SPED 420.001 Learners with Special Needs in Restrictive Environments Course Syllabus

SPED 420.001 Learners with Special Needs in Restrictive Environments Course Syllabus
SPED 420.001 Learners with Special Needs in Restrictive Environments
Course Syllabus
Spring 2014 – Tuesday 4:30 – 7:10 – Henderson 207
Instructor: Dr. Suzanne Thomas
Office: Henderson 227
Telephone: (903) 886-5592
Fax: (903) 886-5510
Email: [email protected] (preferred method of contact)
Office Hours:
Tuesday and Thursday 9:00 – 10:30 am; Tuesday 1:00 – 3:00 pm or by appt.
It is my desire that each of you profits from this course. Please contact me via e-mail or
phone or schedule to meet with me if you need any assistance. Appointments are NOT
required, but are appreciated, preferred, and given priority.
I. Course Description
This course will develop skills for planning and organizing (the educational and
behavioral experience) of special needs populations in restrictive settings, including
individuals requiring extensive / pervasive supports. Emphasis will be given to the areas
of oral language development and life adjustment skills.
II. Student Learning Outcomes & Assessments
This course will address the following TExES competencies:
001: Understands and applies knowledge of the characteristics and needs of students with
disabilities.
010: Understands the philosophical, historical, and legal foundations of special education.
002: Understands formal and informal assessment procedures and knows how to evaluate student
competencies to make instructional decisions.
003: Understands and applies knowledge of procedures for planning instruction for individuals
with disabilities.
006: Understands and applies knowledge of issues and procedures for teaching appropriate
student behavior and social skills.
007: Understands and applies knowledge of transition issues and procedures across the life span.
012: Knows how to communicate and collaborate effectively in a variety of professional settings.
III.
Evaluation and Grading
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Students will be assessed according to the stated objectives in this syllabus including:
written work, exams, discussions, projects and presentations.
Summary of Course Assignments:
Maximum Points
Attendance & Participation
Required
In-Class Activities (possible)
25
Show and Tell
25
Activities, Modules or Exams (5 @ 50 )
250
Field Report
125
Social Story
25
Group Project
200
Project, participation, presentation, collaboration with other group
Total Points Available
650 points
Grading is based on your cumulative score as a percent of the total score available (650
points)
Points Earned
_________________
Maximum Points
x 100 = percentage earned
Grading Rubric:
A (90%)
B (80%)
C (70%)
D (60%)
F (less than
60%)
IV: Course Assignments
1. Attendance, Participation and In-Class Activities: Students are expected to be
present for all scheduled class meetings. Five points will be deducted for
• all unexcused absences
• each 3 tardies (e.g., tardy 3 times = -5; tardy 6 times = -10, etc.)
o leaving early is considered the same as arriving late
• During class, students are expected to participate in class discussions,
demonstrating college-level preparation and participation. Points can be deducted
from the final grade at the discretion of the instructor for failure to participate.
• In-class assignments may be presented at various times during the semester. No
“make-up” assignments will be made for in-class assignments if a student is
absent.
Points will be deducted per above FROM YOUR FINAL GRADE. If there are excused
absences (see student guidebook), you should contact the instructor prior to the class
meeting as possible.
Possible In-Class Assignments: 25 maximum points
2.
Show and Tell
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Throughout the semester, you will have an opportunity to share a personal experience
(i.e. article, book, video clip, website, television show, movie, etc.) that relates to students
with moderate, severe, or medical needs.
Show and Tell presentations should be limited to no more than 3 minutes. In order to
receive credit, a brief written description must be turned in at the time of your
presentation (see format in in doc sharing).
Grading: 25 Maximum points
Due Date: Throughout the semester
3. Activity Modules
Throughout the semester, activities, modules, or exams will be assigned typically,
activities or modules will consist of reading and watching the videos and answering
assigned questions. Tentatively, topics will include: physical and health needs, selfdetermination, generalization and maintenance, personal/ community/ domestic skills,
and teaching academics.
GRADING: 5 activities, modules or exams at 50 points each = 250 maximum points
Dates Due: per class schedule
4. Field Report
During the semester, each student will schedule a visit to a school, classroom or agency
that provides educational or behavioral services to students with severe or multiple
disabilities. Prior to this visit, you will be required to prepare 5 questions that you would
like to have answered during this visit. These are due to be turned into the instructor and
approved prior to your visit. Following the visit, you will be required to prepare a field
paper reflecting on this experience. You will be provided with required components of
your report in order to guide your reflection as well as a checklist of items that you
should observe for during your visit. The answer to your five questions and information
on how you obtained your answer will be included in your final paper.
GRADING: 125 maximum points (25 for advance questions; 100 for field report)
Your field report should include (a) your reflection based on the instructor’s required
questions, (b) your completed checklist (c) answer to your 5 questions.
Due Date: per class schedule. Your 5 questions must be approved in advance of the
visit
5. Social Story:
You will create a social story to address a specific problem behavior. See handout for
specific directions for creating a social story.
GRADING: 25 points maximum
Due Date: per class schedule
6. Group Project
Throughout the semester, you will be expected to participate with a group of your peers
in a class project. Time will be allowed in class for your group to work on this project;
however, additional out of class time may be needed. The number of people in each
group will be dependent on class enrollment.
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This activity will require each student to use research and problem solving skills to find
appropriate information and instructional strategies to meet a student’s academic and
behavioral needs. Each group will be responsible to create a case study of a student with
a moderate, severe or medical disability. Each person in the group must have a specific
assignment but the project will be presented “as a whole” upon completion. In addition,
the group will be responsible for making a presentation of approximately 30 minutes on
the results of this project.
Potential components of the project (and therefore individual assignments) include:
• Background on the condition
• Assistive technology – what assistive technology would be appropriate based on
the student’s condition, where would you (the teacher) get it, how would it be
financed, what are the expected outcomes of the equipment, how would people
(the student, other teachers, family, etc.) learn to use the equipment.
• How would this student be assessed – appropriate types of assessments, potential
assessment tools, use of the results, etc?
• Goals and objectives to be included in this student’s standard’s based individual
educational plan
• Involvement of this student in high-stakes testing
• How would family be involved in developing and carrying out the educational
plan
The group will schedule a meeting with the professor to present their final project. Each
presentation should be approximately 30 minutes, with time allowed for dialogue and
discussion. Each member of the group MUST participate in the presentation, although
the activity and level of participation is dependent on group decision.
Group Participation: A maximum of 25 points will be awarded as group participation
points for participation in the assigned group activities. Points will be determined based
on observation, participation in class presentations, and rating / ranking forms completed
by group members
In addition to participating with your group, each person in the class will be responsible
for reading the project of another group, preparing 3 questions for the group, and
attending and participating (dialogue / questioning / interchange of ideas) in that group’s
presentation. This participation must be thoughtful and respectful and is not intended to
be a critique of that group’s presentation.
GRADING: 200 maximum points as follows
Project 100 points maximum
Presentation – 50 maximum points
Participation - 25 points maximum (as shown above)
Alternate group exchange - 25 points
Date Due: as scheduled by each group per class schedule
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V. Teaching Strategies
The following instructional strategies will be employed during this class:
• Lecture, multimedia, and simulations
• Demonstration and case studies
• Cooperative learning
• Written assignments
VI. Required Text and Related Readings
Required Texts
.
1. Browder,D.M., & Spooner, F. (2011) Teaching students with moderate and
severe disabilities. New York: NY. The Guilford Press.
2. Texas Education Agency (2010). A Guide to the Admission, Review, and
Dismissal Process (ARD Guide). * Can be found under Doc Sharing in eCollege.
VII: Other Syllabus Considerations
Safe Zone
The professor considers this classroom to be a place where you will be treated with
respect as a human being - regardless of gender, race, ethnicity, national origin, religious
affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of
thought is appreciated and encouraged, provided you can agree to disagree. It is the
professor's expectation that ALL students consider the classroom a safe environment.
Communication & Support:
If, between class meetings, you have a question that others in the class may also be
having, please post those questions to my Virtual Office in eCollege. Please consult
Virtual Office to see if a question has already been answered before sending me an email. *** (see 3 before me rule below). Responses to Virtual Office questions & emails
will be made Monday through Friday within 48 hours unless out-of-office notification
has been provided. Please note that I will not guarantee response to Virtual Office posts
or emails during weekends, holidays, or in the evenings. If you have any questions or
need clarifications on any aspect of the course, please post early in the week.
A Note About the Virtual Office: The Virtual Office is a public forum. Everyone else
in the class can read everything you write there. If you need to contact me about
something of a personal nature, feel free to e-mail me.
Three Before Me Rule: The 3 before me rule simply means, before you e-mail me with
a question, (when is an assignment due, how do I turn it in, how many points is it worth,
etc.), you are to attempt 3 times to find the answer your question. What are some
suggested ways you can do this? You could: read your syllabus, review Virtual Office to
see if someone else has asked this question, post a question for your peers in the Virtual
Office, or contact other members of your discussion group, etc.
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As a student enrolled at Texas A&M University-Commerce, you have access to an email
account via MyLeo. ALL class emails from your instructor WILL GO TO YOUR
MyLeo ACCOUNT. Please be sure to check this email account frequently and regularly.
Technology Requirements:
In this course, we will utilize eCollege. eCollege works best within a Microsoft
Windows environment, and requires a high speed internet connection (not dial-up). This
means you should use a Windows operating system (XP or newer) and a recent version of
Microsoft Internet Explorer (6.0, 7.0 or 8.0). The course will also work with Macintosh
OS X along with a recent version of Safari (2.0 or better). eCollege also supports the
Firefox/Mozilla (3.0 or better) on both Windows and Mac operating systems. It is
strongly recommended that you perform a “Browser Test” prior to the start of your
course. To launch a browser test, login to eCollege, click on the “myCourses” tab, and
then select the “Browser Test” link under Support Services. To get started with the
course, go to:https://leo.tamu-commerce.edu/login.aspx. You will need your CWID and
password to login to the course. If you do not know your CWID or have forgotten your
password, contact Technology Services at 903-468-6000 or [email protected]
Contacting eCollege for Technical Support:
The following support options are available 24 hours a day / 7 days a week
• Help: Click on the “help” button on the toolbar for information regarding
working with eCollege (i.e., “How do I submit to dropbox?”, “How do I post
to discussion board?”, etc.
• Chat Support: Click on the “Live Support” on the toolbar within your course
to chat with an eCollege representative.
• Phone: 1-866-656-5511 (toll free) to speak with an eCollege Technical
Support Representative
• Email: [email protected] to initiate a support request with eCollege
Technical Support Representative
Other Important Notes:
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that
provides comprehensive civil rights protection for persons with disabilities. Among other
things, this legislation requires that all students with disabilities be guaranteed a learning
environment that provides for reasonable accommodation of their disabilities. If you
have a disability requiring an accommodation, please contact:
Office of Student Disability Resources and Services
Texas A&M University-Commerce
Gee Library, Room 132
Phone (903) 886-5150 or (903) 886-5835
Fax (903) 468-8148
[email protected]
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•
All students enrolled at the University shall follow the tenets of common decency
and acceptable behavior conducive to a positive learning environment. (See Code
of Student Conduct from Student Guide Handbook)
o All students are expected to display professional behaviors (dispositions)
expected of educators and to demonstrate these behaviors in their
interactions with K-12 students, families, your colleagues, the professor,
and communities at all times. These professional behaviors consist of
such behaviors as professional responsibility, professional and personal
integrity, collegiality, and commitment to learning. Failure to display
professional behaviors can result in counseling by the professor and result
in lowering of the course grade.
o Academic Dishonesty. To be successful in this class, you must invest time
for study. Honesty is expected. Academic dishonesty (cheating,
plagiarism, collusion) will NOT be tolerated and will result in a grade of
zero (0) for the assignment. A second infraction will result in automatic
failure of the class. Dishonesty is defined as (i) the use of unauthorized
materials, (ii) any communication with peers during quizzes, (iii)
representing another’s work as one’s own (i.e. plagiarism) or (iv)
fabricating information. The professor reserves the right to determine
occurrences of cheating.
o Plagiarism occurs at any time that another’s ideas or words are used as
your own without attribution. Direct quotations must be cited and set off
from other text by quotation marks (“ ..”). Paraphrasing of another’s ideas
must also be cited (although this does not require quotation marks).
Copying from other students and two or more students who work together
and turning in the exact same work (unless it’s an assigned group project)
also constitute plagiarism.
For many assignments, students are encouraged to work together.
However, if individual submission of the assignment is required,
the final product must be your own work.
•
All assignments must be turned in on the assigned due date. Unexcused
assignments turned in after the due date will be returned ungraded.
o A note about timeliness: The timelines for this course are not negotiable.
I realize that on occasion “life happens” – children get sick, cars break
down, and thunderstorms occur. For these reasons and many more, it is
highly advised that you DO NOT wait until the deadline for turning in an
assignment. If you wait until 11:00 pm to turn in an assignment due at
midnight and the electricity goes out, you have missed the deadline and will
NOT get credit for the assignment.
•
Ensure that the assignment guidelines presented in the syllabus and assignment
handouts are followed. It is important that all assignments are organized
according to headings and subheadings delineated in the assignment. Failure to
do so will result in an ungraded assignment or a lower evaluation.
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•
Make/Up exam. There will be NO make-up exams for this course unless a true
emergency exists. Students are expected to submit relevant documentation ( e.g.
doctor’s note, funeral notice, etc.) when requesting a make/up examination.
•
Written Assignments. Written assignments MUST be typed using double spaced
lines, include your name, and have page numbers. In addition, work submitted
should reflect a professional quality in terms of scope, depth, writing mechanics,
and appearance that would be expected of students at a prestigious university.
Proofread all assignments as only materials with minimal or no errors will receive
high scores.
•
Person First Language: Our language is a reflection of our attitudes. Always
refer to persons with disabilities with respect. Degrading terminology will not be
tolerated. In this class we will strive to use “people first” language at all times.
“People First” language always refers to the person first and not as a label or a
category. For example, refer to “a student with autism” and not “an autistic” or
“students with disabilities” and not “disabled students”. In addition, avoid such
stigmatizing terminology as “confined to a wheelchair” (say “uses a wheelchair”
instead.).
•
If you have suggestions, comments, questions, or concerns about the class or the
assignments, please call or see the instructor. Please do not save your suggestions
for the course evaluation at the end of the term when it is too late to implement
your suggestions.
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