Secondary Education 352



Counseling Psychology and Special Education 402

Winter 2009 2nd Block

Brigham Young University

Department of Counseling Psychology and Special Education

Course Title: Educating Students with Special Needs in Secondary General Education Classrooms

Instructor: Darlene Anderson, Ph.D.

237D MCKB

422-7603 (office)

801-205-1286 (cell, if necessary)

Darlene_Anderson@byu.edu

Office Hours: Tuesdays 3:00-4:00 pm

Thursdays 12:00-2:00 pm and by appointment

Course Description: This course prepares future secondary classroom teachers to understand how students with exceptionalities learn, and to use basic strategies for meeting their educational needs. Participants will identify the way individuals differ, the exceptionalities defined in the Individuals with Disabilities Education Act, strategies to instruct students with various learning needs, curricular adaptations and accommodations for students with disabilities, and ways to collaborate with parents and professionals.

Prerequisites: Admission to Secondary Education program or consent of instructor.

Concurrent Field

Experience: Work a minimum of 8 hours with a student with disabilities in a general education secondary school classroom

Work a minimum of 4 hours in a service opportunity that involves persons with disabilities.

Service opportunities can be found by contacting the Center for Service at 422-8686 or visiting them online at centerforservice.byu.edu

Additional service opportunity: Special Education Seminary – 1175 Birch Lane, Provo. Call 370-6889 for information.

Required Text: Carter, N., Prater, M.A., & Dyches, T.T. (2009). What every teacher should know about making accommodations and adaptations for students with mild to moderate disabilities. Upper Saddle River, NJ: Pearson.

Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction.

Upper Saddle River, NJ: Pearson. (Custom Textbook)

Prater, M.A. (2008). Chapter 2: Laws and reform impacting special education from: Teaching strategies for student with mild to moderate disabilities. Boston: Allyn & Bacon. (Available online)

Wood, J.W. (2009). Chapter 5 Adapting lesson plans from: Practical strategies for the inclusive classroom. Upper Saddle River, NJ: Pearson. (Available online)

Guiding

Framework: As a department, we embrace the Interstate new Teacher Assessment and Support Consortium (INTASC) Standards as our guiding framework for preparing teacher candidates.

The Interstate New Teachers Assessment and Support Consortium (INTASC)

Standards: The INTASC standards center on five major propositions: (1) Teachers

committed to students and their learning. (2) Teachers know the subjects they teach and

how to teach those subjects to diverse learners. (3) Teachers are responsible for

managing and monitoring student learning. (4) Teachers think systematically about their

practice and learn from experience. (5) Teachers are members of learning communities.

Course Objectives: This course is designed to meet the requirements needed for a state of Utah teaching license in Secondary Education and also meets the standards of the Council for Exceptional Children. INTASC standards are also met in this course as listed below.

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|Objective |INTASC Standard |Assessment |

|1. Define special education and describe the legal structure|Foundations (1) |Study Guides, Final Exam |

|of services for individuals with disabilities, including the| | |

|Individuals with Disabilities Education Act (IDEA) | | |

|2. Develop a personal philosophy of special education which |Foundations (1) |Study Guides, Final Exam |

|includes an understanding of the implications of Least | | |

|Restrictive Environment as defined in IDEA | | |

|3. Describe the characteristics and educational implications|Development and |Disabilities Chart, Co-Teaching Assignment,|

|of students with high incidence disabilities |Characteristics of | |

| |Learners (2) |Final Exam |

|4. Describe the characteristics and educational implications|Development and |Disabilities Chart, Co-Teaching Assignment,|

|of students with low incidence disabilities |Characteristics of | |

| |Learners (2) |Final Exam |

|5. Describe the effects of cultural, ethnic, and language |Individual Learning |Study Guides |

|diversity on the education of individuals with disabilities |Differences (3) | |

|6. Demonstrate ability to select, adapt, and use |Instructional Strategies |Course Planning Assignment |

|instructional strategies and materials according to |(4) | |

|characteristics of the individual with exceptional learning | | |

|needs. | | |

|7. Use research-supported methods for academic instruction |Instructional Strategies |Course Planning Assignment |

|of individuals with disabilities including explicit |(4) | |

|instruction, learning strategies, task analysis, and active | | |

|participation | | |

|8. Demonstrate knowledge of basic classroom management |Learning Environments and |Course Planning Assignment |

|theories and an understanding of teacher attitudes and |Social Interactions (5) | |

|behaviors that influence behavior of individuals with | | |

|exceptional learning needs. | | |

|9. Demonstrate ability to identify and prioritize areas of |Instructional Planning (7)|Course Planning Assignment |

|the general curriculum and provide accommodations for | | |

|individuals with exceptional learning needs | | |

|10. Describe the steps in the Individual Education Program |Instructional Planning (7)|Study Guides |

|(IEP) process, including Individualized Transition Plans for| | |

|students aged 14-22 | | |

|11. Demonstrate ability to select, adapt, and modify |Assessment (8) |Course Planning Assignment |

|assessments to accommodate the unique abilities and needs of| | |

|individuals with disabilities | | |

|12. Demonstrate sensitivity to individuals with |Professional and Ethical |Service opportunity and field experience |

|disabilities |Practice (9) | |

|13. Describe models and strategies of consultation and |Collaboration (10) |Final Exam |

|collaboration including co-planning and co-teaching. | | |

Course Content: This course is organized into two parts, each of which must be successfully completed to receive a passing grade for the course. The first part is the Field Experience. This is explained in detail in the beginning of the course. The second part includes the following three units of study.

Unit I Foundations and the Law includes an explanation of special education, instruction on collaboration, and a description of the IEP process.

Unit II Exceptionalities consists of instruction in the characteristics and educational implications of high incidence exceptionalities, low incidence exceptionalities, multicultural issues, and gifted and talented students.

Unit III Instructional Planning and Accommodations includes effective instruction for all students, course planning, classroom behavior and social skills, accommodations and modifications for students with disabilities, promoting inclusion with classroom peers, and assessment.

Grades are computed by the evaluation of the following areas and assignments:

Class attendance and participation. The class sessions are designed with you in mind. Please plan to attend each of them and to participate actively in the problem solving activities. You will complete several in-class assignments that will count toward your grade. You will work in cooperative teams throughout the semester. Your participation in these teams will be valued. It is important to share your experiences and insights.

Field Experience Requirement. Each student is required to complete 12 service hours. All 12 hours can be completed in a secondary general education classroom that includes at least one student who requires accommodations. There is an option to complete 8 service hours in a general education classroom and the remaining 4 service hours working with an individual with a disability. Two points will be deducted off a student’s final grade for each service hour not completed. Each student must complete at least 9 service hours to pass the course.

Course Assignments:

Reading Quizzes. There will be 8 reading quizzes over the course of the term. They will be completed at the beginning of the class period and will based on information found in the reading assignments. Because the quizzes will be completed in class, they cannot be taken early or made up. They are worth 5 points each for a total of 40 points toward your final grade.

Disability Experiences. You will be given the option to choose 3 experiences to complete that involve working with students with disabilities. You will select your experiences from a list of choices. Your completed experiences can be turned in at anytime up to the last day of class. Each experience is worth 10 points for a total of 30 points toward your final grade.

Disabilities Chart. You will complete a disabilities chart outlining the characteristics of high and low incidence disabilities discussed in class. The chart is 10 points toward your final grade.

Co-Teaching Assignment. You will work with another student in the class to

prepare and present a lesson on one of the following high incidence disabilities:

communication disorders, intellectual disabilities, or emotional disturbances. You

will submit a lesson plan, a reference page, and a self-evaluation. This

assignment is worth 20 points toward your final grade.

Course Planning Assignment. The course planning assignment will provide opportunities to apply the information learned in the course. Most of the assignments will be worked on in class. It will consist of seven components for a total of 125 points toward your final grade.

Participation Activities. Randomly selected group or individual activities completed in class to recognize attendance and participation.

Professionalism. Professional standard of behavior and coursework are expected. Promptness, responsibility, completion of all assignments, problem-solving skills, and appropriate relations with teachers, peers, and students in the schools are qualities of exemplary educators. If there is professionalism concern during the semester the instructor will complete a PIBS evaluation and conference with the student individually.

Exams. There will be a comprehensive final. It will consist of short answer and essay questions. It will be worth 100 points toward your final grade.

|Reading Quizzes |8 @ 5 points |40 points |

|Disability Experiences |3 @ 15 points |45 points |

|Disabilities Chart |1 @ 10 points |10 points |

|Co-Teaching Assignment |1 @ 20 points |20 points |

|Participation Activities |1-5 @ 5 points | 5 points |

|Course Planning Assignment |7 components |125 points |

|Final Exam |100 points |100 points |

|TOTAL POINTS | |345 POINTS |

Grading Criteria:

95 - 100% A 83 - 85% B 74 - 76% C 63-65% D

91 - 94% A- 80 - 82% B- 70 - 73% C- 60-62% D-

86 - 90% B+ 77 - 79% C+ 69 - 66% D+ ................
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