Carolyn Bucher: cbucher@wooster.edu,
ext. 2231
Fall 2007: MWF, 1-1:50 p.m.
Room: Morgan 307
Office: Morgan 228
Office Hours: By appointment
This is an introductory overview of the special education field
designed to explore the history of the field, exceptionality
categories, and current trends. Students explore philosophical
and legal foundations, structures of the service system, instructional
approaches, and collaborations. Further, students focus
on minority representation, inclusion, and standards. Definitions,
prevalence, causes, assessment, characteristics, and educational
considerations for learning disabilities and attention deficit
disorders, communication disorders and pervasive disorders, emotional
and behavioral disorders, developmental disabilities, and visual,
hearing, physical, and health impairments are reviewed. Students
investigate instructional adaptations, behavioral management
and collaboration as well as curriculum adaptations for special
needs students. Other topics explored are the impact of
cultural diversity, at risk students and giftedness. The
general objectives of the course are to: (a) obtain a general
understanding of the historical development and contemporary
dilemmas and practices in the special education field, (b) adopt
a critical stance when using the special education knowledge
base, with particular attention to diversity and social justice
issues, (c) nurture an appreciation of and respect for individuals
with exceptionalities, their families and the professionals that
serve them. Speakers in the field are an integral part
of the course enriching and authenticating issues, current trends
and practices in special education. Field experience within
special needs classrooms in the Wayne County area is a component
of this course. Accommodations: If
you need accommodations due to a disability, if you have emergency
medical information to share with me, or if you need special
arrangements in case the building must be evacuated, please make
an appointment with me as soon as possible.
The Learning Center (ext. 2595) offers services designed to
help students improve their overall academic performance. Sessions
are structured to promote principles of effective learning and
academic management. Any student on campus may schedule sessions
at the Learning Center. You may contact the Learning Center at
ext 2595 or through email at prose@wooster.edu.
A. Key elements in the area of Special Needs:
- Develop an awareness of the range in physical, emotional,
cognitive and social needs of diverse students.
- Understand “least restrictive environment” and
apply to real world situations with legal interpretations.
- Demonstrate current knowledge of federal and state definitions
for categories of special needs including low and high incidence
disabilities, gifted and talented, at risk, and culturally
diverse students.
- Apply procedures used to identify special needs students,
decide on placement in the least restrictive environment, list
options in services, and select alternative teaching strategies
to meet the needs of all students.
- Review historical development of special education and
legal obligations of classroom teachers, administration and
school districts.
- Research models and current theories forming the basis
of good educational practice for special needs students including
brain development, various patterns of learning, cooperative
learning, differentiated instruction, interest profiles,
learning styles, problem solving, product and skills assessment
strategies, and issues relating to inclusion.
- Analyze environmental factors that may affect the
special needs of students.
- Recognize and respect the interactions of cultural background,
language, family dynamics, and socioeconomic level contributing
to student success.
- Develop strategies to create a safe learning environment
and foster respect for all.
- Reflect on collaborative strategies of educational roles
and the contributions of each to best serve diverse students.
B. Development
and Implementation of Services for Diverse Students
- Enumerate examples of the relationship among school context,
student diversity and effective inclusion practices as contributing
factors to school success for all students.
- Use specific planning methods to address curricular content,
individual student needs and teaching methodology.
- Organize and create a learning environment to include physical
adaptations for student needs, a positive classroom climate
reflecting the importance of making students feel accepted,
procedures for effective time management, and co-teaching models.
- Apply effective teaching behaviors in design and execution
of differentiated lessons, cooperative learning arrangements
and technology-based instruction.
- Investigate curriculum-based assessment strategies including
probes of basic academic skills, content-area measures of course
prerequisite skills, independent learning skills and alternative
assessment strategies for student evaluation.
- Reflect on important special education decisions, such as:
screening, diagnosis, program placement, curriculum placement,
alternative assessments and program evaluation.
- Locate and critique sources of information for credibility,
validation and innovation.
C. Professionalism
in Special Education:
- Value students with diverse needs and recognize their commonality
with all other students.
- Appreciate, value and seek ways to enhance the strengths
of diverse students.
- Respect and value all students as individuals.
- Recognize the importance of instructing students in the least restrictive
environment and the value of early intervention.
- Be aware of the impact cultural backgrounds can have on educational
programming and see ways to incorporate family heritage.
- Develop a desire to keep current on research and innovations
within the field of special education.
- Value collaboration with colleagues, parents and students
to promote student success.
- Affirm the goal of special programming to produce productive,
well-functioning adults.
- Prompt and regular attendance in class and the field setting is required. Attendance
will be kept. This is a professional program certified by the state
of Ohio. Each un-excused absence will result in a deduction from your
total points going toward your final grade.
-
Due dates for the field and classroom assignments are given at the beginning
of the semester and detailed assignment descriptions with grading rubrics
will be given in class throughout the semester. Late assignments
will result in a penalty. All written assignments are to be done
on a computer.
- Developing technology proficiency is emphasized with assignments
listed on line. Information will be given to you and
requested from you through emails and on the education web
page. Announcements will be made periodically. Therefore
you will need to check your emails daily and respond promptly.
- In the field you are working as a paraprofessional. If
a class or time in the field is to be missed, you must notify
the school/cooperating teacher and the college instructor. Your
responsibilities on site will be carried out in the manner
of a true professional. We will discuss specific field
assignments and a code of conduct in the time leading up to
the experience.
A. College of Wooster Department of Education Learning
Outcomes:
- Asreflective practitioners, teacher candidates
will demonstrate self-evaluation and reflection as they use
a variety of curriculum models and instructional approaches.
- Asactive researchers and independent thinkers,
teacher candidates will develop and apply new understandings
related to content and pedagogy as they encourage critical
thinking, creativity, and problem solving.
- Asknowledgeable instructors, teacher candidates
will connect content preparation with pedagogy, and provide
instruction based on current knowledge and an understanding
of the development of the learner.
- As autonomous decision makers, teacher candidates will demonstrate
clear understanding of professional standards both in the classroom
and within the broader professional community.
- As effective and professional communicators, teacher candidates
will write with coherence and clarity, speak clearly and professionally,
and make content comprehensible to students.
- As progressive educators, teacher candidates will use technologies
to collect and analyze date and foster appropriate and innovative
uses of instructional technologies.
- As global leaders, teacher candidates will apply understanding
of diverse learners to the implementation of effective strategies
to meet the needs of students and their families.
B. NCATE Standards:
- Standard 1, Element 1: Content Knowledge for Teacher
Candidates
- Standard 1, Element 3: Pedagogical Content Knowledge
for Teacher Candidates
- Standard 1, Element 4: Professional and Pedagogical
Knowledge and Skills for Teacher Candidates
- Standard 1, Element 7: Student Learning for Teacher
Candidates
- Standard 3, Element 3: Candidates; Development
and Demonstration of Knowledge, Skills, and dispositions
to Help All Students Learn
- Standard 4, Element 1: Design, Implementation,
and Evaluation of Curriculum and Experiences
- Standard 4, Element 4: Experiences Working with
Diverse Students in P-12 Schools
C. NAEYC Standards:
- Standard 1A: Knowing and understanding young children’s
characteristics and needs
- Standard 1B: Knowing and understanding the multiple
influences on development and learning
- Standard 1C: Using developmental knowledge to create
healthy, respectful, supportive and challenging learning
environments
- Standard 4A: Knowing, understanding, and using
positive relationships and supportive interactions
- Standard 4B: Knowing, understanding and using effective
approaches, strategies, and tools for early education
- Standard 4D: Using own knowledge and other resources
to design, implement, and evaluate meaningful, challenging
curriculum to promote positive outcomes
D. CEC Knowledge and Skill Standards Common Core:
- Standard I: Foundations
- Standard II: Development and Characteristics of
Learners
- Standard III: Individual Learning Differences
- Standard IV: Instructional Strategies
- Standard V: Learning Environments and Social Interactions
- Standard VI: Language
- Standard VII: Instructional Planning
- Standard VIII: Assessment
- Standard IX: Professional and Ethical Practice
- Standard X: Collaboration
The College’s understanding and expectations in regard
to issues of academic honesty are fully articulated in the Code
of Academic Integrity as published in the Scot’s
Key and form an essential part of the implicit contract
between the student and the College. The Code provides a framework
at Wooster to help students develop their own personal integrity.
While you are a student at this college, you will be treated
as adults. You are expected to know and abide by the rules
of the institution as described in the Scot’s Key and
The Handbook of Selected College Policies (http://www.wooster.edu/policies).
Particular attention should be directed to the appropriate use
of materials available on-line through the Internet. It is important
that you read and understand the ethical use of information (http://www.wooster.edu/library/sciref/Tutor/Ethics/ethics.html).
Whether intentional or not, improper use of materials can be
considered a violation of academic honesty.
Cheating in any of your academic work is a serious breach of
the Code of Academic Integrity and is grounds for an F for the
entire course. Such violations include turning in another
person’s work as your own, copying from any source without
proper citation, going beyond what is allowed in a group project,
fabricating excuses and lying in connection with your academic
work. You will be held responsible for your actions. If you are
unsure as to what is permissible, always consult your course
instructor.
- You Are the Expert – You will research
selected areas of special needs. Using the “jigsaw
method” discussed in class you will share the results
of your study in a group setting. You will design a handout
to be shared with the group. (150 points)
» Assignment No. 1
- Effective Room Arrangement – You design
a classroom to accommodate children with special needs and
justify your design in writing based on your research. You
will make a poster to display your class rules. (150
points)
» Assignment
No. 2
- An Inventive Mind – You will create
a device or invention that will aide a student with special
needs. You will keep a journal of your progress and present
your invention/device in class (150 points)
» Assignment
No. 3
- The “I.E.P.” in Your Future – You
will create an Individual Education Plan for a student with
special needs. This is a real world experience using
appropriate forms and a collaborative team approach. The
I.E.P. will be presented in class along with a class schedule. Also,
you will write a paper individually based on the case study. This
assignment represents your final exam. (250 points)
» Assignment
No. 4
- Class Participation, Field Placement, Time Sheets
-- You are expected to participate in class activities
and discussions. Daily attendance is expected. You
will be placed in a classroom in Wayne County two hours a
week with the option of either adding one extra hour in your
assigned classroom or completing an alternative field assignment. Weekly
time sheets are filled in and submitted on line as documentation
for fulfilling the requirements of the course and licensure. An
ongoing total of support hours (work completed
during class time including observation, training, and experiences
in the college classroom which may directly involve discussion,
group activities and/or evaluations or activities outside
the classroom supporting educational standards) will be recorded
on the time sheets. You will complete approximately
25 support hours. An ongoing total of field
hours (time spent in a scene of practical work or
observation outside of the more formal college classroom
setting) will be recorded. You will complete approximately
18 field hours. Each week the time sheets must be submitted
no later than the evening of the following Monday. At
the end of the course printed copies of all time sheets will
be handed in and filed as part of your personal record. The
Time Sheet is available at www.wooster.edu/education. (100
points)
- Quizzes, Tests and Homework – Periodically
quizzes, tests and homework assignments will be given to evaluate
student understanding. (100 points)
- Semester-Long Assignment – You will
choose one of the following to turn in at the end of the course:
1) write a book with a disabled main character; 2) create a
game to teach social issues, the hidden curriculum; 3) view
two films related to exceptionalities produced at two separate
times; 4) design a staff development seminar on collaboration;
5) organize an awareness campaign based on TBI; 6) create a
series of lessons to support an acceptance of individual differences;
7) redesign of a special education process in diagram and description;
and 8) write a script and act out a mock IEP meeting. (100
points)
» Semester-Long
Assignment
All of your work will be given points. All work must meet
the highest level of quality to be given the maximum number of
points. If at any point you are unsure of your grade or
want clarification of expectations, please don’t hesitate
to ask. Assignments will be evaluated using specific criteria
outlined in discussion of the assignment. Your grades will
be calculated on the following scale:
| A = |
94-100% |
(940-1000 Points) |
| A-= |
90-93% |
(900-939 Points) |
| B+= |
87-89% |
(870-899 Points) |
| B = |
84-86% |
(840-869 Points) |
| B-= |
80-83% |
(800-839 Points) |
| C+= |
77-79% |
(770-799 Points) |
| C = |
74-76% |
(740-769 Points) |
| C-= |
70-73% |
(700-739 Points) |
| D = |
60-69% |
(600-699 Points) |
| F = |
60% or lower |
(600 Points or lower) |
- Powell, Rebecca (2001). Straight Talk. New York:
Peter Lang. (Chapter 9, Curriculum Differentiation, is the
reading for this course.)
- Smith, Deborah Deutsch (2007). Introduction to Special
Education: Making a Difference. Boston: Allyn and
Bacon.
- Clark, Ron. (2003). The Essential 55. New York: Hyperion.
- Clements, Andrew. (2004). The Report Card. New
York: Simon & Schuster, Inc.
- Gantos, Jack. (1998). Joey Pigza Swallowed the Key.
New York: Harper Trophy.
- Grandin, Temple (1995). Thinking in Pictures
and Other Reports From My Life with Autism. New York: Vintage
Books.
- Kersjes, Mike. (2002). A Smile as Big as the Moon. New York:
St. Martin’s Griffin.
- Levine, Mel. (2002). A Mind at a Time. New York:
Simon & Schuster.
- Polacco, Patricia. (1998). Thank You, Mr. Falker. New
York: Philomel Books.
- Tammet, Daniel. (2007). Born on a Blue Day: Inside the Extraordinary
Mind of an Autistic Savant. New York: Simon & Schuster,
Inc.
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