Children with Disabilities in the Regular Classroom

Education 649

Summer 2005

 

Instructor: Dr. William M. Bauer        Contact Information: 740-376-4768

                                                            bauerm@marietta.edu

                                                                                    Office Hours: By appt.

 

Course Description: The course is designed to assist current and future educators in developing best practices for including children with disabilities into the regular classroom setting. Various areas of exceptional children will be covered including those in the mild/moderate and severe/profound range of cognitive and physical development. Also covered will be current Special Education laws at the State and Federal Level. Discussions will center around IDEA and section 504 of the Rehabilitation Act of 1973. Best practices in inclusionary activities will be presented as well as tips to overcome attitudinal and architectural barriers within the school setting. This course is not recommended for current special education teachers but more for the regular education teacher.

 

Required Texts/Readings:

 

Teaching Students with Special Needs: In Inclusive Settings: Smith, Polloway, Patton and Dowdy (2004)

Smith's Recognizable Patterns of Human Malformation: Jones (1997)

 

Great Supplement!!

How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition CAROL ANN TOMLINSON (2005)

 

The Students will demonstrate:

 

Course Objectives	Program Outcomes Addressed	Teacher as Leader Framework Component	INTASC/ Ohio Standard	Assessment Outcomes
Knowledge of laws relating to exceptional children in the classroom.	K-1 K-2 K-3	I II III	A	examination
Knowledge of the various mainstreaming practices in the regular classroom.	K-1 K-2 K-3	I II III V VI	A,B	examination
Knowledge of programs for exceptional children (cognitive, affective, sensory) in relation to best practices	K-1 K-2 K-3	I II III IV	A,B	examination and research paper
Knowledge of Individual Education Plan processes	K-1 K-2 K-3	II III	A,B,C	IEP assignment
Knowledge of writing Behavior Plans and Implementation of those plans.	K-1 K-3	II III IV V	A,B,C,D	Behavior Plan Assignment
Apply skills to foster positive relationships between children with disabilities and their non-disabled peers.	K-4 K-6 K-7 K-9 K-10 K-13 K-14 K-15	II III VI	C,F	Role Playing in Classroom
Apply skills to use individualism as a criteria for student expectation, IEP	K-4 K-5 K-6 K-7 K-9 K-10 K-12 K-13 K-15	I II III IV V	B,C,D,E,F,	IEP assignment Disability for the Day.
Apply skills to provide positive experiences for children with disabilities in the regular education classroom	K-4 K-5 K-6 K-7 K-8 K-9 K-10 K-12 K-13 K-15	I II III IV V VI	C, D, E, F, G, J	Role Playing and examination
Apply skills to locate and identify appropriate tests and assessments needed for exceptional children	K-4 K-5 K-7 K-13 K-14 K-15	I	H	IEP and examination
Apply skills to seek out appropriate assistive technology for children with disabilities.	K-5 K-10 K-12 K-13	III	E,F,G	examination
Apply skills to identify strengths and weaknesses in students and collaborate with appropriate support personnel.	K-4 K-5 K-6 K-9 K-10 K-13 K-14 K-15	V VI	C, D, J	examination and Inclusionary Checklist.

 

Marietta College Master's of Education Program Dispositions Addressed in this Course:

 

1. Demonstrate involvement in the professional community and interaction and collaboration with peers in and beyond the school/professional setting.
2. Demonstrate ethical practice in interactions with students, community member, and fellow educators.
3. Respect diversity.
4. Appreciate diversity in student backgrounds, experiences, and abilities.
5. Exhibit a belief that students can learn.
6. Appreciate the role of families in facilitating learning.
7. Exhibit a willingness to try new methods and technologies to enhance student learning.
8. Exhibit a positive attitude toward learning as an ongoing, life-enriching process.

 

 

Technology Components:

 

Students will:

1.     Perform a PowerPoint presentation on a specific disability including adaptations to be made in the classroom.

2.     Student will become familiar with Internet resources to enhance the learning of teachers who have students with disabilities in the regular classroom.

3.     Identify uses of assistive technology devices that will enhance the capacity of students with disabilities in the regular classroom.

 

 

Diversity/Multiculturalism: Dr. Bauer will:

 

 

1.   Remind students that contributions to the classroom should be made from diverse people to solve educational issues that could affect the teaching field.

2. Make a special effort to invite diverse mentors in the teaching field.
3. Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.
4. Use a variety of teaching styles (modes) to address a diverse classroom.
5. Encourage teams or groups within the classroom that foster mutual respect and cooperation.
6. Offer a chance for students to meet with me after class to discuss issues or assignments they may not have understood.
7. Will introduce a series of laws that have to do with employment of people with disabilities.
8. Will identify several assistive technology devices that can be used to assist in educating with people with disabilities.

 

Special Needs/Accommodation Policy:

 

Students who believe that they may need accommodations due to a documented disability should contact the Academic Resource Center (Andrews Hall, Third floor, 376-4700) and the instructor as soon as possible to ensure that such accommodations are implemented in a timely manner. You must meet with the ARC staff to verify your eligibility for any accommodation and for academic assistance

 

 

Policy on Cheating and Plagiarism:

"Academic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the College" Academic dishonesty in a Master’s degree program is a very serious matter and will more than likely cause an expulsion from the College( Marietta College Graduate Programs, 2003-2004 Catalog,   p. 34).
 

Copyright Policy

Please remember if you willfully disregard copyright law, you accept responsibility and assume all liability for your actions.
 

 

Grading:

The grades in this class are based on percentages. In this way, students will know how close they are to moving up a grade or slipping down a grade. Percentage points are absolute and non-negotiable.

 

97% - 100% A+         83% - 86% B            70% - 72% C-

93% - 96% A           80% - 82% B-             67% - 69% D+

90% - 92% A-          77% - 79% C+            63% - 66% D

87% - 89% B+         73% - 76% C              60% - 62% D-

                                                                        Below 60% F

 

 

Attendance Policy:

 

Dr. Bauer requires that students attend all class sessions. 10 points will be deducted from Attendance/Participation grade for every class missed.

 

 

 

 

Assessment Outcomes:

 

Course Assignments	Assessment
Attendance and Participation (100 points)	Checklist
Behavior Plan (100 points)	Approved Plan for individual behavior
IEP (100 points)	Completed "mock" IEP
Research Paper on Disability Issue (150 points APA style)	Paper completed
Power Point Presentation on Disability and Adaptations (150 points)	Presentation completed
Disability for a day Experiment (100 points)	Reflection paper
Midterm 1 (100 points)	Midterm grade
Midterm 2 (100 points)	Midterm grade
Final (200 points)	Final exam

 

 

 

 

 

Class Schedule

 

Date	Topic to be Addressed	Readings	Assignments Due
7/5	Introduction of the Course	Assigned Handouts
	Special Education and Learning Processes
7/5	Inclusive Education	Text Chapter
	Effective Inclusion Practices and Co Teaching (Larry Ryan)	Text Chapter
	Home-School Collaboration/Working with Families/Identifying Needs Identifying and Programming for Student Needs	Text Chapter 3,4
7/6	Teaching Students with ADHD	Text Chapter 5
	Teaching Students with Learning Disabilities (Marcia Duck accepted)	Text Chapter 6	Mid-term
7/7	Teaching Students with Emotional and Behavior Disorders-Colt Wynn and Ben Halder Accepted Ortho.hand.)	Text Chapter 7
7/8	Teaching Students with Mental Retardation-(Dan Brannon invited/Deb Higgens accepted)	Text Chapter 8	Behavior Plan Due
7/11	Teaching Students with Sensory Impairments/Auditory and Visual-(Getchen Burke invited)	Text Chapter 9	Disability for Day Due (Reflection)
7/12	Teaching Students with Autism, TBI and Low Incidence (Orthopedic, Junivile Diabetes, AIDS(Aaron Paige-accepted).	Text Chapter 10	Mid-term
7/13	Teaching Gifted and Talented	Text Chapter 12
7/14	Teaching Students with Commuincation Disorders (Ginger O'Conner)	Text Chapter 11	IEP due with Task Analysis Presentations Due
	Teaching At-Risk students	Text Chapter 13	Presentation Due
7/15	Elementary and Secondary Approaches to Instruction	Text Chapter 15-16	Presentations due
	Final Exam		Paper on Presentation Due

 

 

Attendance and Participation: (100 pts)

 

Students will receive 10 points for every dailysession that is attended and class participation is observed. 10 x 10 sessions= 100 points.

If a student misses a day, 10 points will be deducted from this category automatically. 

 

  

Behavior Plan: (100 points)

 

Students will be required to write a specific behavior plan for a student in their classroom or a 'fictional' student. This plan will include types of behaviors noticed, method of addressing behavior, reinforcement techniques to reduce to improve desired behaviors etc. A sample behavior plan will be given in class to serve as a model.

 

IEP: (100 points)

 

Students will be required to prepare an IEP for a particular student or a 'fictional' student. IEP sheets will be given to each student.

 

Tiered Lesson:(100 points)

Students will be required to promote differentiated instruction by developing a Tiered Lesson by using the TIER LESSON TEMPLATE as provided by the instructor.

 

Power Point Presentation: (150 points)

 

 You will be asked to present on your research for this class. This is where you can be creative. Presentation will be done during the last 2 class nights. You will be evaluated by your peers and the instructor of the course.

 

Research Paper Assignment: (150 points)

 

The research paper assignment must be a minimum of 15 pages in length. Any less than 15 pages will result in a grade deduction. You may choose your topic. Just let Dr. Bauer know what your topic is by the 4th day of class. You must follow APA style and should you need assistance with this style of writing I suggest you utilize the services of the Campus Writing Center

 

Disability for a Day Assignment (100 points)

 

You will have a "disability" for an eight hour day. You can pick the day and you

can pick the disability. You can use the Bauer text to perform some of the
simulations for the experiment. You must let Professor Bauer know what day you
are going to be "disabled" and what your "disability" be by the 4th day of class.

You will write a 3-5 page reflection piece that covers your experiences and thoughts

of having a disability. It will be done APA style and handed in by 6/28.