CELL PHONE/LAPTOP POLICY There is a zero tolerance policy for texting/cell phone use in class UNLESS our class activity requires it. Please leave cell phones on vibrate. If you expect an important phone call, please inform me before class and quietly excuse yourself when you receive it. Texting/cell phone usage will impact your overall participation grade.

SPED 4300.05TH 7:00-9:50, Bayou Bldg. 1228Survey of ExceptionalitiesSpring 2017 – 1/17/17-5/08/17

UHCL Quality Enhancement Plan (QEP) Motto Applied Critical Thinking for Lifelong Learning and Adaptability

This course has been authorized by UHCL as an Applied Critical Thinking (ACT) Course which means that in addition to learning about the specified course content, students will be engaged with some or all of the Elements of Thought and Universal Intellectual Standards of critical thinking. The objective of an ACT course is to develop the student’s ability to become skilled at analysis and evaluation by applying a set of intellectual tools that may be effectively used across all disciplines (as well as to the student’s personal life). Based on the Foundation for Critical Thinking model (http://www.criticalthinking.org/), critical thinking involves thinking for a purpose, asking questions, using information, applying concepts, drawing inferences and conclusions, identifying assumptions, anticipating implications and consequences, and recognizing points of view. The Universal Intellectual Standards that are applied to these Elements of Thought of critical thinking in order to develop Intellectual Traits include clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness.

School of Education MottoExcellence, Innovation and Leadership in a Learner-Centered Community

CAEP: UHCL is one of only 14 universities in Texas accredited by the Council for the Accreditation of Educator Preparation (CAEP). CAEP is a non-profit, non-governmental alliance of 33 national professional organizations recognized by the U. S. Department of Education as an accrediting body of schools, colleges, and departments of education. Meeting CAEP accreditation standards helps to ensure high quality teacher, specialist, and administrator preparation. Through the process of accreditation, CAEP works to make a difference in the quality of P-12 education.

Instructor: Dr. Wren Bump Office: Bayou Bldg., Suite 1125Email: bump@uhcl.edu Class Blog: https://wrenbump.org/courses/spring-2017/ Office Hours: Thursday 6:00-7-00

Online: Tuesday, 6:30-8:00

Contacting the instructor: The official communication between UHCL and you is your UHCL email. Any communication sent from the instructor will go to your UHCL email; any email communication sent by you should be sent to bump@uhcl.edu. If you need to contact me more quickly, email wrenbump@gmail.com Phone: 281-283-3550Suite Secretary: Ms. Debbie Mitchell, MitchellDebbie@uhcl.edu Syllabus Disclaimer: The instructor reserves the right to change the syllabus at any time and will notify students of any changes.

Required Supplies: Text: Friend, M. & Bursuck, W. D. (2015). Including students with special needs: A practical guide for classroom

teachers. Boston, MA: Pearson. ISBN-13: 978-0-12-356443-3 Single subject spiral Three-hole folder with pockets

January 4, 2017

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SPED Program Mission: The mission of the Department of Special Education is to prepare our candidates to be highly skilled teachers and leaders in the field of Special Education. The mission is accomplished by:

Disseminating research-based theory and best-practices,

Collaborating with individuals with exceptional learning needs, educators, parents, and agencies,

Promoting service, advocacy, and leadership in the field of special education,

Celebrating and fostering inclusion, diversity, independence and multiculturalism,

Accepting professional and personal responsibility.

Therefore, all course work directly aligns with established professional standards as provided in this syllabus.

SPED 4300 Description and Expectations

I. Description of Course Catalog Description: The course will provide a study of teaching students with disabilities and diverse needs with an emphasis on making individualized effective instructional decisions.

Detailed Course Description:The overall aim of this course is to introduce candidates to the complexities of different, yet related variables that must be considered in the equitable education of students with disabilities. Candidates will be introduced to numerous decision-making strategies across the continuum of special education services and delivery models and will be exposed to experiences that require them to look at evidence based practices from different perspectives. An expansive range of legal and conceptual topics will be analyzed within the practical context of teaching students with disabilities and diverse needs is expansive. The emphasis of this course is to explore the breadth of issues and topics and thereby foster a foundation for candidates to increase their confidence when faced with the responsibility of teaching in today’s 21st century classroom. Candidates will engage in an analysis of an eclectic blend of theories, strategies, and approaches to teaching that impact children with disabilities and their families. In the end, the ultimate goal of the course is to engage learners in professional thinking that develops the ability to analyze the relevance, reasoning, and implications of all teaching and curriculum decisions in order to demonstrate a broader perspective of what it means to teach students with disabilities. In other words, future educators working with children with exceptionalities are provided the opportunity to practice the necessary critical thinking skills required of the profession, such as recognizing relevant viewpoints on various issues, using relevant information for planning and implementing best practices in the general education classroom, and developing logical, reasonable inferences to guide instructional decisions. Candidates will be able to use these critical thinking skills to address the central questions below:

Central Questions to Guide Learning:What do I need to know to teach students with disabilities?

How can I make effective instructional decisions?

Fundamental and Powerful ConceptsIndividualism and Decision-making are the fundamental and powerful concepts that guide course learning in order to foster a deep understanding of the SLOs and concepts associated with SPED 4300. Consider the idea of individualism as a thinking tool for thinking about teaching special populations of students and including them in classrooms and other environments. All content in this course connects to the concept of individualism. The following provides a Graphical Representation of the integrated process for studying the content associated with SPED 4300.

CEC Standards: Standard I. FoundationsStandard II. Development and Characteristics of LearnersStandard III. Individual Learning DifferencesStandard IV. Instructional StrategiesStandard V. Learning Environments and Social InteractionsStandard VI. LanguageStandard VII. Instructional PlanningStandard VIII. AssessmentStandard IX. Professional and Ethical PracticeStandard X. Collaboration

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II. Course MethodologyThe instructor utilizes constructivist-teaching models fostering the learners’ individual responsibility for developing unique and personal educational experiences. Specifically, through active learning, case studies, discussions and independent analysis of information, candidates will be required to consider multiple perspectives related to interactions and instructional experiences associated with the responsibility of teaching students with diverse needs. An emphasis on effective collaboration underpins most activities that promote interdisciplinary integration of practices. The candidate will critically analyze the processes in special education and related intervention programs and be able to make informed decisions regarding the development and education of students with special needs. It is through experiencing and reflecting that students begin to understand the role and impact of special education methodologies and the importance of monitoring progress. In this course, the role of the instructor is to facilitate and stimulate learning through meaningful experiences, dialogue and questioning. Professional education students are expected to take responsibility for their own learning. Effective teachers are problem solvers and information seekers. Therefore, this course will consist of some lecture, class discussions, individual/group activities, projects, inquiry, and student presentations, all of which involve an expectation of thinking critically and reflectively.

III. Student Learning Objectives (SLOs) Students will be expected to demonstrate understanding of relevant knowledge as it relates to specifically designed instruction by meeting learning outcomes that promote or require critical thinking. Candidates will be able to:

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1. With breadth and fairness, express in writing other relevant points of view that must be considered when addressing important trends and issues, such as assessment, response to intervention, inclusion, discipline, or assistive technology in the education of individuals with disabilities (SLO 1).

2. Clearly and accurately describe effective and relevant decision-making strategies (information) for planning and implementing instructional experiences and interactions for students with disabilities in the general education classroom (SLO 2).

3. Develop logical, reasonable inferences using multiple sources (data) and draw meaningful, justifiable conclusions that guide instructional decisions (SLO 3).

4. Justify the purpose of selecting, adapting, and using instructional strategies and materials to develop specifically designed instruction (SLO 4)..

5. Identify commonalities in multiple points of view that must be considered when fairly and flexibly designing classroom environments (SLO 5)..

6. Understand with breadth the varying arrangements and roles in the concept of a continuum of placement and services available for students with disabilities (SLO 6)..

Vocabulary of Critical Thinking: In this course, students will learn and use the vocabulary of critical thinking which will include an understanding and use of both the Elements of Thought and the Universal Intellectual Standards.

Elements of Thought:* In this course, we will consider and use eight (8) elements of thought including1. Purpose: Goals and objectives 2. Question at Issue: Problem, issue, and misconception 3. Information: Facts, data, evidence, observations, reasons, and experiences 4. Interpretation and Inference: Solutions and conclusions 5. Concepts: Definitions, models, laws, theories and principles 6. Assumptions: Axioms, presuppositions, and a-priori facts or knowledge 7. Implications and Consequences: Inferences, effects, and outcomes 8. Point of View: Perspectives, frames of reference, and orientations

Universal Intellectual Standards:* In this course, we will consider and use nine (9) universal intellectual standards including clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. *Paul, R., & Elder, L. (2009).Critical thinking: Concepts and Tools (6thed.). Tomales, CA: Foundation for Critical Thinking Press.

4Cs of Critical Thinking Process There are four major aspects of the Applied Critical Thinking Process: Curiosity, Connections, Creativity, and Communication. The predominant C in the Student Learning Objectives is Connection.

The following provides a description of the Major Learning Activities that are expected in this course. Several of the designated artifacts promote or require Critical Thinking that aligns with the Student Learning Objectives (SLOs. Tasks that require critical thinking are indicated with an asterisk (*).

For every assignment you are expected to make connections to how your learning experience aligns and supports the fundamental and powerful concepts associated with this course: Individualism, Inclusion and Decision- Making.

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IV. Major Learning Activities

Class Engagements and Assignments * 15%

You are expected to be an active participant in this class, working with other students and the professor to facilitate the development of a community of learners in the class and helping to provide input to increase growth. Such leadership and participation will involve the following components:

a. Attendance - Absence, lateness, and leaving early damage the efforts of the group as a whole. If you are absent, you are responsible for acquiring, from other students, material distributed in the class you missed. I will hand out a sign-in sheet weekly. You are responsible for assuring that your name appears on this sheet as this will be the record that validates your attendance. Note that you cannot pass this class with more than two absences . Arriving late or leaving early will be treated as a partial absence.

b. Participation - Each student is expected to read assigned materials on the dates given and to come to class with thoughts and ideas to contribute to the group learning process. Students are expected to actively and intently participate in the in-class learning activities to learn and to support the learning of peers. The professor will keep observational notes of student participation that will be used as part of assigning grades.

c. Class Teams - We will engage in many collaborative learning activities including weekly text dialogues (see below). You will join a ‘Class Team’ of 3-4 individuals. Each week please begin the night by organizing yourself into your Class Team. You should get help from and give help to other students, particularly those in your Class Team.

d. In-class assignments and ‘tiny’ homework - In most classes we will engage in activities in which you will provide a written response, either individually or as a group. These activities will, in part, be based on assigned readings. These will be collected weekly by the professor, reviewed, and returned. In addition, periodic small assignments will be given for you to complete between classes. You will bring these as advance preparation for in-class learning activities. You will turn these in at the end of the class for which they were assigned.

e. Peer support and evaluation – evaluation forms due 4/27/17. The class will involve multiple opportunities for participation in group dialogue and work. Each student will complete a Peer Evaluation form on each of your Class Team partners concerning their contributions. The aim of Peer Evaluations is both to recognize leadership in a group and insight you have gained from their contributions as well as a place to communicate if a person has not taken adequate responsibility.

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Text Dialogue with Class Team * 15%

Each week your Class Team will work together to (a) make a collaborative summary of key information and issues in the text; and (b) discuss these in a session during the first 30 minutes of class time.

Chapter summary – issues. Each week your group will work collaboratively to develop a summary of the chapter and provide personal reflections of each team member. One member of your group will identify key questions, issues and critical points for discussion while the rest of the group will develop a collaborative summary. Your group should bring copies for each group member and a copy for the professor. Your summary should indicate the names of the students who contributed and the part for which each student was responsible.

Chapter resources - Each week, one member of your group will also bring a resource related to the chapter and pass out in hard copy. That individual will also be responsible for sending an electronic copy to the professor. It will be posted on the blog. This resource may be an article from a journal, information on a website, or, at best, information, strategies, or experiences from your own teaching practice that is relevant to the chapter.

Text dialogue - Each week during the first 40 minutes of class, one member of your group will function as a Dialogue Facilitator helping to lead and facilitate discussion among the group. However, each member will be responsible for leading discussion regarding the section of the chapter which they summarized. Your group should focus discussion on: (a) key content in the text; (b) connecting the text content to your own experiences and knowledge; and (c) discussion of the relevant resource.

Roles - Each team discussion should have individuals in the following roles: (1) Dialogue Facilitator; (2) Timekeeper; (3) Task Master (helping the group to stay on task and work within time allotted); and (4) Recorder (to make notes of the group’s discussion); and Evaluator (to critically facilitate self-evaluation of the effectiveness of the Team functioning). Record these on the record form. Some group members will have to function in 2 roles. This will be rotated from week to week.

Materials to turn in each week - At the end of each session, each of the Class Team members will complete an assessment of the text summary and dialogue using the rubric provided below in this syllabus. Copies of this form will be provided each week. At the end of each dialogue session, please turn in your Class Team’s materials in the following order: (1) Chapter summary; (2) notes taken in the discussion session; (3) resource; and (4) team self-evaluation.

Individual Class Plan * 15%

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Each student will develop an individual class plan that will include the following components:

What I Know - Describe in brief narrative what skills and knowledge you presently have for engaging in inclusive teaching for students with wide ranges of abilities (severe disabilities to gifted and talented) in general education classes.

Learning goals - Describe learning goals for yourself (eg. what you Want to learn) for the semester and develop a rubric you will use to conduct a self-evaluation at the end of the semester. Use items from the Quality Teaching for All self-assessment as well as other language or ideas you may have. You may revise these goals as you proceed through the course. Learning goals should clearly extend your present knowledge and skills aiming to stretch and challenge yourself. You need to have a minimum of 7 learning goals.

Rubric - Develop and attach a rubric that is based on your specific learning goals. You will use this rubric at the end of the course to engage in a self-assessment regarding how well your learning goals have been achieved.

Project plans - As part of this paper, identify (a) the 3 Choice Projects you will do (see below) and (b) a proposal for your Inclusive Teacher Guide (see below).

Completed copy of the Quality Teaching for All self-assessment tool (you will be given a hard copy; the form is also on the blog site for the course) - Use this tool to help you identify what you know and learning goals per above.

Learning Journal/Reflection Papers/What I Learned Conference* 20%

Learning Journal - Entries weekly in your one-subject spiral notebook. You will be asked to keep a ‘learning journal’ throughout the semester making entries each week regarding your thinking, questions, issues, insights, etc. This will be used to complete the final reflection paper. You will turn these in with the Learning and Thinking paper described below.

Reflection papers - Two times during the semester you will complete short papers describing your thinking and learning in the course. This assignment aims to help you think reflectively about the content of the class and trace your thinking and learning process. 1. Thinking about inclusive education . Due 3/23/17. 1-2 page single-

spaced paper in which you describe your experiences, thoughts, and feelings about including students considered gifted and those with special needs (mild to severe) in general education classes with support.

2. Learning and Thinking . Due 4/06/17. 2-3 page single-spaced paper

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due at the end of the semester in which you describe (a) your thinking process during the semester related to individualized, inclusive teaching, (b) what you learned and how well your learning goals were met; and (c) self-assessment using the rubric that you designed for this purpose).

What I Learned Class Conference - Due 4/27/17 . Your last assignment will be to present in a class conference (like a Science Fair) format what you have learned throughout the semester. You will prepare a way to present as other members of the class wander around to view people’s presentations. You will NOT make a formal presentation to the entire class. The way you present is up to you. Options include but are not limited to: newsletter, poem, poster, short skit, song, collage etc. Be creative and let’s have fun the last day of class!!

Choice Projects (3) 20%

Proposal for 3 projects you would like to do is due on 2/09/17 as part of your Individual Class Plan. Projects will be due throughout the semester. You will either select from the list of Choice Projects provided by the Professor or propose different projects. If you use the projects provided by the Professor, please provide both the name and number of the project in your report. If you are proposing a different project, provide a title and an adequately detailed description of what you intend to do and the type of product you will produce.

For your choice project you will develop a report. For many projects this involves describing something you saw or heard in an interview or observation. You will also be required to engage in an analysis, based on what you know via the class and background, regarding what was good and bad and then make recommendations on what would have made the situation better. PLEASE NOTE that analysis and recommendations are as important as the description. See the list of projects and rubric in the appendices.

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Inclusive Teaching Guide Position Paper * - Print out and put in folder. (Must be uploaded into UAS) SLO 1, 2, 3

15%

A position paper is an essay that effectively expresses your opinion about a specific issue. Position papers enable the presentation of an emerging or present issue that can be supported by existing research. Though biased in nature, a position paper is rooted in facts that will provide a solid foundation for your position. The purpose of developing a position paper is to generate support for a given issue. In order to effectively communicate a position statement, you must be well versed on both sides of the given issue. In concluding a position paper, you should be able to provide possible solutions or courses of actions that would improve or address the issue. This assignment requires critical thinking, specifically, your final grade for this assignment will largely depend upon your ability to meet intellectual standards associated with the elements of thought (see assessment rubric for SLO 1,2,3 attached).

In this final project and paper, you will develop a guide for your subject and / or grade level that describes in practical terms the strategies you will use for individualized, inclusive teaching. This guide should draw from the text, class-based learning activities and presentation, resources you have obtained, other information you possess, and a minimum of 3 refereed journal articles. The Guide should be a practical tool that you could use for yourself and other teachers.

NOTE: This Guide is intended to include narrative writing that you do yourself. You are encouraged to draw from many resources, including those provided in class. However, the Guide is not to be a compilation of handouts and resources you gather and organize in a binder. Rather, the Guide is to be your description regarding how you will function as an effective, inclusive general or special education teacher. You will also include information, quotes, statistics, best practices, etc. from your journal articles to back up your reasoning for methodologies and practices used in your Guide.

A rubric that will be used by the Professor is in the appendices to this syllabus. This will help you see what content is considered important.

Inclusive Teaching Guide Proposal - Write one to two sentences explaining how you want to approach your Inclusive Teaching Guide. Indicate grade level (eg. elementary, 6th grade middle school, etc.). If secondary or departmentalized elementary, indicate which subject or subjects on which you will focus. Also, indicate perspective. Choices include: general education teacher focusing on one class; special educator focusing on role of a special education teacher; support staff where you describe how support works throughout a building. Include one of the following topics as it relates to your certification program:

Assessment Response to Intervention Inclusion Discipline Assistive Technology Cultural Diversity

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Submit your proposal as part of the Individual Learning Goals paper discussed above.

Your position paper must address a critical topic associated with special education and should be something for which you are passionate about. The expectation is that your position paper will be 3 pages (no more, no less), double typed in size 12 font. The format should contain a creative title, an introduction (identifying the issue and statement of your position: start with a provocative statement), the body (which should include background information, research based supporting evidence and/or facts for a discussion of both sides, examination of the strengths and weaknesses of your position), a conclusion (suggesting a specific, reasonable course of action or possible solutions, and concluding sentence that summarizes or justifies your position). Additionally, you will need to include a title page and a separate reference page at the conclusion of the paper (all citations must be APA format- you will need a minimum of 3 refereed journal publications).

You will be assessed on the quality of the following elements: Correct format; Use of research-based evidence and authoritative references to support your position; Examination of the strengths and weaknesses of your position; Reliable possible solutions; and, Writing Conventions. Specific criteria are indicated on the rubric (provided in the final pages of this syllabus).

This key course assessment must be uploaded to the UAS system on the SOE webpage. Failure to upload the required key assessment by the due date will result in no credit for the assignment.

IMPORTANT NOTEIt is important to note that this course provides an overview of a broad spectrum of topics related to special education and teaching students with diverse learning needs. It is essential for candidates to not procrastinate completing assignments (described above) and to commit at least 2-3 hours outside of class time weekly for all assignments, required readings and tasks.

IV. Grade Determination: The following table provides a summarizing overview of alignment and point distribution between the Student Learning Objectives in Sections III and major activities indicated in IV.

Aligned with SLOs

Activity or Artifact Percentage Self- Monitoring(Actual points earned)

ALL Class Engagement and Assignments

15%

2 & 4 Text Dialogue with Class Team

15%

4 Individual Class Plan 15%1 Learning Journal, Reflection

Papers, What I Learned Class Conference

20%

ALL Choice Projects 20%1, 2, 3 * Inclusive Teaching Guide 15%

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Trends and Issues Position Paper (QEP Assessment)

Grade Distribution

94 – 100 A90 - 93 A-83 – 89 B80 - 82 B-77 – 79 C+

74 - 76 C70 - 73 C-60 – 69 D<60 F

Important variables that can impact overall points earned:Attendance: Because so much of learning takes place through activities and discussions during class sessions AND because 50% of the class is online, attendance at all class sessions is required. This means no late arrivals, early departures, or absences. Attendance is defined as being present and participating in class discussions and activities. Absences are not classified as excused or unexcused. If you are not in class, you are absent. Your grade can also be affected by unprofessional or disruptive behavior in class (which will also be noted in the assessment of your dispositions in UAS). Using your cell phone in class is considered unprofessional and disruptive. Your final grade in the course is affected as follows:

0-2 absences: no change in your grade3 absences – grade is lowered 25%4 absences or greater – grade is an “F”.Do not assume that you will be able to make up work for a class you did not attend. If you are absent for any reason, you

are responsible for getting notes, handouts, and assignments.

Late Work Policy:All assignments are due at the beginning of the class as delineated in the syllabus. There will be a one day grace period. Late assignments are subject to a 10% grade reduction for the first week after the grace period and 10% for each week after that. If you left your assignment at home, you may submit it by email by midnight of the due date.

Use of Class Products in University and/or Program Assessment

The University of Houston–Clear Lake may use your work in this class to generate assessment data and to provide concrete examples of student artifacts. Any works used will be utilized only for educational purposes. Individual student identities will be protected.

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Course Learning Plan

Class Meeting

Topic Assigned Reading/Tasks PRIOR to class

Tasks Due

101/19/17

Course IntroductionA foundation for thinking

criticallyFoundations for Educating

Students with Diverse Needs

Elements of Critical Thinking Review syllabus and all assignments Review IDEA disability categories, definitions, and criteria for

eligibility

201/26/17

Special Education Laws, Processes and Services

Chapter 2 Ch. 1 Review Sheet

3 02/02/17

Building Partnerships through Collaboration

Culturally Responsive Teaching

PPr EC-12 StandardsThe beginning teacher knows and understands:4.1k the importance of families’ involvement in their children’s education; and 4.2k appropriate ways for working and communicating effectively with families in varied contexts.TTES (Teacher Standards)6 (B) (ii) Teachers actively participate in professional learning communities organized to improve instructional practices and student learning.UHCL Initial StandardsV. Family & Community Involvement: 5.1 demonstrate an understanding of the family, community, school, and classroom factors that may affect learning5.3 use a variety of resources, including technology, to enhance communication and collaboration with students, families, colleagues and the community

Chapter 3

402/09/17

Assessing Student Needs

PPr EC-12 StandardsThe beginning teacher knows and understands:1.3k characteristics and instructional needs of students with varied backgrounds,skills, interests, and learning needs;1.5k cultural and socioeconomic differences and the significance of these differences for instructional planningTTES (Teacher Standards)2 (A) (iii)  Teachers accept responsibility for the growth of all of their students, persisting in their efforts to ensure high levels of growth on the part of each learner.

Chapter 4 Individual Class Plan DUE(includes project proposals)

5 02/16/17

Planning for Instruction by Analyzing Classroom and Student Needs

PPr EC-12 StandardsThe beginning teacher knows and understands:3.8k the importance of promoting students’ intellectual involvement with content and their active development of understandingTTES (Teacher Standards)2 (B) (ii) Teachers understand the unique qualities of students with exceptional

Chapter 5

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needs, including disabilities and giftedness, and know how to effectively address these needs through instructional strategies and resources.UHCL Initial StandardsII. Professional Responsibilities and Ethics: 2.1 plan educational experiences for all learners, considering developmental, cultural, linguistic, gender and socioeconomic characteristics

6 02/23/17

Students with Low-Incidence Disabilities

Chapter 6 Choice Project 1 DUE

7 03/02/17

Students with High-Incidence Disabilities

PPr EC-12 StandardsThe beginning teacher knows and understands:3.8k the importance of promoting students’ intellectual involvement with content and their active development of understandingTTES (Teacher Standards)2 (B) (ii) Teachers understand the unique qualities of students with exceptional needs, including disabilities and giftedness, and know how to effectively address these needs through instructional strategies and resources.UHCL Initial StandardsII. Professional Responsibilities and Ethics: 2.1 plan educational experiences for all learners, considering developmental, cultural, linguistic, gender and socioeconomic characteristics

Chapter 7

803/09/17

Students with Special Needs other than Disabilities

Chapter 8 Choice Project 2 DUE

9 03/16/17

Spring Holiday

10 03/23/17

UDL, Differentiated Instruction & RtIInstructional Strategies and Models (INCLUDE)

Chapter 9 Thinking About Inclusive Education Reflection DUE

11 03/30/17

Strategies for Independent Learning

Chapter 10 Choice Project 3 DUE

12 04/06/17

Evaluating Student LearningAddressing Challenging BehaviorsRecognizing Mental Health Issues (SB 460)PPr EC-12 StandardsThe beginning teacher knows and understands:2.1k the importance of creating a learning environment in which diversity and individual differences are respected; 2.2k the impact of teacher-student interactions and interactions among students on classroom climate and student learning and developmentTTES (Teacher Standards)4 (B) (ii) Teachers create a physical classroom set-up that is flexible and

Chapter 11 Learning and Thinking Reflection DUE

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accommodates the different learning needs of students.UHCL Initial StandardsIV. Learning Environment and Classroom Management: 4.1 Create a learning environment that fosters a positive climate of equity and excellence to meet the needs of a diverse student population

1304/13/17

Library day: Independent work; finalize draft of position paper; prepare for final exam

1404/20/17

Final Activities and Review Position Paper DUE

1504/27/17

Course debriefShow and TellReflection

PPr EC-12 StandardsThe beginning teacher knows and understands:4.4k appropriate ways for working and communicating effectively with otherprofessionals in varied educational contextsTTES (Teacher Standards)6 (C) (ii) ) Teachers seek to lead other adults on campus through professional learning communities, grade- or subject-level team leadership, committee membership, or other opportunities.UHCL Initial StandardsV. Family and Community Involvement: 5.1 demonstrate an understanding of the family, community, school, and classroom factors that may affect learning

What I Learned Class Conference Presentation DUE

Final Exam5/04/17

Comprehensive Final Exam Position Paper must be uploaded into UAS by Monday, May 1 at 11:00 PM

This tentative learning plan is subject to change at the instructor’s discretion. Candidates will be notified prior to any changes.

University and CoE Policies

Academic Honesty PolicyAcademic honesty is the cornerstone of the academic integrity of the university. It is the foundation upon which the student builds personal integrity and establishes a standard of personal behavior. The University can best function and accomplish its mission in an atmosphere of the highest ethical standards. The University expects and encourages all students to contribute to such an atmosphere by observing all accepted principles of academic honesty. This policy is designed to encourage honest behavior and is jointly administered by faculty and students.

Honesty CodeThe Academic Honesty Policy (pdf) in the Student Life Policies Handbook, is the university community’s standard of honesty and is endorsed by all members of the UHCL academic community. It is an essential element of the University’s academic credibility. It states:

I will be honest in all my academic activities and will not tolerate dishonesty.

Americans with Disabilities StatementIf you believe you have a disability requiring an accommodation, contact Disability Services at 281-283-2648 or disability@uhcl.edu as soon as possible and complete their registration process.

The University of Houston System complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with a disability. In accordance

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with Section 504 and ADA guidelines, each University within the System strives to provide reasonable academic adjustments/auxiliary aids to students who request and require them.

Should you need special accommodations, please contact me after class or in my office.

Disposition StatementRequired: Each student must read and follow Statement on Professional Dispositions, which is provided to define the standard of behavior COE expects of candidates.As a CAEP accredited institution, UHCL only recommends for certification those persons who have demonstrated the necessary dispositions associated with the professional educator. Regardless of academic record, a student may be withdrawn from a UHCL program if judged to lack the required professional dispositions. The Statement on Professional Dispositions contains the definition for professional dispositions. At the end of the course and at other times, instructors assess students on compliance with the standards. These assessments are invaluable for professional development.

UAS StatementThe UAS Statement must appear on the syllabus of every COE course which requires a Course Assessment (which is almost all of the courses).Required: Every student in a course with a designated Course Assessment must complete and submit the assignment to the College of Education (COE) Unit Assessment System (UAS) following the Student UAS instructions (pdf). Instructors assign each Course Assessment assignment to one of three UAS categories:

Excellent Acceptable Unacceptable

Course Assessment assignment scores do not contribute to a student’s grade and are only used to determine how well the program supports COE candidates, meets State Standards, and fulfills national accreditation requirements.

6 Drop Rule Limitation 6 Drop Rule LimitationRequired: Students who entered college for the first time in fall 2007 or later should be aware of the course drop limitation imposed by the Texas Legislature, which specifies:

1. Dropping this or any other course between the first day of class and the census date for the semester/session does not affect your 6 drop rule count.

2. Dropping a course between the census date and the last day to drop a class for the semester/session will count as one of your 6 permitted drops.

Students should take this into consideration before dropping this or any other course. Reference: UHCL Academic Records for 6 Drop Rule details and the Academic Calendar for census date information.

ELPSPursuant to Texas Education Agency policy and based on the fact that Texas has so many English language learners in the public school classrooms, there is the expectation to be familiar with the English Language Proficiency Standards. Those standards will be assessed on the Pedagogy and Professional Responsibilities TExES (the PPR). After reading the ELPS standards, please raise any questions in class.

Pedagogy and Professional Responsibilities (PPR) StandardsAll teachers must meet the standards that address Pedagogy and Professional Responsibilities. Go to the Texas Education Agency Website at http://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/ and scroll down to “Standards for All Teachers” and click on the “Pedagogy and Professional Responsibilities (EC-Grade 12)” link.

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Texas Teacher Standards

“The State Board for Educator Certification creates standards for beginning educators. These standards are focused upon the Texas Essential Knowledge and Skills, the required statewide public school curriculum. They reflect current research on the developmental stages and needs of children from Early Childhood (EC) through Grade 12.”

New rules with regard to the Texas teaching standards have been adopted by the TEA Commissioner. Go to the Texas Education Agency Website at http://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Approved_Educator_Standards/ and go to “Approved Educator Standards” and click on the “Texas Teaching Standards Adopted in Chapter 149” link.

Pre-Kindergarten GuidelinesThe pre-kindergarten guidelines can be found by visiting the following website:http://tea.texas.gov/index2.aspx?id=2147495508&menu_id=2147483718

TExES CompetenciesWith assistance from almost 2000 Texas educators, parents, and business and community representatives, the State Board for Educator Certification (SBEC) created many new sets of standards in 2002 for beginning educators in an entry-level position. These standards are focused upon the Texas Essential Knowledge and Skills (TEKS), the required statewide public school curriculum, and they reflect current research on the developmental stages and needs of children from Early Childhood through Grade 12. All standards are used in the development of test frameworks for the Texas Examinations of Educator Standards (TexES). The special education standards are listed below:

Standard I. The special education teacher understands and applies knowledge of the philosophical, historical, and legal foundations of special education.Standard II. The special education teacher applies knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the

profession. Standard III. The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings.Standard IV. The special education teacher understands and applies knowledge of the characteristics and needs of individuals with disabilities.Standard V. The special education teacher understands formal and informal assessment procedures and knows how to evaluate student competencies to make

instructional decisions.Standard VI. The special education teacher understands and applies knowledge of procedures for planning instruction and managing teaching and learning

environments.Standard VII. The special education teacher understands and applies knowledge of issues and procedures for teaching

appropriate student behavior and social skills.Standard VIII. The special education teacher understands assistive technology as defined by state and federal regulations.Standard IX. The special education teacher understands and applies knowledge of transition issues and procedures across the life span.Standard X. The special education teacher promotes students’ academic performance in all content areas by facilitating their achievement in a variety of

settings and situations.Standard XI. The special education teacher promotes students’ performance in English language arts and reading.Standard XII. The special education teacher promotes students’ performance in mathematics.

Academic CalendarAcademic Calendar 2016-2017 Academic Affairs Administration Calendar (pdf) is a more comprehensive calendar with dates important to faculty.

Complaint ResolutionIf a problem arises, it is encouraged to first discuss the situation directly with the person involved. If unresolved, then follow the Complaint Procedures at http://prtl.uhcl.edu/education/forms-information/form-files/uhcl-epp-complaint-procedures.pdf.

Code of EthicsAll public school educators in Texas are required by the State Board for Educator Certification to follow the Texas Educator’s Code of Ethics. All certification candidates will complete ethics training and sign an affidavit agreeing to adhere to the state’s code. The Code of Ethics may be found at: http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

The instructor reserves the right to change the syllabus at any time.

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VI. Instructional Resources

TEA Special Education Recommendations for Educator Preparation ProgramsPedagogy and Professional Responsibilities Curriculum (TAC §228.30)

Acronym TermARD Admission, Review, Dismissal CommitteeBIP / BMP Behavior Intervention Plan / Behavior Management PlanESY / EYS Extended School Year / Extended Year ServicesFAPE / LRE Free and Appropriate Public Education in the Least Restrictive EnvironmentFBA Functional Behavioral AssessmentFIE Full Individual and Initial EvaluationIDEA 2004 Individuals with Disabilities Education Improvement ActIEP Individualized Education Program

Legal references cited below include Federal Regulations, TEA Commissioner’s/SBOE Rules, and State Laws. Source: http://ritter.tea.state.tx.us/special.ed/rules/sbs.html . In addition, guidance resources located on the Texas Education Agency web site are given. This list is meant to provide general guidance and is not meant to be all-inclusive.

ARD Requirements Regarding General Education Teachers: Development, review, and revision of IEP: §300.324, §89.1075 General Program Requirements and Local District Procedures: §89.1075 IEP Definition and Content: §300.320, §300.324, §89.1055 IEP Team / ARD Committee: §300.321, §89.1050 Implementation of IEPs: §300.323, §300.324 http://ritter.tea.state.tx.us/special.ed/guidance/ardguide.html http://ritter.tea.state.tx.us/special.ed/guidance/procsafe.html

Child with a Disability / Eligibility: Definition: §300.8, §29.003, §89.1040

Confidentiality / FERPA: Personally identifiable, definition: §300.32 Safeguards: §300.623

Discipline: Authority of School Personnel: §300.530 Behavior Intervention Plans: §300.24, §300.34, §300.50 Confinement, Restraint, Seclusion, and Time-Out: §37.0021, §89.1053 Manifestation Determination Review (MDR): §300.530 Protections for children not determined eligible for special education and related services: §300.534

Dispute Resolution: IDEA requires school districts to ensure that all teachers of a student with disabilities implement the student’s IEP fully and appropriately. The State is mandated to investigate allegations of non-compliance and provide appropriate remedies for findings of non-compliance.

FAPE: §300.101, §29.003 Minimum State complaint procedures: §300.152, §89.1150 http://ritter.tea.state.tx.us/special.ed/medcom/

Graduation Requirements: §89.1070Inclusion: A general term (not a legal reference) for the practice of educating students with disabilities to the greatest extent possible with their non-disabled peers.

Access to the general curriculum: §300.39, §75.1023, §29.002, §89.1075Continuum of placements: §300.115, §300.116,

FAPE: §300.17, §300.101, §29.003 LRE: §300.114 Mainstream: §89.63

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Physical Education: §300.108, §89.1131

Modifications / Accommodations: Assessment accommodations: §300.320, §39.023, §89.1055 Evaluation, definition: 300.15 Modifications: §89.1075 Special education and related services: §300.320 http://texasprojectfirst.org/ModificationAccommodation.html

Parent Involvement: IDEA makes clear the intention to involve the parents of students with disabilities fully and meaningfully in the education of their children.

Counseling and training: §300.34 Opportunity to examine records; parent participation in meetings: §300.322, §300.501 Team member: §300.321

Post-Secondary Transition: Definition: §300.43 IEP Requirement: §300.320, §300.321

Section 504: Section 504 of the Rehabilitation Act of 1973 prohibits discrimination based on disability and requires the provision of reasonable accommodations for people with disabilities. Students whose disabilities do not meet eligibility for special education services may be qualified to receive accommodations under Section 504.

Screening and Treatment for Dyslexia and Related Disorders: §38.003 http://www2.ednet10.net/dyslexia/Dyslexia-TEC-38-003.html

TEA Website Resources:General educators should be aware of information resources available on the TEA website. The topics listed below are all found on the Special Education menu: http://ritter.tea.state.tx.us/special.ed/

A Guide to the ARD Process Access to the General Curriculum Education Service Center Special Education Contacts Federal Regulations (includes State statutes and TEA rules) Legal Framework for the Child-Centered Educational Process Positive Behavior Support / Texas Behavior Support

Initiative (TBSI) Resources for Parents (Texas Project FIRST) State Guidance

Texas Senate Bill 460 (passed June 14, 2014): This bill addresses the requirement for training for public school teachers in the detection and education of students at risk for suicide or with other mental or emotional disorders and the inclusion of mental health concerns in coordinated school health efforts.http://www.legis.state.tx.us/tlodocs/83R/billtext/html/SB00460F.HTM

Supplemental Resources: IRIS Center: The IRIS Center, Peabody School of Education at Vanderbilt University, develops training enhancement

materials to be used by faculty and professional development providers for the preparation of current and future school personnel. IRIS materials explore research-validated practices and key elements necessary to provide students with disabilities greater access to the general education curriculum. http://iris.peabody.vanderbilt.edu/

CAST CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. CAST works to apply Universal Design for Learning to education's greatest challenges. http://www.cast.org/index.html and http://www.udlcenter.org

Websites: www.schwablearning.org www.cec.org www.allkindsofminds.orgwww.ldonline.org www.nichy.org www.wrightslaw.com www.nidcd.nih.gov

APA Formatting: You will be required to use APA formatting for all assignments. Please review the following website developed by Purdue University. http://owl.english.purdue.edu/owl/resource/560/01/ .

Choice Project Ideas

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Following is a list of possible choice projects related to individualized, inclusive teaching. You may use these to select choices. These projects may also give you some additional ideas of projects you would like to do that you can propose. For example, you could propose developing inclusive lesson plans around a theme or conducting an investigation and writing a paper on inclusive education of students with autism.

A. Analyzing schools and classrooms.

1. Visit one general education classroom where students with disabilities are being included and observe for at least one block of at least two hours. In addition, talk to the teacher about her plan for the time that you observed and how she tries to teach students with learning challenges. Describe what you observed, focusing on the issues raised so far in class and in the textbook. Include a brief description of the teacher, the composition of the class, the subject matter being addressed, and teaching strategies being used. To what degree was this an inclusive classroom? What issues must be addressed to make the classroom more inclusive (if any)? What were the strengths of the classroom with respect to inclusive practice? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

B. Experiences of people with disabilities and families.

2. Interview a parent of a child with a disability who is being included and supported in a general education classroom. Ask about their experiences with their child, professionals, and schools. Ask about their experience in inclusive education, what is working, and what is not. Explore the reasons for the answers that they give. What does this tell you? Include a brief description of your whole process and conclusions. Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

C. Making individual plans for inclusive education.

3. Develop a plan for a student with a disability to be included in a general education class. Include the following components (See chapter 5): (a) identify classroom demands (4 major areas); (b) note student learning strengths and needs; (c) use information to brainstorm ways to differentiate instruction; and (d) a summary narrative description regarding how the student will participate in the general education curriculum.

4. Observe in a general education classroom and pay particular attention to one student that is having problems. How might changes in the design of teaching and the culture of the classroom make a difference with this student? How could scaffolding be useful? What adaptations might be useful? Describe the whole process with answers to these questions. Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

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D. The Learning Environment and Assistive Technology

5. Visit a school that has at least one student included who has a sensory or physical disability. Spend at least an hour of class time with this student. Describe the classroom demands. Describe how he or she is interacting with the environment. What do you see that helps this student? What gets in the way? What might be done to help the student be more effective in the class? Where might you find the answer? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

6. Visit a traditional classroom that is organized with desks in rows and uses a textbook and worksheet driven curriculum. With the teacher’s help, identify one student in that class who is having difficulty. During a class, watch what goes on. What are the needs of this student based on what you see and know from the teacher? How is the use of space, teaching resources, and learning tools helping or hindering his or her learning? What might be done to improve learning for this student? What might be the impact on other students if you were able to make these changes? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

7. Use the NASET LD Report #3 to describe 5 different disabilities and problems they present. Identify practical ways that the classroom could be structured to accommodate each of the disabilities. If these solutions were integrated into the ongoing design of the class, how would other students benefit? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

8. Locate and visit an assistive technology center in your area. Talk with staff of the center. Investigate and describe briefly the resources they have, how the center is used, how friendly it feels for children, families, and teachers. Describe how these resources might be used to assist inclusive teaching. Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

9. Visit a classroom in which technology is being used to assist students with mild learning challenges as well as students with more severe disabilities. What do you see happening? Does technology help the person be part of the curriculum and class? How do the teacher and other kids react? How ‘transparent’ is the technology in the class? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

E. Multi-level Instruction and Adaptations

10. Observe in a general education classroom and talk with the teacher about the lesson and how he/she worked with students with learning challenges. Familiarize yourself with the adaptations, accommodations, and modifications in this document from Kent ISD Classroom Adaptations http://www.khps.org/files/8613/9100/2965/classroom_adaptations1_20121127_152737_3.pdf . Put a check besides those that you observe. Describe what you saw. What did you learn about helping students with learning challenges succeed in inclusive classrooms? What questions does this raise? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

11. Identify a student in a class who is having difficulty in a general education class. Try to understand this student and design a lesson for the whole class that uses several of the items on the Inclusion Checklist but would specifically be helpful for this student. (You can use a premade lesson that you adapt.) Describe several of the items your lesson included. What did you learn? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

F. Community Building and Positive Behavioral Support

12. Make a checklist based on the practices of building community and positive behavior supports described in our textbook pgs. 373-377. Visit a class in a local school. Observe and talk with the teachers. Describe community-building practices/ RiI tiers you do and do not see being used. What is the impact on behaviors and learning of students? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

13. Interview a parent of a child who has been having ‘behavioral problems’ in a local school who also attends a general education class. What has been occurring in the classroom? How is community built in the classroom and how has the teacher dealt with the diversity of students? What conclusions might you draw? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

14. Locate a school that uses peer buddies and mentors. Observe and interview students involved in this process. What do they think? How does it help them learn? How do they feel about the process? How do they feel about this responsibility? How has it enriched their lives? How has it changed the life of the student they are helping? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

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15. Find a general education teacher who is having problems with children in his or her class. Visit the class. Who in the class is having problems and of what kind? What needs are being communicated through behaviors? How is teacher meeting or not meeting student needs, helping or hurting? What does this tell you about community building and pro-active responses to problem behaviors? What recommendations would you make? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

16. Visit a general education class that is including a student who has challenging behaviors that are affected by his disability. What does the student do and how do the teacher and the rest of the class respond? What is the student trying to communicate with his/her behavior? What would you recommend and why? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

17. Interview a parent of a child who has had behavioral problems in school (general education, not segregated). What do you think about what has happened and why? Would you recommend changes? If so what and why? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

G. Providing support for inclusive teaching. 18. Interview and observe a paraprofessional who provides support to students with disabilities in a general education classroom.

Describe the role of the individual. Critique the effectiveness of the role. What issues are apparent that need to be addressed? What recommendations for improvement do you have? Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

H. Inclusion in Postsecondary Education19. Visit a university or community college and talk with the people who provide support services for students with disabilities.

Describe and critique the services they provide. Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.

20. Interview a student with a disability who is attending a university or community college. What has their experience been in making the transition to postsecondary education? What was helpful and what not? What has been their experience in the university or college? Again, what has been helpful and what not? What problems and successes have they experienced? Describe their responses, discuss the lessons learned, and critique supports and services received. Your paper should be at least 3 handwritten pages or 1-1/2 typewritten pages.