1 SPED 410: Characteristics of Diverse Learners 2010 Summer I Session Instructor: Elaine Beason, Ed.D. Office: Room 236N A&M Building, Robison Rd., South Campus Office Phone: 903-223-3035 Office Hours: Tuesdays 3-6:00 pm at NTCC; Wednesdays 3-6:00 p.m. at A&M- Texarkana Email: [email protected]Course Web site: www.tamut.edu/ Go to Web Courses/Blackboard for Students Prerequisite: PSYC 2308 or PSYC 2314 or ED 311 and successful completion of THEA exams. Course Description This course develops student’s foundational knowledge of historical perspectives, educational principles, laws, and professional ethics and roles in the fields of special education and English Language Learners (ELL). It focuses on the learning and behavioral characteristics of diverse learners, including students with exceptionalities, students who are ELL, and students who are Culturally and Linguistically Diverse Exceptional (CLDE) learners. Additionally, this course introduces instructional strategies, appropriate curriculum, accommodations, modifications, and assistive technology to ensure the success of all learners. Textbooks Two required textbooks: Taylor, R. L., Smiley, L. R. & Richards, S. B. (2009). Exceptional students: Preparing teachers for the 21 st century. Boston, MA: McGraw-Hill Higher Education. ISBN: 0-205-49353-X. Kottler, E., Kottler, J. A., & Street, C. (2008). English Language Learners in your classroom: Strategies that Work, 3 rd ed. Thousand Oaks, CA: Corwin Press. ISBN: 978-1-4129-5817-2. Select one of the following for a required reading assignment: Brodey, D. (2007). The elephant in the playroom. NY: Penguin Group Hudson Street Press. ISBN: 978-1-59463-035-4. Cohen & Wysocky, L. (2005). Front of the class: How Tourette syndrome made me the teacher I never had. Acton, MA: VanderWyk & Burnham. ISBN-13: 978-1-889242-24-1 Michie, G. (1999). Holler if you hear me, 2 nd ed. NY: Teachers College Press. ISBN: 0- 8077-4958-3. Instructional Design SPED 410 is carefully designed to combine traditional techniques, such as lecture, in-class activities, online activities, discussions, and field experiences. This course is a face-to-face class format that is supported by the course web site. “Values to Guide Teaching” (Turnbull, et. al., 2002) is a core framework for this course.
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SPED 410: Characteristics of Diverse Learners 2010 Summer I Session
Instructor: Elaine Beason, Ed.D. Office: Room 236N A&M Building, Robison Rd., South Campus Office Phone: 903-223-3035 Office Hours: Tuesdays 3-6:00 pm at NTCC; Wednesdays 3-6:00 p.m. at A&M-
Texarkana Email: [email protected] Course Web site: www.tamut.edu/ Go to Web Courses/Blackboard for Students Prerequisite: PSYC 2308 or PSYC 2314 or ED 311 and successful completion of
THEA exams.
Course Description This course develops student’s foundational knowledge of historical perspectives, educational principles, laws, and professional ethics and roles in the fields of special education and English Language Learners (ELL). It focuses on the learning and behavioral characteristics of diverse learners, including students with exceptionalities, students who are ELL, and students who are Culturally and Linguistically Diverse Exceptional (CLDE) learners. Additionally, this course introduces instructional strategies, appropriate curriculum, accommodations, modifications, and assistive technology to ensure the success of all learners.
Textbooks
Two required textbooks: Taylor, R. L., Smiley, L. R. & Richards, S. B. (2009). Exceptional students: Preparing teachers for the 21st century. Boston, MA: McGraw-Hill Higher Education. ISBN: 0-205-49353-X. Kottler, E., Kottler, J. A., & Street, C. (2008). English Language Learners in your classroom: Strategies that Work, 3rd ed. Thousand Oaks, CA: Corwin Press. ISBN: 978-1-4129-5817-2.
Select one of the following for a required reading assignment: Brodey, D. (2007). The elephant in the playroom. NY: Penguin Group Hudson Street Press. ISBN: 978-1-59463-035-4. Cohen & Wysocky, L. (2005). Front of the class: How Tourette syndrome made me the teacher I never had. Acton, MA: VanderWyk & Burnham. ISBN-13: 978-1-889242-24-1 Michie, G. (1999). Holler if you hear me, 2nd ed. NY: Teachers College Press. ISBN: 0-
8077-4958-3.
Instructional Design SPED 410 is carefully designed to combine traditional techniques, such as lecture, in-class activities, online activities, discussions, and field experiences. This course is a face-to-face class format that is supported by the course web site. “Values to Guide Teaching” (Turnbull, et. al., 2002) is a core framework for this course.
Assistance Each student is encouraged to contact the instructor through Blackboard email for
assistance with any class-related problem. Use the Blackboard course web site email to facilitate speedy communication between
student and instructor. Students’ grades and concerns are very important! To discuss grades or concerns make an
appointment or come by during office hours. The best way to make an appointment is via course email.
Disability Accommodations Students with disabilities may request reasonable accommodations through the A&M Texarkana Director of Student Services by calling 903-223-3062.
Course Requirements
Student Learner Outcomes There are three special types of student learner outcomes (SLOs): (1) content, (2) professionalism, and
(3) technology. The SLOs are aligned with the Texas Standards (TExES) for Generalist EC-6, PPR,
English Second Language, and Special Educator EC-12.
CONTENT Student Learner Outcomes ASSESSMENT
Upon completion of SPED 410 A&M-Texarkana students will
demonstrate the ability to….
1. Recall, identify, describe, and explain …
historical, philosophical, and theoretical perspectives that have shaped the field of Special Education and ESL.
Exam I
History Module & Quiz
Labeling Module & Quiz
CLD/CLDE Module & Quiz
state and federal laws in the field of special education and ESL programming.
Exam I
History Module & Quiz
Labeling Module & Quiz
CLD/CLDE Module & Quiz
professionalism needed to effectively work with diverse families and professionals.
Exam II
History Module & Quiz
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Labeling Module & Quiz
CLD/CLDE Module & Quiz
response to intervention, the referral process, the assessment process, eligibility criteria, the development of Individualized Educational Plans, assessment, interventions, and planning for ESL students.
Exam II
Labeling Module & Quiz
CLD/CLDE Module & Quiz
ELL Poster Presentation
factors that place individuals at-risk for failure. Abuse & Neglect Module & Quiz
CLD/CLDE Module & Quiz
roles of professionals in supporting inclusion. Exam II
Labeling Module & Quiz
CLD/CLDE Module & Quiz
ELL Poster Presentation
learning and behavioral characteristics of diverse learners (disabilities, giftedness, ELLs, and CLDE learners).
Book Review
Exam III & IV
CLD/CLDE Module & Quiz
2. Paraphrase, critic, evaluate, and write a reflection examining… Code of Ethics and Standard Practices for Texas
Educators, Council for Exceptional Children (CEC) Code of Ethics, and the “Values to Guide Teaching” (Turnbull, et. al., 2002).
Book Review
Field Experience Reports
ELL Poster Presentation
3. Identify, describe, discuss, and analyze… instructional strategies, specific curriculum, monitoring
progress, accommodations and modifications, and assistive technology for diverse learners including students with disabilities, giftedness, as wells as ELL, and CLDE learners.
CLD/CLDE Module & Quiz
Exam III & IV
Field Experience Reports
ELL Poster Presentation
The following professionalism SLOs are infused throughout the course. They are aligned with (1) the
Texas Code of Ethics and Standard Practices and (2) the Council for Exceptional Children Code of Ethics.
Upon completion of SPED 410 A&M-Texarkana students
will:
Instructor’s observation of student’s…
1. Attend class and be prompt. 2. Meet deadlines. 3. Present a positive, open attitude toward learning. 4. Accept and utilize constructive feedback. 5. Incorporate organizational skills into course work,
including, but not limited to, time management. 6. Utilize collaboration skills. 7. Demonstrate emerging presentation skills. 8. Become a reflective student and practitioner. 9. Demonstrate a respectful attitude toward authority
figures and peers. 10. Use appropriate English grammar, articulation and
speech patterns in spoken and written work. 11. Develop ethical practices (i.e., labeling, confidentiality,
collaboration, etc.,) to be used in the field. 12. Demonstrate professional and ethical behaviors during
field experiences.
Attendance records Interactions during class and online
activities Email interaction Response to feedback Interaction within collaborative
projects and discussions during class Reflections on each written
assignment Quality of written and oral
communications Interactions during field experience Personal presentation in class, on-
campus, including online, and in the community.
TECHNOLOGY Student Learner Outcomes ASSESSMENT
Upon completion of SPED 410 A&M-Texarkana students
will demonstrate knowledge and skill in the use of:
Instructor’s observation of student’s…
1. Email, discussion boards, and the course web site.
2. Word processor (Microsoft 2007) to produce quality
written documents.
3. Software to produce quality classroom diagrams.
4. Effectively use a scanner to produce a multiple page
document in pdf format.
5. Power point presentation with images to illustrate
critical points.
Quality and effectiveness use of email, discussion boards and course web site.
Quality of written work and classroom diagrams within the field experience.
Production of pdf file of supporting documents for field experience.
Production of power point presentation.
Evaluation Each student will be evaluated on two levels. The first level addresses the quality at which each
student meets the course student learner outcomes. This is the level for which each student will receive a course grade. The second level addresses professionalism and determines the nature of recommendations. See Professionalism on course web site.
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Grading:
This course offers a variety of learning opportunities. These activities represent a different depth of
study (Bloom’s taxonomy) and are designed to meet various learning styles. Students are expected to
develop and demonstrate mastery of student learner outcomes through experience of implementing
planned activities. Points will be earned based on the quality of the product.
Course Activities Points
Three Online Modules (3@ 25pts.) 75
CLD/CLDE Online Module & Quiz (1) 100
Exams – Autism, SLD(2 @100) 200
Book Review (1) 100
Field Experience & Report (3 @ 100) 300
ELL Power Point Presentation (1) 50
Total Possible Points for Course 825
Final Grade:
Final course grades are based on the percentage of points earned out of the total points possible.
Course grade will be assigned based on the following scale: A= 90-100 %; B= 80- 89%; C= 70- 79%; D=
65- 69%; F= 0-64%. Note: failure to maintain confidentiality of field experiences will result in a
failing grade; and failure to maintain academic honesty will result in a failing grade.
Basic Requirements
1. Attend all class sessions and actively participate in class and online activities.
2. Follow procedures and guidelines announced in class and/or posted on course web site.
3. Demonstrate knowledge of content student learner outcomes.
4. Demonstrate growth toward the technology student learner outcomes.
5. Complete six hours of Field Experience specifically addressing ESL learners, students with disabilities and write three reports.
6. Develop and complete a Service Learning Project addressing diversity.
11. Conduct oneself in a professional and ethical manner throughout the semester.
See Professional Ethics & Standards, Academic Honesty, Professional Behavioral
Outcomes, and Professionalism on the course web site.
Class Participation and Learning Environment
Students are expected to attend all classes, be on time, and attend for full duration of the class.
The university policy for an Administrative Drop (See university catalog.) will be implemented when a student is absent three times and/or when a student fails to submit required assignments or completed exam score (3 field experience reports, book review, ELL power point presentation, CLD/CLDE online module, and Exams I, II, III, or IV).
Having more than three tardies and/or leaving class early will accrue, and therefore count as an absence.
If a student chooses to miss a class, as an adult learner, the student is responsible for o notifying the instructors via course web site email, o all course announcements, o covering the material addressed in class independently, and o obtaining notes from a peer.
Students are responsible for all course announcements. These may be stated in class, via course email, or posted on the course web site.
Students are expected to check the course web site daily.
Learning Environment
No audible cell phones or beepers in class! Receiving or making calls during class is not professional!
No text messaging or emailing during class.
Conduct yourself in a manner that is not distracting to your peers.
Be respectful of other students and the instructor.
Recognize that arriving late or leaving class early is a distraction to your peers!
Students may NOT bring children to class.
Students are responsible for reading, understanding, and following the A&M-Texarkana Code of Conduct.
Class Cancelation
If class is canceled due to weather or other unforeseen circumstance, an online announcement and assignment will be posted for students to complete to compensate for loss class time. These may contain a quiz or writing assignment, in which case, the extra points will be added to the course final points possible.
Handouts/Articles
Handouts/articles are available on the course web site. Students are responsible for reading all assigned materials. These will be included on exams or online module quizzes.
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Professional Ethics and Standards All field experiences and the reports are highly confidential! Reports cannot be used for any other
course. The nature of the field experience can NOT be discussed outside of this course! A breach in the confidentiality of these field experiences or reports may be grounds for a failing grade in the course. See Professionalism and Field Experience on the source web site.
Professional dress, language, and behavior are expected in all field experiences. Failure to present oneself professionally may result in being dropped from the course or in being required to repeat the field experience.
Positive collaborative professional behavior is expected throughout the semester. Course web site and email system can only be used by enrolled students for course business. ACADEMIC INTEGRITY o Academic honesty is expected of students enrolled in this course. Cheating on examinations,
unauthorized collaboration, falsification of research data, [includes falsification of field experience documentation], plagiarism, and undocumented use of materials from any source constitute academic dishonesty and may be grounds for a grade of ‘F’ in the course and/or disciplinary actions. For additional information, see the university catalog.
o Students are responsible for reading and understanding the A&M-Texarkana Policy on Academic Integrity.
o Students are responsible for submitting assignments to “Turnitin”.
Learning Opportunities and Products Assignments are due by the specific deadline (time & date) announced in class or stated on course
calendar! o The instructor retains the right to modify these deadlines as deemed necessary. Changes
will be announced in class, via email, or posted on the course web site; therefore, all students are expected to meet those deadline changes.
o The required assignments will be submitted electronically through the course web site by the designated deadline.
o Late work (anything that does not meet both the time & date deadline) will be assessed a penalty (10% of the assignment’s total point value, for each calendar day the item is late).
o Students may request an extension 24 hours prior to the deadline; however, approval of that extension is the purview of the instructor. Generally, extensions are between three and seven days, depending upon the circumstances.
1. The extension will include a penalty of 15% of the assignment’s total point value. 2. All extensions must be documented via course web site email and with e-copy of that
documentation submitted with the work. 3. Requests for a second extension on an assignment will not be considered. 4. Requests for extensions during the last week of the semester will not be considered.
As prospective teachers, all students will be expected to meet performance criteria associated with English grammar, spelling, and sentence structure. Additionally, all students are expected to use people-first language in their written work and oral presentations. For specific guidelines go to Professionalism on the course web site.
The required assignments must be submitted to turnitin.com. prior to submission to the instructor for grading.
o Submission to Turnitin must be completed BEFORE submission of the assignment to the
instructor for grading. Sometimes, Turnitin is slow in responding to submissions, so students shouldn’t wait until the last minute to submit to Turnitin.
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o Failure to submit to Turnitin will result in zero points for that assignment. o Late submission to Turnitin will result in a point penalty. o The instructor will NOT use the Turnitin format to read or grade the assignments. o Assignments must meet the similarity rate requirement designated within the
assignment guidelines.
Examinations (4 exams @ 150) The examinations are required. Dates will be posted on the course calendar, however the
professor retains the right to change dates as necessary. The timed exams will be given online or in the testing center. Exams will not be available prior to the date stated on the course calendar. Make-up exams will be approved only in extreme emergencies. Approval for a make-up exam
must be requested by the student via course web site email.
Online Activities The three online activities are worth 25 points each. For online activities students must meet the deadline.
A. Culturally and Linguistically Diverse (CLD) & Culturally and Linguistically Diverse Exceptional (CLDE) Learners Online Module The CLD/CLDE module will include a review of several power point lectures, online
activities, and quizzes. The CLD/CLDE module is a required assignment.
B. Book Review Students are required to select and read one book from the approved list and write a
review. If the student has taken this course previously, a different book must be used. See guidelines and rubric found on course web site under Book Review. All materials will be submitted online through Blackboard Assignment Dropbox.
C. English Language Learners (ELL) Power Point Students are required to develop and present power point about ELL characteristics
and teaching strategies based upon the course textbook: English Language Learners in Your Classroom: Strategies that Work and present that information to class.
Points will be assigned for participation in the ELL power point presentation session. If absent for the power point presentation session, make-up work will be assigned.
See guidelines and rubric found on course web site under ELL Power Point.
Field Experience
Students are required to complete six hours field experience of special education services and ESL services within a public school setting and write three reports. The observations will include (1) an ESL self-contained class or ESL inclusion class, (2) a self-contained special education class, and (3) a special education resource or inclusion class.
Failure to submit all three field experience reports will result in no credit for those assignments for the student.
Failure to complete the required hours for each field experience will result no credit for those assignments for the student.
See guidelines and rubric found on course web site under Field Experience.
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Curriculum Outline Unit 1: Perspectives, Paradigms and Trends in the fields of Special Education and ESL programs. (Exam I & II)
1. Historical Overview and Philosophical and Theoretical Foundations 2. Legal Aspects 3. Service Delivery Systems and Principles
Unit 2: Learning and Behavioral Characteristics and Best Practices (Exam III & IV)
1. English Language Learners (ELL) 2. Gifted and Talented
3. Learning Disabilities 4. Intellectual & Developmental Disabilities and Severe/Multiple Disabilities 5. Emotional or Behavioral Disorders 6. Communication Disorders 7. Autism Spectrum Disorder 8. Attention Deficit Hyperactivity Disorders 9. Sensory Impairments (Vision and Hearing Impairments)
10. Physical Impairments, Health Impairments, Traumatic Brain Injury
FINAL NOTE from the Instructor: The instructor retains the right to make changes to the syllabus or course calendar. Generally, such changes are made to address situations that arise during the semester and are designed to benefit the class. Such changes will be announced in class or via course web site. Students are responsible for such announcements.
SPED 410 REFERENCES (Updated August 2008)
Amen, D. G., (2001). Attention, doctors. Newsweek, (February 26), 72-73.
Bjorklund, D. F. (1995). Children's thinking: Developmental function and individual differences (2nd ed.).
Pacific Grove, CA: Brooks/Cole Publishing Company.
Blasi, M. J., & Prestley, L. (March 1998). A child with severe hearing loss joins our learning community.
Young Children, 44-48.
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: Cognitive domain. New York: David
McKay.
Bradley, R., Danielson, L., & Dolittle, J. (2007). Responsiveness to intervention: 1997 to 2007. TEACHING
Exceptional Children, 39(5), 8-13.
Buck, G. H., Polloway, E. A., Smith-Thomas, A, & Cook, K. W. (2003).
Prereferral intervention processes: A survey of state practices. Exceptional Children, 69(3), 349-360.
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Clark, S. G., (2000). The IEP process as a tool for collaboration.TEACHING Exceptional Children, 33(2),
56-66.
Comos, C. (2001). Abuse of children with disabilities. CEC Today, 8(2),2,5,8,12,14,15.
Council for Exceptional Children. (2002). Strategies to help students with autism. CEC Today, 8(8), 1, 5,
6, 13, 14.
DeHotman, S. L., Hughes, A. G., & Green-Burns, W. B. (2000). “Gangstas” in your classroom: How to
recognize them and what teachers should know. Beyond Behavior, 10(2), 24-27.
Downing, J. E., & Chen, D. (2003). Using tactile strategies with students who are blind and have severe
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