning, language and thought, language and culture, listening comprehension, and the foundation skills for reading and writing. Students prepare for later studies in specific teaching methods for language arts.Prerequisite:NoneRequired texts Open source materials and websites as listed in course calendar.Conceptual framework for this courseMoral endeavor at Brigham Young University is established upon principles of eternal and unchanging truth contained in the restored gospel of Jesus Christ. Prophets of God proclaim that “all human beings—male and female—are created in the image of God. Each is a beloved spirit son or daughter of heavenly parents, and, as such, each has a divine nature and destiny.”1 Teaching is a moral endeavor that recognizes and responds to the divine destiny of each student. Moral teachers ensure that students master the knowledge, skills, and dispositions necessary to realize their divine potential for growth and achievement. Therefore, teachers:Recognize and cultivate the individual worth of each studentEmbrace and apply proven instructional practiceEstablish and maintain positive, supportive learning environmentsValue and enact respectful interpersonal behavior and responsible citizenshipFour assumptions guide our work:All children can learn.Schools exist to advance student learning.Teachers are accountable for student achievement.Accountability is monitored by data.1. The Family: A Proclamation to the World. The Church of Jesus Christ of Latter-day Saints, Intellectual Reserve, 1997.Course outcomes and standardsCourse Learning OutcomesAssessmentCouncil for Exceptional ChildrenINTASC Evaluation StandardsMSE Conceptual Framework AimsCEC knowledge and skill base for all entry-level special education teachers of students with exceptionalities in individualized general curriculumsS1: Subject matterS2: Student learningS3 Diverse learnersS4: Instructional strategiesS5: Learning environmentsS6: CommunicationS7: Planning instructionS8: AssessmentS9: Reflection and professional developmentS10: Collaboration, ethics, and relationshipsCF1: Embrace and apply the moral dimensions of teachingPractice nurturing pedagogyProvide access to knowledgeEnculturate for democracyEnsure responsible stewardship of schoolsCF2: Demonstrate academic excellence.CF3: Model collaborationCF4: Act with social competenceDescribe the components of oral language.In-class oralGC6K3S1, S6CF2Describe the process of oral language development.In-class oralGC6K3S2, S6CF2Describe common communication disorders in children.Written summaryGC6K3S2, S3, S6CF1 CF2Explain the interplay between culture and language.In-class oralCC6K1S3, S6CF1 CF2Explain the interplay between language and learning.In-class oralCC6K1 GC6K1S2, S6CF1 CF2Describe listening comprehension and its effect on learning.Written summaryGC6K1S5, S6CF1 CF2Describe the demands of learning English as a second language.Written summaryCC6K1 GC6K2S3CF1 CF2Explain the cognitive processes for changing from spoken to written language. Written summaryGC6K3S1, S2, S6CF1 CF2Explain the 5 component skills for reading. Written summaryCC1K1 CC2K2 CC3K2 GC7K4 CC9K4S1, S7CF1 CF2Administer DIBELS? Benchmark assessments for K-pleted benchmark scoring bookletsCC7S4 CC8K1 CC8K4 GC8K1 GC8K4 CC8S2 CC8S5 S1, S8CF1 CF2Point deductions: Late assignments10% each class day Unexcused absence2 pointsGrading:A95-100 %B84-87C74-77D 64-67A- 91-94B-81-83C- 71-73D- 61-63B+ 88-90C+78-80D+68-70E < 61Outcome AssessmentsPtsMy score1Communication disorders72New technologies and listening153From spoken to written104Fluency exercise55Reading Reference Sheet186DIBELS? scoring booklets197Midterm exam238Final exam35Total132Methodologies: Multimedia presentations, interactive demonstrations, small group collaborative activities, mastery presentations.Course expectationsAdhere to the Honor Code and dress and grooming standardsAttend all class sessions Actively participate in course activitiesComplete and submit assignments when scheduledUse effective problem solving strategiesMission of Brigham Young University Special EducationWe maximize the potential of learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.Prepare master special educators who provide leadership in problem solving and collaborative relationships with professionals and families.Add to the knowledge base of special education and related disciplines through research.Serve and advocate for learners with individualized educational needs and others who support them.DiversityThe McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds.Preventing Sexual HarassmentTitle IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. The BYU policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.Students with DisabilitiesBrigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the University Accessibility Center (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.Bibliography Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children To Read. Washington, D. C.: National Institute for Literacy. Retrieved from . (2009). Cultures hiding in languages. Retrieved from , A. (2001). Children with communication disorders. Arlington VA: ERIC Clearinghouse on Disabilities and Gifted Education. ERIC Document Reproduction Service No. ED459549 Retrieved from , Alessandro. (1997). Language is culture and culture is language. Linguistic Anthropology. New York: Cambridge University Press. Retrieved from , C. (1998). Young children’s oral language development. Reading Rockets. Retrieved from , N. B. & Tone, B. (1988). Listening: Are We Teaching It, and If So, How? ERIC Document Reproduction Service No. ED295132 Retrieved from , R. H. & Shultz, E. A. (2007). Components of language (Ch. 10) in Anthropology. What Does It Mean to be Human? New York: Oxford University Press. Retrieved from , B. Language Acquisition - The Basic Components of Human Language, Methods for Studying Language Acquisition, Phases in Language Development. Retrieved from 'Neil, D. (2006). Language and thought processes. San Marcos, CA: Palomar College, Behavioral Sciences Department. Retrieved from for the Blind and Deaf. (2010). How new technologies are changing the relationship between literacy and listening. Retrieved from , R. (2009). A multidimensional approach to vocabulary instruction: Supporting English language learners in inclusive classrooms. Reading Rockets. Retrieved from of Oregon. (2006). Dynamic Indicators of Basic Early Literacy Skills (DIBELS?). Eugene, OR: University of Oregon, Center on Teaching and Learning. Retrieved from ................
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