United Arab Emirates University



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INSTRUCTOR: Dr. Emad Alghazo EMAIL: emad1171@qu.edu.qa

OFFICE NUMBER: OFFICE HOURS:

PHONE: CLASS MEETING TIME/LOCATION:

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK

Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.

COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)

Teaching

1. Content: Demonstrate a deep and thorough understanding of the key theories and concepts of the subject matter.

2. Pedagogy: Ensure effective planning for instruction and the use of multiple learning and pedagogical content strategies to maximize student learning and promote critical thinking.

3. Technology: Evaluate and use current and emerging technologies in instructionally powerful ways and to assist in the management of educational environment.

4. Diversity: Respond to every student’s uniqueness and foster successful learning experiences by meeting individual differences.

Scholarship

5. Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven decision making to maximize teaching and learning.

6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning objectives: process a variety of factors in identifying solutions and making sound, well-informed decisions.

Leadership

7. Ethical Values: Apply professional ethics in all educational contexts and have enduring respect for self-confidence in teaching as a profession.

8. Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason, collaborate with all stakeholders, and communicate effectively in interpersonal and public contexts.

Course Description

This course provides broad knowledge and skills in special education for candidates in all teacher education programs. It mainly covers: models, theories, etiology, philosophies, legal provisions, ethical and professional commitment, assessment and identification procedures and instructional strategies for students with exceptional learning needs. It also provides knowledge of different characteristics of learners with special needs and their educational implications. This course will stress adapting teaching strategies and differentiating instructions to meet the needs of individuals with exceptional learning needs. This course has a field-based component.

Prerequisites: Admission to the Secondary Education Diploma Program

Rationale

Public school classrooms usually contain students with special needs. These students require special attention on the part of schools, parents and community. Therefore, candidate needs to understand the nature of various types of exceptionalities and their characteristics, it is also necessary for them to assess and meet the needs of children with special needs and utilize effective teaching strategies in regular as well as special settings.

Course Objectives

1. Understand models, theories, and philosophies that provide the basis for special education practice, including the rationale for inclusive practices in the education of students with exceptional learning needs.

2. Understand the legal provisions, regulations and guidelines regarding assessment, identification, placement, and provision of educational services of students with exceptional learning needs in the.

3. Demonstrate knowledge and skills to participate effectively as a team member in making placement and instructional decisions and planning individual programs that result in appropriate placement and intervention for individuals with exceptional learning needs.

4. Identify differential characteristics of individuals with exceptional learning needs, including educational implications of characteristics of various exceptionalities.

5. Understand the effects of cultural and linguistic diversity as factors that must be taken into account in special education assessment, identification, instructional planning, teaching and learning, and collaboration with families and other professionals.

6. Adapt teaching and differentiate instruction to meet the educational needs of individuals with exceptional learning needs, using teaching and behavior management approaches that address different learning and performance modes and are effective in achieving learning objectives for students.

7. Evaluate instructional strategies in relation to individual goals and objectives, and systematically adjust plans to meet student needs and enhance learning.

8. Demonstrate knowledge and skills to collaborate effectively with individuals, parents, educators and community personnel to meet the needs of individuals with exceptional learning needs.

9. Demonstrate a professional and ethical commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs.

Course Learning Outcomes

1. Apply models, theories, and philosophies of special education and the legal standards to develop an individualized education plan for a student with special learning needs.

2. Write a lesson plan that includes modifications for a student with specific learning needs.

3. Evaluate an authentic situation related to special education with regard to legal and ethical implications.

4. Investigate and reflect on issues related to inclusion.

Textbooks and Readings

Daniel P. H, & James M. K, (2004). Exceptional learners: An introduction to special education (10th Edition).  

Person First Language

All educators must practice the person-first language which places a focus on the person rather than his/her disability. In your oral and written communication, students in this program are expected to be role model and practice it.

Use of Blackboard: Students must visit the course site on Blackboard to view periodical announcements, posted course materials, grade book, and discussion board activities.

COURSE MATRIX

|Unit Learning |QNPS |Course Objectives |Course Learning Outcomes |Assessment |

|Outcomes | | | |(Tasks/Artifacts) |

|Diversity |10. Work as a member of|9. Demonstrates knowledge |1. Apply models, theories, and |Designing IEP |

| |professional teams. |and skills to collaborate |philosophies of special | |

| | |effectively |education and the legal | |

| | | |standards to develop an | |

| | | |individualized education plan | |

| | | |for a student with special | |

| | | |learning needs. | |

|Pedagogy |3. Use teaching |6. Adapting teaching and |Write a lesson plan that |Case study and Lesson Plan|

| |strategies and |differentiating |includes modifications for a | |

| |resources to engage |instruction |student with specific learning | |

| |students in effective | |needs. | |

| |learning | |Evaluate an authentic situation | |

| | | |related to special education | |

| | | |with regard to legal and ethical| |

| | | |implications. | |

|Ethical Value | | |4. Investigate and reflect on |Ethical Report on |

| | | |issues related to inclusion |Inclusion |

COURSE OUTLINE

Course Content Overview, Calendar and Teaching Methods

|Units |Course Content |Calendar |Readings |

| |Educational Definition | | |

|1. Exceptionality and |Origin of Special Education | | |

|Special Education |Legislation and litigation | | |

| |Perspective of special education | | |

| | | | |

|2. Current Trends and |Integration into the larger society | | |

|Issues |Integration into schools | | |

| |Collaboration and participation in General Education classrooms | | |

| |Access to new technologies | | |

| |Early Intervention | | |

| |Transition to adulthood | | |

| |Discipline of students with disabilities | | |

| | | | |

|3. Parents and Families |Professionals changing views of parents | | |

| |Family involvement in treatment and education | | |

| | | | |

| | | | |

|4. Learners with Mental |Definition | | |

|Retardation. |Prevalence and causes | | |

| |Assessment | | |

| |Psychological and behavioral characteristics | | |

| |Educational considerations | | |

| |Early intervention | | |

| |Transition to adulthood | | |

| |Definition | | |

|5. Learners with Learning |Prevalence and causes | | |

|Disabilities |Assessment | | |

| |Psychological and behavioral characteristics | | |

| |Educational considerations | | |

| |Early intervention | | |

| |Transition | | |

|6. Learners with Attention|Definition | | |

|Hyperactivity Disorders. |Prevalence and causes | | |

| |Assessment | | |

| |Psychological and behavioral characteristics | | |

| |Educational considerations | | |

| |Early intervention | | |

| |Transition | | |

|7. Learners with Emotional| | | |

|or Behavioral Disorders |Definition | | |

| |Prevalence and causes | | |

| |Assessment | | |

| |Psychological and behavioral characteristics | | |

| |Educational considerations | | |

| |Early intervention | | |

| |Transition | | |

| |Definition | | |

|8. Learners with Sensory |Prevalence and causes | | |

|Impairments |Assessment | | |

| |Psychological and behavioral characteristics | | |

| |Educational considerations | | |

| |Early intervention | | |

| |Transition | | |

|9. Learners with Special |Definition | | |

|Gifts and Talents |Prevalence and causes | | |

| |Assessment | | |

| |Psychological and behavioral characteristics | | |

| |Educational considerations | | |

| |Early intervention | | |

| |Transition | | |

Requirements and Assessment

In order to achieve the goals of this course, candidates are expected to do the following:

Assessments Maximum Possible Points

1. Activities 20

2. Task 1 20

3. Task 2 20

4. Midterm Exam 15

5. Final Exam 25

TOTAL POINTS 100

Teaching Methods and the Incorporation of Technology

1. Brainstorming 7. Videotapes

2. Presentation 8. Micro-teaching

3. Field visits 9. Computer programs

4. Group discussion 10. Case study

5. Guest speaker 11. Web access

6. Cooperative learning 12. Threaded discussion

13. Softwares

Appendix

Qatar National Professional Standards for Teachers

1. Structure innovative and flexible learning experiences for individuals and groups of students.

2. Assess and report on student learning.

3. Use teaching strategies and resources to engage students in effective learning.

4. Foster language, literacy, and numeracy development.

5. Create safe, supportive, and challenging learning environments.

6. Construct learning experiences that connect with the world beyond school.

7. Apply Information and Communication Technology (ICT) in managing student learning,

8. Apply knowledge of students and how they learn to support student learning and development.

9. Apply teaching/subject area knowledge to support student learning.

10. Work as a member of professional teams.

11. Build partnerships with families and the community.

12. Reflect on, evaluate, and improve professional practice.

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QATAR UNIVERSITY

COLLEGE OF EDUCATION

EDUC 503: INTRODUCTION TO SPECIAL EDUCATION (3)

FALL 2009

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