Marietta College Education Department - Educators as Leaders for 21^st Century Schools

Introduction to Mild/Moderate Learners

Education 641

Summer of 2006

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

bauerm@marietta.edu

Course Description: Study of the role and function of the special educator dealing with mild/moderate learners in self-contained, mainstreamed and inclusion settings. Issues in definition, identification and placement procedures. Knowledge of major researchers and historians, variations in beliefs, traditions and values across cultures, and current practices in the field will be addressed.

Required Texts/Readings:

Learners with Mild Disabilities: A Characteristics Approach, 2/E
	Eileen B. Raymond, State University of New York at Potsdam 2004 Alyn and Bacon, Publishers Livetext	May Purchase book from Marietta College Bookstore.

Course Objectives	Evidence of Documentation/Assessment Outcomes	Teacher as Leader Framework Component	Praxis III Domains	CEC/NCATE
Develop an understanding of learning strategies and organizational skills useful for teaching in and across content areas.	Mid-Term and Final Exam	II	A	2
Develop an understanding of specific disabilities and their impact upon instruction of the student with mild/moderate disabilities.	Mid-Term and Final Exam I.E.P. Planning Research Paper Disability for a Day Reflection	II	A,B	1,2,7
Develop an understanding of the student’s organizational skills, study skills, critical thinking skills and test taking skills and how these deficits affect performance in the core curriculum.	Mid-Term and Final Exam I.E.P. Planning Form Research Paper Rubric Case Study Rubric	II	A,B	1,2
Develop an understanding of skills and attitudes useful for enhancing collaboration with parents, staff and community members.	Section review on Parent’s Parent Speakers	V	D	10
Develop an understanding of the trends in using technology in instructing students with mild/moderate disabilities.	Assistive Technology Demonstration by faculty, OT’s, PT’s, Speech Therapists	III	C	4
Develop an understanding of techniques for synthesizing and utilizing assessment data from all IEP team members.	Mid- Term Final I E P Planning Form	I	C	8
Develop an understanding of the needs of students of diverse abilities, languages, cultural backgrounds, learning styles and interests.	Mid-Term Final IEP Planning Form Case Study Rubric	III	B	2,3,
Demonstrate communication skills useful for interfacing with pupils, parents and staff members.	Case Study Rubric	V	D	5,9,10
Demonstrate communication skills required for effective interface with specialist, co-teachers, administrators, and paraprofessionals.	Case Study Rubric IEP Planning Form	V	D	9,10
Demonstrate communication and collaboration skills useful in working with education, mental health and other community agencies.	Case Study Rubric IEP Planning Form	V	D	9,10
Demonstrate an ability to identify community resources available to students, including post-secondary activities.	IEP Planning Form Transition Planning form	V	D	9,10
Demonstrate methods of curricular adaptation and sequencing skills and instructional modifications for the disabled students.	IEP Planning Form Case Study Rubrics	I,III	D	3,4
Creates or makes use of learning environments inside the classroom, as well as in the library media centers or computer labs that promote effective use of technology aligned with the curriculum	IEP Planning Form Examinations Visit to Dawes Library AT Demonstration by Faculty	I, III	C	3,45
Demonstrate effective clinical teaching methods for ensuring student success in general education.	Case Study rubric Lesson Planning Visitation by Regular Classroom Teacher Field Experience Rubric Internship Rubric	II,III,IV	B, C	3,4,5
Demonstrate an understanding of collaboration and consultation in a co-teaching environment.	IEP Planning Form Visits by Community Social Service Agencies	V	D	10
Collaborate with other teachers, mentors, librarians, resource specialists and other experts to support technology-enhanced curriculum.	IEP Planning Form Reflection of Visits by teachers in classrooms	V	D	10
Demonstrate the ability to use data collection to design and modify instructional methods, materials, behavior plans and student schedules.	Case Study Rubric Assessment Form on IEP Examinations	I,III	C	3,4,5,7,8
Uses a computer application such as databases and spreadsheets to manipulate and analyze data.	Behavior Management Plan	I,VI	A	7,8
Demonstrate an understanding of cooperative learning techniques, methods and strategies for multicultural, multilingual and disabled pupils.	Examinations IEP Planning Form Case Study Rubric	III	B	2,3,4,6
Demonstrate knowledge of use and interpretation of assessments that are sensitive to the cultural, socioeconomic and linguistic characteristics and learning styles of disabled students.	Examinations IEP Planning Form Case Study Rubric	III	B	2,3,4,6
Demonstrate effectiveness with positive behavior support plans.	Behavior Management Course: Examinations IEP Planning Form	II,IV	B	2,3,4,
Demonstrate ability to plan, implement and write assessment reports.	IEP Planning Form Demonstration of IAT Process	I,III	B	8
Demonstrate ability to train and supervise paraprofessional, including staff development activities.	Examination	V	D	9,10

Marietta College Education Program Dispositions Addressed in this Course

The student will:

1. Demonstrate responsible and ethical professional behavior.
2. Respect cultural diversity.
3. Appreciate diversity in student backgrounds, experiences, and abilities.
4. Exhibit a belief that students can learn and perform in the world of work.
5. Exhibit a willingness to collaborate with peers and professional colleagues to enhance professional growth and opportunities for student learning.
6. Appreciate the role of families in facilitating student 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.
9. Demonstrate a willingness to assume leadership roles in the college and P-12 classroom.

Technology Components:

1. Perform a PowerPoint presentation on an individual project

2. Identify technologies and assistive technologies and lack of technologies used in Mild/Moderate educational settings.

3. Use World Wide Web in identifying resources utilized in Mild/Moderate educational issues.

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. Experience post positivist primary theoretical orientation: humanistic/existential theorist focusing on affective rather than cognitive or behavioral domains with an emphasis on the subjective and personal aspects of humankind.
8. Invite students and parents with disabilities as speakers in the classroom.

Attendance Policy:

As a Master’s level course, you will be asked to actively participate in class discussions, offer insight and reflect. Master’s students will also be asked to compare and contrast different theories and or techniques. 10 points will be deducted from this section for every missed class. For example, 10 x 15 (weeks) = 150 points. Also, students must attend focus groups while studying abroad those dates will be announced at the trip pre-meeting.

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, 2005-07Catalog,   p. 34).

Grading

Grades will be based on mastery of the course objectives as demonstrated by the completion of all course requirements/assignments. Late assignments will not be accepted.

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 Assignments: ALL ASSIGMENTS DUE BY Aug 1st.

IEP on 2 specific children

Transition Planning form on one child

Disability for Day Experiment

3 Case Studies on Child with Mild Moderate Disability

One expert presentation on a Disability of interest.

Midterm

Final

Behavior Managment Plan

Attendance/Participation

Class Schedule:

Date	Topic to be Addressed	Readings	Assignments Due
6/19/06	Introduction, EHA, IDEA, Section 504, ADA and Historical Perspectives-Live text, Labeling (adavantages and disadvantages).Early History.The Middle Ages and the Renaissance.Disabilities in the United States: 1800-1900.Disabilities in the United States: The Early Twentieth Century.Disabilities in the United States from 1950 to the Present.Trends in History.Focus on Culture and Diversity.	Chapter 1 and 2
6/20/06	IEP Discussion and Demonstration, IDEA 1997: Assessment and Evaluation Requirements.Purposes of Assessment of Students with Special Educational Needs.Types of Assessment Instruments and Techniques.Reporting on Student Progress: Grading.State and District Assessment and IDEA 1997.Best Practices in Assessment with Children and Youth with Disabilities.Issues in Identification.IDEA 1997: Curriculum and Instruction Requirements. Curriculum and Students with Disabilities.Alternatives to the General Education Curriculum.Instruction and Individualized Education Planning.Instructional Strategies to Enhance Curriculum Access.Programming Models: Enhancements to General Education Pedagogies.Instructional Accommodations and Curricular Access. IDEA 1997: Location of Services.Concept of the Least Restrictive Environment (LRE).Models of Service Commonly Used for Students with Mild Disabilities.Inclusion: A Continuing Issue in Special Education.	Chapter 3 Chapter 4 Chapter 5
6/21/06	Historical Foundations of Mental Retardation.Development of the Definition of Mental Retardation in the United States.IDEA Definition of Mental Retardation.Alternatives to the IDEA Definition.Levels of Severity.Prevalence of Mental Retardation.Typical Characteristics of Persons with Mental Retardation.Conditions Associated with Mental Retardation.	Chapter 6
6/22/06	Historical Development of the Concept of Learning Disabilities.Current IDEA Definition.Assessment and Identification Issues.Alternative Definitions of Learning Disabilities.Issues Raised by the Alternative Definitions.Conditions Associated with Learning Disabilities.Prevalence of Learning Disabilities.Types of Learning Disabilities.Characteristics of Students with Learning Disabilities.	Chapter 7
6/23/06	Terms to Refer to This Group of Learners.Historical Foundations.Current IDEA Definition.An Alternative Definition of Emotional or Behavioral Disorders.Assessment and Identification Issues.Prevalence of Emotional or Behavioral Disorders.Levels of Severity.Conditions Associated with Emotional or Behavioral Disorders.Types of Emotional or Behavioral Disorders.	Chapter 8
6/26/06	Children and Youth with Attention-Deficit/Hyperactivity Disorder.Autism Spectrum Disorders.Traumatic Brain Injury.Communication Disorders.Physical and Health Disabilities.Sensory Disabilities.	Chapter 9
6/27/06	Cognitive Theory and Approaches to Mild Disabilities.Constructivist Perspectives.Cognitive Styles Research.Information -Processing Approaches. Definition of Language.Language Components and Skills.Language Channels: Comprehension and Production.Language Functions.Common Language Characteristics of Learners with Mild Disabilities.Language Difference or Language Disability?Implications of Language Characteristics for Thinking and Learning.	Chapter 10 Chapter 11
6/28/06	What is Learning?Stages of Learning.Cognitive Processing Deficits and Academic Performance.The Role of Motivation.Locus of Control and Attribution of Success or Failure.Adolescents with Disabilities in Behavior and Learning.Learning Styles and Multiple Intelligences.Instructional Needs of Learners with Disabilities.	Chapter 12
6/29/06	Social-Emotional Characteristics.Developmental Perspectives.Social Competence and Cognitive Development.Behavior from an Ecological Perspective.The Relationship Between Problems in Behavior and Problems in Learning.Maladaptive Behavior.IDEA 1997 and Serious Discipline Problems.	Chapter 13
6/30/06	Presentation of Disability of Interest. Please Provide Handouts to the class.