Marietta College Education Department - Educators as Leaders for 21st Century Schools
EDUC 253
Spring 2012
Erwin 102
MWF 10:00 to 10:50
Instructor: William M. Bauer, Ph.D. CRC (Office 302 Erwin)
Contact Information: w (740) 376-4768
bauerm@marietta.edu
Course Description:
Study
of exceptional people (learners across their lifespan, services, legal considerations,
research, current issues and trends, family/parent roles, rights and responsibilities.
Emphasizes collaboration methods of instruction along among
inclusionary teachers, specialists and related professionals,
parents/families, and community agencies. Planned
program of work in classrooms and/or community agencies serving exceptional learners
from a wide ability range: at-risk, mild to moderate, moderate to severe,
severe to profound and gifted. Culture diversity issues will be discussed
as well as related to disability.
Required
Texts/Readings: Required Texts:
1. Exceptional Children:
An Introduction to Special
4. Pre-Referral Intervention Manual-Third Edition-Hawthorne
|
Course Objectives |
Program Outcomes Addressed |
Educator as Leader Conceptual Framework |
Praxis |
INTASC |
Means of Assessment |
| Demonstrate
and understanding of the conditions that affect children's development and learning,
including risk factors, developmental variations, and developmental patterns of
specific disabilities. |
|
|
A |
|
|
|
Create, modify, and
evaluate environments and experiences to meet the individual needs of all children,
including children with disabilities, developmental delays, and special abilities,
communicating the outcomes to parents, professionals, and other agencies, as appropriate. |
|
IV |
A,D |
P-3 |
Portfoilio Case
Studies |
|
Identify specific disabilities
including etiology, characteristics, and classification of common disabilities
in children, descringing specific implications for development
and learning |
K-1 |
II |
A,C |
P-3 |
|
| Evaluate
and demonstrate appropriate use of technology, including assistive technologies
for children with disabilities. |
K-12 |
I |
A, C |
P-4 |
Examination AT lab experiment Observation |
| Incorporate
knowledge and strategies from multiple disciplines into the design of intervention
strategies, integrating goals from IEP's and IFSP's
into daily activities and routines. |
K1 K-2 K-3 |
II,IV |
A,C |
P-4, P-5 |
IEP and IFSP project |
| Demonstrate
understanding of the developmental consequences of stress and trauma, protective
factors and resilience, the development of mental health, and the importance of
supportive relationships. |
K-3 |
III |
AD |
P-2 |
Guest Speaker Reflection |
| Demonstrate
understanding of the influence of the physical setting, schedule, routines, and
transitions on children, and use these experiences to promote children's development
and learning. |
K-3 |
III,IV |
B |
P-5 |
IEP Field Placement Guest
Speaker Reflection |
| Recognize
signs of emotional distress, child abuse and neglect in children, and know one's
responsibility and the procedures for reporting known or suspected abuse or neglect
to appropriate authorities. |
K-10 |
V |
D |
P-10 |
|
| Develop
and/or implement and IFSP or IEP in partnership with family members and other
professionals incorporating child outcomes, respecting and supporting family member
wishes, goals, and decisions while remaining sensitive to differences in family
backgrounds and structures. |
K-2 K-7 |
V |
D |
P-10, |
IEP project and examination |
| Select
intervention curricula, methods, and behavior support for children with specific
disabilities, including motor, sensory, health, social-emotional, and cognitive
disabilities, communicating with parents and other professionals concerning the
effectiveness of the curriculum and the child's progress. |
K-6 |
I |
A,D |
P-3, P-7 |
|
| Participate
as a team member, employing various roles to identify dynamics of team roles,
interaction, communication, team building, problem solving, and conflict resolution.
| K-5 |
|
D |
P-10 |
IEP attendance and
evaluations |
| Identify
structures supporting interagency collaboration, including interagency agreements,
referral and consultation and transition issues. |
D-21 |
IV,V |
D |
P-10 |
|
|
Research a topic on
current issues in a selected exceptionality area. |
K-1 |
II |
A,D |
P-1 |
Research Report |
|
Complete the computer
design Web-CT assignments for each exceptionality |
K-12 |
I |
A,D |
P-6 |
Completion of Assignments |
The student will:
Technology Components:
| Technology Objective: | ISTE Objectives |
| Identify assistive technologies to promote a Universal Designed Learning Envrionment | I, III, V. |
| Use World Wide Web in identifying resources utilized in diverse educational situations. | I. VI |
| Perform a PowerPoint presentation on an individual project (portfolio and/or research project | I, III, V |
| Identify technologies and assistive technologies and lack of technologies used educational settings. | I, III,V |
Diversity/Multiculturalism:
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
The student will:
1. Maintain an electronic journal which
will reflect the days guest speakers.
2. Complete a research
paper (must use APA style) focusing on one area of
3. Complete 30 hours of
field work designed to aid the student to successfully teach
4. Define the areas of
exceptionality with learning characteristics and educational
5. Particpate
in a student driven disability for a day activity (must be an 8 hour day continuous [people with disabilties cannot "turn on" and "turn off" their disability])
6. Identify the services
available to students with special needs, accomodations, assistive technologies and the legal
7. Identify the current
issues and trends associated with the field of special
8. Demonstrate an awareness
of the rights and roles of parents, families, and
9. Compare and contrast
practical applications of various methods of classroom
Research Paper:
This assignment is designed
to enable the student to delve more deeply into a
1. Briefly summarize the
articles you researched and must follow a good flow
2. Describe the learning
characteristics and needs of one student or goup of
3. Synthesize this information
with experiences obtained in the field by:
*Including discussion on
inclusionary practices observed and recommended for
*Including a discussion
of strategies and methods you initiated with student(s)
*Including a discussion
on how the cooperating teacher used activities associated
You must use a minimum
of 10 articles from professional journals
Journal
Reactions/reflections after each class guest speaker should be in the journal
with the date.Also, entries from every visit to the field placement classroom must
also be in the field/journal in your portfolio on Livetext.
It is hoped you will look
back on your entries and use them for what they were
Disability
for a Day experiment:
You will have a "disability"
for an eight hour day. You can pick the day and you
POSTER SESSION
Using your topic of your
research paper, each student will prepare a "Poster
Field Assignments
EDUC 253 Field Objectives
are outlined in the readings packet. the field experience
field experiences will be completed. All are detailed in the readings
packet.
1. The student will describe
the classroom by answering the questions as outlined
in the handouts/reading packet.
2. The students will interview
the teachers and principal using the questions in the packet. Any additional questions
are at the discretion of the student. If you would
like to develop your own
interview questions, please see me beforehand for approval of your questions.
3. The students will complete the research paper as outlined in the
syllabus.
4. The students will complete
the final reaction paper as described in the packet.
5. The students will complete
the checklist for the field portionof this class and
will
assignments in the portofolio.
Portfolio:
·
Table of Contents
·
Resume-(Possible
Sections)
o
Name
o
Address
o
Phone Number
o
Email
o
Job Positions
o
Community
and Volunteer Work
o
Honors/Extra-Curricular
Activities
o
Field Experiences
and other activities related to working with students
o
Strengths
o
Career Objectives
·
Philosophy
(belief statements)-at this point, a clear, precise set of beliefs (bullets or
paragraph) about the role of a teacher in modeling knowledge, empowering others,
demonstrating efficacy, building professional relationships with parents and colleagues,
acting as change agents within the learning institutions, and aspiring to lifelong
learning (Conceptual Framework)
·
Letter of
Introduction and Permission to Take Pictures- Introduction of yourself, your affiliation
with
·
Field Activities
Checklist-Nine area required. Note that alternatives may be selected by cooperating
teacher(s) and yourself.
·
Reaction Paper-What
did you learn from the guest speakers?
·
Written description
of school, teachers and support staff (therapists, teachers, tutors, aides, etc.)-Use
the responses gained from your interviews to help write this.
Add you own inquiries as well.
·
Written description
of students-Use responses gained from your interviews to help write this.
Add your own enlightments as well.
·
Field Journal
entries-A reflective record of your work with exceptional students.
Analyze observations, integrate commentary. Indicated
questions that were raided, based on your observations. What ws done you your class- how and why? Reflect how this experiences imparts your understanding
of the child(ren), the teacher,
inclusion, teaching strategies/materials, effective communication strategies,
etc. Entries also done on guest speaker
presentations. Include these in your portfolio.
·
Interviews-use
list of
·
Description
of the classroom-Diagram and written summary.
·
Hours Sheet-Field
experience hours are to be initialed and signed by the cooperating teacher. Hours
to be totaled.
Assistive Technologies
Accomodations
Attendance Policy:
It is required that you
attend all class sessions and field days as scheduled. Any
Special Needs/Accommodation Policy:
Students who believe that
they may need accommodations due to a documented disability should contact the
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 degree program is a very serious matter and will more than likely cause an expulsion from the College( Marietta College Undergraduate and Graduate Programs, Catalog).
Understanding your Grades:
A (90 – 100%) = Excellent; all expectations met or exceeded; explicitly demonstrates thorough understanding of Diverse Learners; no substantive shortcomings or only minor shortcomings; writing is well organized; adheres to rules of grammar, spelling, and syntax with no or very few exceptions 97-100=A+, 93-96=A, 90-92=A-
B (80 – 89%) = Good; most or all expectations are met; explicitly or implicitly demonstrates good, if not thorough, understanding of Diverse Learners; only minor substantive shortcomings; writing is generally well organized; mostly adheres to rules of grammar, spelling, and syntax. 87-89=B+, 83-86=B, 80-82=B-
C (70 – 79%) = Satisfactory; directions are followed, most expectations are met but with at least one significant shortcoming; despite any shortcomings, demonstrates basic level of understanding of Diverse Learners; writing is organized well enough and with enough technical accuracy to be understandable. 77-79=C+, 73-76=C, 70-72=C-
D (60 – 69%) = Passing, but less than satisfactory; directions only partially followed; more than one significant shortcoming; deficiencies indicate only the most rudimentary level of understanding of Diverse Learners; and/or writing is difficult or impossible to understand. 67-69=D+, 63-66=D, 60-62=D-,
F (0 – 59%) = Failing; not completed or directions not followed; deficiencies indicate lack of understanding of Diverse Learners; and/or incoherent writing" 59-under =F
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
Class Schedule-
| Date | Topic to be Addressed |
| Assignments Due |
| Introduction Week 1 Course Introduction Defining Special Education | Chapter 1 Make sure you buy the course packet from Linda Gorman. | |
| Week 2 Planning and Providing
Services Heward UDL and Co-teaching Colt Wynn (confirmed 25th). | Chapter 2 | Disability for Day Topic
Due |
| Week 3 Special Education and Culture and Families Introducation Of Ohio Integrated Systems Model (OISM) IEP Project Possible Speakers: Rich Wynn (Confirmed)
| Chapter 3 I sent you an email regarding OISM.. Please use this. This will help you with your portfolio section. | |
| Week 4 Parents Role in Special Ed.
Guest Speaker: Debra Higgins, Dan Brannan, Rich Wynn, John Davis (confirmed)
| Chapter 3 | |
| Week 5 Early Childhood Sp. Ed Possible Guest Speakers: Debra Peck, Carma Schilling (asked) | Chapter 14 | Quiz 5 |
| Week 6 Intellectual Disabilities Possible Guest Speaker: The Pursley Twins (Staci and Sherry), Belinda Coffman and Jacob | Chapter 4 Disability FOr Day Due |
|
| Week 7 Learning Disabilties Guest Speakers: Andrew Good, Jason Humphrey, Josh Spicer, Nick Schell, Matt Ramey, Scott Nelson (coming on the 27th)) |
Chapter 5 Take this quiz |
Quiz 7 |
March 5 |
Midterm |
||
| March 7,9
| Week 8 Emotional and Behavior Issues Guest Speaker: Blaine Maddox,Wanda Schaad (asked wanda)Brian at Juvenile Center) | Chapter 6 | |
| Week 9 Communication Disorders | Chapter 8 | |
March 26,28,30 |
Week 10 Hearing Disorders | Chapter 9 Poster PResentations and Paper due on March 30th | Quiz 10 Guest Speaker Dr. Bauer Unfair Spelling Test |
| Week 11 Blindness and Low Vision
| Chapter 10 | |
| Week 12 Physical Disabilities | Chapter11 | |
| Week 13 Autism and Severe Disabilities | Chapter 7 and 12 Portfolio Due April 20 (A completed portfolio will be graded. If all of your forms are not in the portofolio, you are responsbile for getting them in). | Quiz 13
|
| April 23,25
|
Week 14 Gifted and Talented | Chapter 13-15
| |
| Portfolio review and due on April 20 | |||
|
| Finals |
| |
Guided Notes: http://ada.osu.edu/resources/fastfacts/Guided_Notes.htm
Accessible Websites:http://ada.osu.edu/resources/fastfacts/Web_Content_Accessible_to_All.htm
Invisible Disabilites Accomodations: http://ada.osu.edu/resources/fastfacts/Invisible_Disabilities.htm
Medical or Mobility Impairment Accomodations: http://ada.osu.edu/resources/fastfacts/Medical_Mobility_Impairments.htm
Sensory Disabilities Accomodations: http://ada.osu.edu/resources/fastfacts/Sensory_Impairments.htm
Universal Design For Learning: http://ada.osu.edu/resources/fastfacts/Universal_Design.htm
Writing Tips for University Students and Faculty: http://ada.osu.edu/resources/fastfacts/Writing_in_the_University.htm
