NORTHERN ILLINOIS UNIVERSITY



NORTHERN ILLINOIS UNIVERSITY

Department of Teaching and Learning

Summer, 2004

Tuesdays and Thursdays 9:00 am- 1:00pm

Location: RH Room 201

TLSE 457 Systems for Integrating Exceptional Students in the Regular Classroom

Instructor: Greg Conderman, Ed. D Office: Gabel 162D

Email: GConderman@niu.edu Office hours: See below

Phone: (815) 753-8436

Home Phone: (815) 758-5942 Web site:

Office Hours: Before and after class. Many other hours are available by appointment, so please call or e-mail to set up an appointment.

Required Text: Friend, M. & Bursuck, W.D. (2002). Including students with special

needs: A practical guide for classroom teachers. Boston: Allyn & Bacon.

Course Description:

Designed to provide preservice and inservice elementary, secondary, and vocational educators information and skills necessary to accommodate exceptional students placed in regular school settings. Establishment and implementation of Individuals with Disabilities Education Act of 1990 (Public Law 101-476) and the Regulations of Section 504 of the Rehabilitation Act of 1973. Does not count toward a degree program in special education. PRQ: Junior standing and TLEE 282.

Course Objectives:

Students who successfully complete the course will be able to:

1. Identify the major rights secured by students with disabilities and their families through P.L. 94-142, Section 504 of the Rehabilitation Act of 1973 and related legislation and litigation including the 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) and Corey H. vs. the Chicago Public Schools and the Illinois State Board of Education.

2. Identify the types of professionals, and their responsibilities, who specialize in working with students with disabilities.

3. Describe the range of services for which students with exceptional needs may qualify.

4. State the functions of multidisciplinary teams and discuss the role that general education teachers play on such teams.

5. Identify the principles of collaboration and school situations in which professionals are most likely to collaborate to meet the needs of students with disabilities.

6. Describe the characteristics and needs of students with high-incidence disabilities: students with learning disabilities, speech or language disabilities, serious emotional/behavioral disorders, and mild cognitive disabilities.

7. Describe the characteristics and educational needs of students with low-incidence disabilities, that is, moderate, severe, or multiple disabilities, sensory impairments, physical or health impairments, traumatic brain injury, and autism.

8. Describe the characteristics and needs of students who may not be eligible for special education, but would benefit from strategies used to assist students with disabilities; students who are protected by Section 504, including those with attention deficit/hyperactivity disorder, gifted and talented, those whose native language is not English and whose cultures are significantly different from their peers, and students who are at-risk due to special situations including poverty, child abuse, and/or substance abuse.

9. Identify informal and formal assessments designed for diagnosing disabilities and guiding instructional planning.

10. Identify strategies for adapting curriculum materials, teacher instruction, and student practice activities for both basic-skills and content-area instruction, particularly strategies that are beneficial to all students, not just those with special learning needs.

11. Identify components of effective group and individual behavior management.

12. Identify strategies for encouraging and teaching students to develop independent learning skills (self-awareness, self-advocacy, etc.)

13. Identify approaches for building positive relations among students with or without disabilities.

STUDENT RESPONSIBILITIES

Academic integrity is expected as defined by the Undergraduate Catalog:

“Good academic work must be based on honesty. The attempt of any student to present as his or her own that which he or she has not produced is regarded by the faculty and administration as a serious offense. Students are considered to have cheated if they copy the work of another during an examination or turn in a paper or assignment written, in whole or in part, by someone else. Students are guilty of plagiarism, intentional or not, if they copy material from books, magazines, or other sources without identifying and acknowledging them. Students guilty of, or assisting others in, either cheating or plagiarism on an assignment, quiz, or examination may receive a grade of F for the course involved and may be suspended or dismissed from the university. (Undergraduate Catalog, 2003-2004, p. 48).

1. All assignments may be completed using class notes, texts, tape recordings of lectures, and consultation with the professor, but not with each other, unless specified by the professor.

2. All assignments will be due during the class period on the assigned date. If you anticipate that an assignment will be late, please contact the professor. Twenty percent will be taken off the assignment grade for each day the assignment is late.

3. All assignments must be produced on a computer. Assignments of more than

one page in length must be stapled in the upper left-hand corner and must have

the student’s name in the upper right-hand corner of each page.

4. All reading assignments should be completed prior to class.

5. Professional behavior is expected at all times. It is assumed that all students will attend all classes, will have all assignments completed as assigned, and will be on time and prepared for class. It is also expected that all students will respect the rights of every member of the class by exhibiting behavior that is conducive to a positive learning environment. (Please see “Classroom Disruption,” Undergraduate Catalog, 2003-2004, p. 48).

6. In the event of an emergency which necessitates absence, it is expected that the professor will be notified by phone or by email, before the class whenever possible.

7. Make-up tests will be completed as soon as possible after the test date, in consultation with the professor.

Accommodations: If you have a disability or any other special circumstance that may have some impact on your work in this class, and for which you may require accommodations, please contact me as soon as possible so that appropriate accommodations can be made in a timely manner. Please feel free to contact me by phone or e-mail to schedule an appointment.

Course Requirements: Point Value

Small Group Activities Varies (1-3 pts. each)

Quizzes 20-30 pts. each

Personal Project 30 points

Unit Adaptation 50 points

Disability Presentation 40 points

Description of Course Requirements

In-Class Activities: Worth various points.

Each day various activities will be completed in class to apply skills presented by the instructor. No make up of in-class activities due to an absence is allowed.

Quizzes: Worth 20-30 points.

Six in-class quizzes will cover material from the text, class lectures, and power point presentations. Some questions will be randomly chosen from the study guide. This study guide is available via my web site.

Personal Project: Worth 30 points.

Interview a person who has experience with someone with disabilities OR spend time with (at least 3 hours) a person who has a disability OR interview a person with disabilities OR interview a family member of an individual with a disability. DO NOT consider a family member for this assignment. Specific details and guidelines will be provided for this assignment which includes a reflective written report.

Unit Adaptations: Worth 50 points.

By yourself or in a small group, create various accommodations for students with special needs. Specific criteria will be provided. Students working in groups will be expected to complete a self and a group evaluation form. Some of the adaptations are listed in this syllabus. Some class time will be reserved for some of these activities.

Disability Presentation: Worth 40 points.

By yourself or in a small group, complete a short power point presentation about an assigned disability or related topic and present it in class. Specific requirements are noted elsewhere in this syllabus.

Attendance and Participation:

Your attendance and participation are considered essential and valuable in this course. Due to the scheduling of this summer course, attending each class is essential toward meeting course objectives.

Grading System:

A = 93%-100%

B = 85%-92%

C = 78%-84%

D = 70%-77%

F = 0%- 69%

TENTATIVE COURSE SCHEDULE

|DATE |TOPICS |READINGS / ASSIGNMENTS |

|5/11/04 |Introductions; Course Overview, Course Rationale, Terms, Brief History, Legal |Participate |

| |Issues, Inclusion |Sign up for Power point topic |

| | |Develop accommodation groups |

|5/13/04 |Ch. 1 & 2, Legal Issues and Foundations |Quiz 1 (Ch. 1 & 2) |

|5/18/04 |Ch. 8 & 11, Assessment and Evaluation | |

| | |In-class activities |

|5/20/04 |Ch. 6 & 7, High Incidence Disabilities |Quiz 2 (Ch. 8 & 11) |

| |Suggested Power Point Presentations: | |

| |Communication Disorders | |

| |Learning Disabilities | |

| |Emotional/Behavior Disabilities | |

|5/25/04 |Ch. 4, Planning Instruction |In class activities |

| |Suggested Power Point Presentations: | |

| |Other health impairments, AD/HD, Gifted and Talented | |

|5/27/04 |Ch. 9, Instructional Adaptations |Quiz 3 (Ch. 6,7, & 4) |

| | |Interview Paper Due |

|6/1/04 |Ch. 10, Independent Learning |Quiz 4 (Ch. 9&10) |

| |Suggested Power Point Presentations: | |

| |Mental retardation, Technology in Special Education, | |

| |Fetal Alcohol Syndrome | |

|6/3/04 |Ch. 5, Low Incidence Disabilities |Quiz 5 (Ch.5) |

| |Autism, TBI, visual impairments, hearing impairments |Unit Adaptations Project Due |

|6/8/04 |Ch. 12 &13, Student Behavior and Social Relationships | |

| |Suggested Power Point Presentations: | |

| |Tourettes Syndrome | |

|6/10/04 |Ch. 3, Professional Partnerships |Quiz 6 (Ch. 12, 13, & 3) |

NOTE: Additional topics for power point presentations will be considered.

Description of Course Assignments

1. Personal Project (Individual Assignment)

• Write a 2-3 page reflection paper on what you learned from this experience.

• Make connections to course content

• Follow best practice guidelines in your writing

2. Adaptations Project (Partner or Small Group Project)

• Begin with a content area and grade level(s)

• Choose associated Illinois Learning Standards

• Find a textbook or source for the unit of study

• Develop a short pre/post test

• Textbook Orientation Activity

• Mnemonic Strategy

• Graphic Organizer or Visual

• Study Guide

• Vocabulary Instruction

• List of at least 8 adaptations for high incidence disabilities

• List of at least 5 adaptations for low incidence disabilities

• Other items as noted in class

• At least 5 resources for teachers associated with the unit

3. Disability Presentation (Individual or Partner or Small Group)

• Definition(s) of the disability

• Causes or presumed causes

• Prevalence or incidence rates

• Assessment procedures / approaches used to diagnose the disability

• Characteristics associated with the disability

• Instructional implications or ideas, including technology used with this population

• Other information regarding the disability that you find interesting or informative

• You must use at least 3 resources for your power point. One source may be our textbook

• Include at least 5 additional resources for teachers such as web sites, books, journals, organizations, etc. A maximum of 3 of these must be web sites

• Remember to incorporate “best practice” in your presentation such as: avoid “reading” your slides, incorporate variety in your slides, avoid long narrative texts and bullets on slides, use visuals in your slides, etc.

• Sign up for the date of your presentation

Writing Reminders

Consider these writing reminders when writing your article reflections as well as when completing other writing assignments for this class.

• Use IDEA people-first language

Incorrect: I teach LD children.

Correct: I teach children with learning disabilities.

• Use correct APA style

See the examples on your handout. See me if you have questions.

Include a page number if you use a direct quote from the article, but your use of direct quotes should be minimal.

• Refer to the author only by his or her last name

Incorrect: Greg Conderman wrote…

Correct: Conderman wrote…

• Avoid using “you”

Incorrect: You need to accommodate for students with disabilities.

Better: Teachers need to accommodate for students with disabilities OR

I need to make accommodations for students with disabilities.

• If possible, avoid beginning sentences with “there”

Wordy: There is a law called IDEA that states that…

More efficient: IDEA states…

• Avoid semi colons etc as much as possible.

• Avoid ending sentences with prepositions

Incorrect: I do not know which grade she is in.

Better: I do not know her current grade level.

• Use complete sentences rather than fragments or sentences using commas when periods would be more appropriate.

Incorrect: Except for the student.

Correct: Everyone attended the meeting except the student.

Incorrect: I observed at Philmore School, it is a nice building.

Better: I observed at Philmore School. It is a nice building. OR

I observed at Philmore School, and it is a nice building.

• Use “who” to refer to a person

Incorrect: I know a teacher that is nice.

Correct: I know a teacher who is nice.

• Be careful with since and because. Since connotes time, and because connotes cause and effect.

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