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

Instructional Methods of Mild/ Moderate Learners

Education 342/642

Fall 2009

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

E-mail: bauerm@marietta.edu

Course Description: Methods for designing and implementing instruction for students with mild/ moderate disabilities. Topics include individualized programming, designing and managing environments and materials, critical teaching behaviors, introduction to data based assessment, and skills and knowledge strategy in mathematics, reading and writing. Students will participate in a variety of activities to demonstrate the skills and knowledge acquired in the classroom setting. The course proves the learner with knowledge and skills in assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the student, the intended student outcomes, and the curriculum. The course will also focus on students with mild to moderate disabilities, including students with disabilities from diverse linquistic and cultural backgrounds. Topics include student characteristics, linking assessment with instruction, research-based methods and strategies, curriculum standards, accomodations, modifications and the use of technology, including assistive technology devices and services, to support student access to the general education curriculum.

Required Texts/Readings:

Teaching Students with Mild and Moderate Disabilities-Research Based Practices

Companion Website: The Companion Website for the text book contains additional resources.

Livetext: Must be purchased by the first class

Libby Cohen and Loraine J. Spenciner

Allyn and Bacon, 2005

May Purchase from Marietta College Bookstore

Smith's Recognizable Patterns of Human Malformation by Jones (5th Edition)

Course Objectives: The student will:	Evidence of Documentation	Teacher as Leader Framework Component	Praxis III Domains	CEC/ NCATE
Describe the characteristics of mild/moderate students with disabilities and the impact these characteristics have on the individuals academic and social abilities, attitudes, values, interests and career options.	Examinations Case Study Rubrics Portfolio Sections	II	A	2
Develop instruction, behavioral and transition plans for an individual with exceptional needs.	IEP Planning Form/Lesson Plans and/or Transition Planning Form	III,IV	C	3
Identify research based learning strategies and the steps involved in teaching these to students with mild/moderate students.	Research Paper Rubric Lesson Plan	II	B,C	4
Demonstrate knowledge of cognitive strategy instruction and it’s theoretical foundations	Research Paper (642) Rubric Examinations Presentation Rubric	II	B,C	4
Apply knowledge of cognitive strategy instruction by developing unit and lesson plans appropriate for use with student labeled with mild/moderate disabilities.	Lesson Plan Rubric	II	A	4
Investigate the transition from school to work with students with mild/moderate disabilities.	Transition Planning Form Chapter 15	III,IV	A	5
Select appropriate materials to carry out instructional plans incorporating linguistically and culturally relevant materials.	IEP Planning Form/Lesson Planning Examinations	III	B	7
Identify technology that may enhance or inhibit learning for students with mild/moderate disabilities.	Plans and artificats	I	B	7
Develop a personal philosophy of special education including the relationship of special education to regular education.	Reflection Paper (EDUC 642)	I,	D	9

Marietta College Education Program Dispositions Addressed in this Course

The student will:

Demonstrate responsible and ethical professional behavior.
Respect cultural diversity.
Appreciate diversity in student backgrounds, experiences, and abilities.
Exhibit a belief that students can learn and perform in the world of work.
Exhibit a willingness to collaborate with peers and professional colleagues to enhance professional growth and opportunities for student learning.
Appreciate the role of families in facilitating student learning.
Exhibit a willingness to try new methods and technologies to enhance student learning.
Exhibit a positive attitude toward learning as an ongoing life-enriching process.
Demonstrate a willingness to assume leadership roles in the college and P-12 classroom.

Course format:

The course will include lectures,demonstrations, guest presentations, group discussions, and small-group activities.

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.

Make a special effort to invite diverse mentors in the teaching field.
Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.
Use a variety of teaching styles (modes) to address a diverse classroom.
Encourage teams or groups within the classroom that foster mutual respect and cooperation.
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. Efforts will be made by the instructor to have guest speakers with disabilities and professionals who work with them in the educational setting.

Attendance Policy:

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. There may be some added "field" trips that will be factored into the attendance policy.

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 Undergraduate and Graduate Programs, 2008-09 Catalog.

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.

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

Description of Assignments:

During this course, you will complete a number of learning activities that demonstrate a growing proficiency and knowledge of teaching students with mild to moderate disabilties. These activities will provide you with the background and knowledge for developing the culminating course project, a teaching portfolio (Livetext) that will include samples of your work to assist students with disabilities in meeting high educational standards. The instructor will provide feedback on all assignments completed during this course so that, based on the feedback, you may make improvements in your work for this final project.

Each of the following assignments should be handed in to Dr. Bauer by using Livetext and papers must use APA format.

1. Effective Assessment and Instruction/Lesson Plans (Make sure you look at the grading Rubric for all of the sections to be graded: 100 points a piece x 5

This assignment consitsts of planning and developing a series of five sequential lessons or instructional activities in one are of the curriculum with one child. In developing your plans be sure to consider concepts that are in the text and what we have discussed in class: linking assessment with instruction, teaching methods and strategies for obtaining high levels of achievment, considering diversity perspectives, and active student involvement. During designated class time, you will have opportunities to work with classmates to dvelop effective instruction and assessment plans and practice your learning activities with the class.This approach must describe the child in detail (may be real child or hypothetical). The description of the child, small group or class must be outlined first and then the lesson(s). Case Study/Lessons are handed in on the Livetext portfolio.

2. Disability Characteristics/Etiology and Accomodations: A thorough investigation and evaluation of each disability category must be researched and information placed on the 342/642 Portfolio. Each disability Section will be worth 25 points for both sections 5 x Etiology and Accomodation Sections (2 x 25) = 500 points. Use Jones text.

3. Research-based Teaching Methods and Instructional Strategies: 100 points per section x 5 = 500 points

This project consists of researching a teaching method or instructional strategy and presenting your findings in class. During the final weeks of this course, we will set aside time for mini workshops on research-based methods and strategies. Plan to demonstrate the method or strategy and provide a handout for each class participant wich summarizes your literature search concerning the effectiveness with students with disabilities. Basically a paper and a presentation will meet this requirement. Upon completion, please submit your findings to livetext.

4. Electronic Portfolio for Teaching Students with Disabilities: 200 points

The above assignments and in-class activities should provide you with a background of knowledge and information for planning, developing, and refining your portfolio for teaching students with special needs. This portfolio should include artifacts that you have produced in this class and rationale statements for each artifact that describes what you have learned or how the artifact demonstrates your knowledge, skills, or abilities. Format must be clear and CEC standards must be included with each entry (see above).

5. Quizzes:

During this course there will be assigned chapter readings for each week. You are responsible for reading and studying the materal prior to coming to class. During the semester there will be several announced quizzes over the reading material. 15 points a piece.

6. Attendance/Participation:

Students are expected to attend all classes. Learning about teaching students with disabilities and developing competency in assessing, planning, organizing, implementing, and evaluating instruction depends on your active involvement in each class session. Participation in class discussion and small group work is also important so that students can share their individual experience and backgrounds. 150 points

7. Video of Teaching a lesson with Self Reflection- Copy on Livetext and copy to instructor also Self Reflection due on Livetext and to instructor

8. Syndrome Expert- each student will become an expert in 5 syndromes (you will use the Smith Text as a guide)... You will present a power point presentation to our class or to Diverse Learners day time class Fridays at 10 am. Power point will be assessed by the Power point assessment Rubric and MUST be put on the Portfolio!

9. Mock IEP and Transition Form-Given a Case Study each student will write a Mock IEP using the State Generated IEP form with Transition Included.

Attendance/Participation- 150

Quizzes-10 x 15= 150

Mid term 200
Final 500

Electronic Portfolio=500

Disability Identification Characteristics and Etiologies= 500

Methods for Each Disability Category 6 x100= 600

Lesson plan 5 x 100 = 500 points

Video and Self Reflection=500

Class Schedule: TBA

Date	Topic to be Addressed	Readings	Assignments Due	Powerpoints
8/25	Chapter 1: Preparing to teach students with mild and moderate disabilities		Meet with Cooperating Teacher this week with your Field Handbook (Go OVer the expectations checklist)	Chapter 1 Powerpoint
9/1	Chapter 2: Knowing students with mild and moderate disabilities: Learning disabilities, attention deficit hyperactivity disorders, and other health impairments			Chapter 2 Powerpoint
9/8	Chapter 3: Knowing students with mild and moderate disabilities: Emotional Disturbance, mental retardation, and autism spectrum disorders		Lesson Plan one due	Chapter 3 Powerpoint
9/15	Chapter 4: Assessing students with mild and moderate disabilities		IEP and IAT/RTI Reaction Due on Livetext	Chapter 4 Powerpoint
9/22	Chapter 5: Planning and organizing instruction for students with mild and moderate disabilities		Lesson Plan two due	Chapter 5 Powerpoint
9/29	Chapter 6: Methods for teaching students with mild and moderate disabilities			Chapter 6 Powerpoint
10/6	Chapter 7: Selecting instructional strategies		Midterm and Midterm Evaluation Due from your cooperating teacher (paper copy to me and copy on Livetext)	Chapter 7 Powerpoint
10/13	No Class			------------------------
10/20	Chapter 8: Developing and enhancing social skills		Etiologies and Characteristics Section due on Livetext Lesson Plan three Due	Chapter 8 Powerpoint
10/27	Chapter 9: Promoting positive behavior			Chapter 9 Powerpoint
11/3	Chapter 10: Partnering with educators, professionals, paraprofessionals, and families		Lesson Plan Four Due	Chapter 10 Powerpoint
11/10	Chapter 11: Literacy		Syndrome Expert Presentation must be done tonight or before tonight to Diverse Learners Class.	Chapter 11 Powerpoint
11/17	Chapter 12: Written and spoken communication		Video on your teaching lesson with self-evaluation to me and on livetext.	Chapter 12 Powerpoint
11/24	Chapter 13: Mathematics		Lesson Plan Five Due	Chapter 13 Powerpoint
11/30	Chapter 14: Science and Social Studies			Chapter 14 Powerpoint
12/1	Chapter 15: Learning and study skills; Chapter 16: Transition		Final and Final Portfolio Due Time Sheet on Livetext (Paper to me) Final Evaluation on Livetext (Paper to me) Checkoff List on Livetext (Paper to me) Mock IEP and Transition Form Due 12/4	Chapter 15 Powerpoint