Special Education in the Secondary Schools

Special Education 3415 Special Education in the Secondary Schools University of Minnesota Duluth Spring 2012 3 semester credits Instructor: Dr. Trudie Hughes Class meeting time: TTH 8:00 – 9:15 am class sec.1 and TTH 1:00-1:50 pm class Office: Educ 117 Office phone: 726-7174 Office hours: by appointment only E-mail: [email protected] Instructor homepage: www.d.umn.edu~thughes Class Location EduE 17 Moodle Site http://moodle.umn.edu Course Description: This course will provide an exploration of topics in exceptionality for pre-service secondary education majors. Topics include universal design, instructional strategies, characteristics of students, special education law, and differentiated instruction.. Required Texts / Readings: Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional Learners (11th ed.). Boston: Pearson. Standards of Conceptual Council for ISTE/NET Effective Practice Framework Exceptional Children Standards for & INTASC Standards Teachers Standards

Required Texts / Readings: Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional Learners (11th ed.). Boston: Pearson. Standards of Conceptual Council for ISTE/NET Effective Practice Framework Exceptional Children Standards for & INTASC Standards Teachers Standards

Required Texts / Readings: Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional Learners (11th ed.). Boston: Pearson. Standards of Conceptual Council for ISTE/NET Effective Practice Framework Exceptional Children Standards for & INTASC Standards Teachers Standards Standard 1: Subject Diversity (D) Standard 1: Standard 1: Matter Reflection (R) Philosophical, Technology Standard 2: Student Empowermen Historical, and Legal Operations and Learning t (E) Foundations of SpecialConcepts Standard 3: Diverse Collaboration Education Standard 2: Learners (C) Standard 2: Planning and Standard 4: Technology Characteristics of Designing Instructional (T) Learners Learning Strategies Standard 3: Environments and Standard 5: Assessment, Experiences Learning Diagnosis, and Standard 3: Environment Evaluation Teaching, Standard 6: Standard 4: Learning and the Communication Instructional Content Curriculum Standard 7: and Practice Standard 4: Planning Standard 5: Planning Assessment and Instruction and Managing the Evaluation Standard 8: Teaching and Standard 5: Assessment Learning Environment Productivity and Standard 9: Standard 6: Managing Professional Reflection and Student Behavior and Practice Professional Social Interaction Standard 6: Social, Development Skills Ethical, Legal, and Standard 10: Standard 7: Human Issues Collaboration, Communication and Ethics, and Collaborative Relationships Partnerships Standard 8: Professional and Ethical Practices

Course Outcomes: Outcome Standards Conceptual CEC Assignments of EffectiveFramework Practice  1. Demonstrate knowledge 2C, 3B, 4B E LD1:S1 Grp Proj#1 of current state and federal LD2:K1-3 regulations and laws as they LD8:K1 pertain to teaching students LD8:S1 with disabilities.

 2. Demonstrate knowledge 3I, 3Q, 5C, D, R LD1:S1 Grp Proj #3 of the characteristics of 5Q LD2:K1-3 major categories of learning LD8:K1 and behavior disabilities LD8:S1 occurring in children and youth and how eligibility determinations for these categories are made in schools.

 3. Demonstrate knowledge 2A, 2B, 2C,E LD1:S1 Grp Proj #3 4B, 7A LD2:K1-3 of the cognitive, perceptual, LD8:K1 language, academic and LD8:S1 social-emotional characteristics of students with behavior and learning disabilities 4. Demonstrate knowledge of 2C, 3B, 4B D, E LD1:K1-6 Ind. Proj #1 appropriate terminology related to LD1:S1 Grp Proj#1 persons with disabilities. LD2:K1-3 LD8:K1 LD8:S1 5. Demonstrate knowledge of 4A E LD1:S1 Ind. Proj #2 appropriate accommodations and LD2:K1-3 Grp Proj. #3 instructional adaptations for students with disabilities in the general education classroom across content areas. 6. Demonstrate skills in 7D, 8L E LD3:K1-2 Ind. Proj #1 collaboration and consultation with LD3:S1 Ind. Proj 3 peers and professionals. 7. Demonstrate sensitivity to 2E, 8A, D, R, LD3:K1 Grp Proj #1 cultural diversity in the classroom 10F, 8F, 8H Grp Proj. and its impact on students with 3 disabilities. 8. Demonstrate knowledge of the 2E, 7D, 7H E, C LD3: S1 Grp Proj #2 pre-referral procedures in the school setting. 9. Demonstrate knowledge of the 2A, 2B, 2D,D, E, R, C, LD3: S1 Grp Proj #2 IEP process and the general 2F, 2G, 3A, T LD4:S1-8 education teacher’s roles and 3K, 3L, responsibilities in the process. 3M, 4C, 4E, 5N, 7F, 7G, 8J 10. Demonstrate knowledge of 2A, 2B, 2D,D, E Ind Proj #3 effective classroom management 2F, 2G, 3A, techniques. 3K, 3L, 3M, 4B, 4C, 4D, 4F, 4G, 4H, 4I, 4J, 4K, 6J, 7B, 7C, 8K 11. Demonstrate knowledge of 9E, 9F, 9H, R, C, D, E, LD8:S2 Ind Proj #3 effective behavior management 9I, 9C, 9D T techniques as they pertain to working with students with disabilities. 12. Demonstrate knowledge of T, E CC2:K6 Grp Proj #2 transition services for secondary LD2:K2 students with disabilities. Dispositions: The following definition of disposition has been adopted by the Special Education Program. The dispositions have been selected from the Standards of Effective Practice for Teachers (INTASC) and are aligned with the dispositions encouraged throughout our curriculum. Disposition: A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor – these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2nd College Edition. The candidate appeared to exhibit the following through their observable demeanor, and behavior: 1. Commitment to lifelong learning and appreciation of multiple perspectives. 2. Appreciation of individual variation and diverse talents of all learners. 3. Sensitivity to community and cultural norms. 4. Values educational technology and flexibility in the teaching and learning process. 5. Belief in establishing a safe and positive learning environment. 6. Understanding of the power of effective and thoughtful communication. 7. Values the planning process. 8. Belief that ongoing assessment is essential to the learning process. 9. Commitment to reflection, feedback and assistance in order to develop professionally. 10. Appreciation of collaboration, collegiality, and ethical considerations within the profession. Student Grievance http://www.d.umn.edu/educ/student_resources/appeals.html Instructional Strategies: This course has an applied emphasis. The teacher candidates will be exposed to a variety of teaching strategies as demonstrated by the instructor throughout the course. At a minimum, these include: direct instruction, positive reinforcement systems, learning strategies, cooperative learning, cognitive behavior modification, visual imagery, informal assessment, multiple intelligence theory application, sensory integration, technology application, and several reading, writing and math teaching strategies. Diversity: Our candidates are prepared to be culturally and linguistically sensitive, and guided to address all aspects of diversity including ethnicity, gender, sexual orientation, and disability. We do this by incorporating research, projects, and practical experiences with exposure to children, families, cultures and settings of diverse populations in our program. UMD Learner-Sensitive Teacher Conceptual Framework: The course relates to UMD Learner-Sensitive Teacher Conceptual Framework and its five themes in the following ways: The course emphasizes reflecting about one’s practices in addressing academic differences. Collaboration also plays a major role as we use each other's strengths to address learning differences studied during the course. We will work both to recognize the multiple perspectives and strengths that diversity contributes to our task of helping students learn and to be sensitive to the issues that sometimes appear with diversity. The use of computer technology is expected in preparing for class and completing assignments. Additionally, students will be encouraged to seek assistive and computer technology solutions for use in educationally relevant ways for students exhibiting learning difficulties. Finally, the ultimate purpose of this course is to empower the prospective teacher of special education through the development of skills in promoting positive academic, social, and behavioral learner outcomes. Course Requirements/Expectations:  Teacher candidates are expected to attend all scheduled classes at the designated times and are responsible for all material covered in class and in the required texts & readings.  Teacher candidates are to be prepared for each class.  Teacher candidates are expected to participate in all on-line class discussions and assignments.  Assignments are due at assigned dates and times.  Unless otherwise specified, all assignments must be submitted in typed hard copy. Excused Absences: Student are expected to attend all scheduled class meetings. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family, and NCAA varsity intercollegiate athletics. For complete information, please see: http://www.d.umn.edu/vcaa/ExcusedAbsence.html Professional Conduct and Academic Dishonesty: It is expected that teacher candidates seeking special education certification will demonstrate specific skills in professional conduct for operating in educational settings. Therefore, your dispositions and conduct in class will be observed and evaluated (see disposition statement above). Professional conduct is defined as skills required for successful future teaching and/or appropriate interpersonal interactions in educational settings. In addition to fulfilling class assignments, you are expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward other course participants and course activities. Up to one full letter grade (10%) can be added or deducted to your final score based on the instructor’s evaluation and documentation. Extreme or sustained acts demonstrating lack of professional conduct, including academic dishonesty, will warrant a grade of “F” for the course. Academic Dishonest in any form (such as plagiarism or cheating on tests and assignments) will not be tolerated. Teacher candidates who misrepresent their work or commit other acts of dishonesty will receive a failing grade for the course and will be recommended for removal from teacher education. Cell phone useage, texting, facebook, or any other internet game or social site will NOT be allowed during class time.

Assignments: Each teacher candidate will complete 5 individual projects and 2 group projects related to students with disabilities at the secondary level. All written assignments must be typed, double spaced and in 12 point font. 1. Individual Project #1: Each students will interview 1 of the following professionals: Due 5/3/12 Grading Rubric o a self-contained special education teacher, o a resource teacher, o a special education teacher involved with inclusion, The teacher candidate will be responsible for conducting and arranging the interview. If the teacher candidate is unable to locate a professional in the field of special education, arrangements can be made through the instructor. Teacher candidates will informally reflect on their interview experience during class time and submit a topic paper. Each interview should be 3-4 pages typed in APA format (5th ed.). Each paper should follow APA style and include the following information:  role of the professional in the SST process  referral process to special education  role of the professional in the IEP process  role in modifying and adapting the curriculum  interactions with parents or families of students with disabilities  view of the general and special education program in the school  recommendations for beginning teachers regarding students with disabilities  special concerns when working with students with disabilities at the secondary level. Please note that additional information that interests the candidate may be included in the paper. 2. Individual Project #2: Each students will interview 1 of the following professionals: Due 5/3/12 Grading Rubric o a general education teacher o a principal, or administrator o or a parent of a child with disabilities. The teacher candidate will be responsible for conducting and arranging the interview. If the teacher candidate is unable to locate a professional in the field of education, arrangements can be made through the instructor. Teacher candidates will informally reflect on their interview experience during class time and submit a topic paper. Each interview should be 3-4 pages typed in APA format (5th ed.). Each paper should follow APA style and include the following information:  role of the professional in the SST process  referral process to special education  role of the professional in the IEP process  role in modifying and adapting the curriculum  interactions with parents or families of students with disabilities  view of the general and special education program in the school  recommendations for beginning teachers regarding students with disabilities  special concerns when working with students with disabilities at the secondary level. Please note that additional information that interests the candidate may be included in the paper. 3..Individual Project #3: Universal Design Assignment: At your appreticeship site observe their everyday world in the classroom setting (e.g., academic building, classroom setting, lunchroom). Provide the following documentations: Due 5/3/12 Grading Rubric

o A graphic depiction of the classroom setting o A narrative report on (1) specific adaptations or accommodations that have been made for person with disabilities (e.g., Braille on keys on elevators and doors) and (2) adaptations or accommodations that need to be made. 4.Individual Project #4: Observation of a student and data collection: See link for directions and data sheet. Due 5/3/12 Grading Rubric 5. Individual Project #5: Reflection of persons with disabilities. You will write a 2-3 page paper (double spaced, 1 inch margins) focusing on your personal experiences with disabilities. You may write about any friend or relative that has a disability, write about how their disability effects their life (either positively or negatively), how your experiences influences your personal beliefs and attitudes towards disabilities and explain what those beliefs and attitudes are. Also, reflect on how these beliefs will shape your teaching philosopy. If you do not know of anyone with a disability then reflect on your general beliefs and attitudes towards disabilities. Also, reflect on your teaching philosophy as it relates to working with students with disabilities. Due 1/31/12 6. Group Project #1 IEP Assignment: With a partner, you will complete an IEP based on a case study provided in class. You will use the provided IEP form provided in class and will complete the information based on the case study. You will devise 2 annual goals for your student and under each annual goal, will create 2 short-term objectives for each annual goal for a total of 4 short term objectives and 2 annual goals. Under the transition section, you will devise 2 annual goals and 2 short-term objectives for each goal for a total of 2 annual goals and 4 short -term objectives. Due 2/16/12 7. Group Project #2 Presentation: In a small group (4) you will present eligibility criteria, characteristics, classroom strategies and critical information for teachers to know regarding the specific disability category selected. Candidates may use powerpoint presentations, videos, handouts, overheads, etc. to teach the class on their topic. Grading Rubric Grading: Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct. The following levels of competence are defined:  A= work considered ‘distinguished’, that is work exemplifying honors level effort in writing, presentation, assignments, exams, and meeting class expectations. In addition to full credit on assignments, the candidate must attend regularly and make significant professional contributions to the class. Standards based mastery of content and skill.  B= superior work in meeting criteria of assignments and class expectations. Demonstration of high quality writing and presentation that merits certification- level mastery of standards-based content and skills.  C= work considered acceptable in meeting specific criteria for university credit, but lacks appropriate certification levels of pre-service mastery of standards-based content and skill. Course will need to be retaken or assignments redone to be recommended for special education licensure.  D= work that is minimally acceptable requiring major additional work to achieve certification level of mastery of standards-based content and skill.  F= unsatisfactory work considered unacceptable. A 93 % and above A- 90-92% B+ 87-79% B 83-86% B- 80-82% C+ 77-79% C 73-76% C- 70-72% D 60-69% F 59% and below Disability Statement: If you have a disability, either permanent or temporary, that may impact your ability to perform in this course; you are encouraged to inform me. I will work with you confidentially and make every effort to appropriately adapt methods, materials, and evaluations as needed to provide for equitable participation. If you have a disability and have not registered with the UMD Disability Resources– I recommend that you do so. Class Schedule: Date Topic Reading Assignment 1/17/12 Introductions, Discussanimal video Welcome to week 1 syllabus My World Activities 1/19/12 Exceptionality and Ch. 1 week 1 Special Education Powerpt video 1/24/12 Integration, Inclusion, Ch. 2 week 2 and support of Positive Storch Outcomes RTI 1/26/12 Integration, Inclusion, Ch. 2 week 2 and support of Positive RTI powerpt Outcomes ch.2 powerpt 1/31/12 univ. design Reflection week 3 UDLGlance paper ImplementingUDL UDL in Science

Exploring Diversity in the classroom 2/2/12 Universal Design UDL Slides week 3 univ. design UDLGlance ImplementingUDL UDL in Science

2/7/12 Parents and Families Ch. 4 week 4 Ch.4 Powerpt http://sujeet.com/ http://help4teachers.com/ 2/9/12 Planning Pyramid Planning week 4 Layered Curriculum Pyramid form IEP IEP powerpt 2/14/12 week 5

2/16/12 IEP week 5

2/21/12 Learners with Group Pres week 6 Learning Disabilities

2/23/12 Learners with Learning Ch. 6 FAT City week7 Disabilities

2/28/12 Learners with Ch. 5 Group week 7 Intellectual and Ch.5 Powerpt Pres. Developmental Disabilities

3/1/12 Learners with Ch. 8 week 8 Emotional or GROUP Behavior Disorders PRES youtube view powerpt Beh.Pwerpt

3/6/12 Traumatic Brain Ch. 13 Group Pres. week 9 Injury TBI Powerpt

3/8/12 Multicultural and Ch. 3 week 9 Bilingual Aspects ofCh.3 Powerpt Special Education multicultyoutube intoculture

Powerpt GROUP 3/20/12 Learners with youtubeintro PRES week 10 Autism Spectrum Disorders 3/22/12 Learners with Powerpt Group Pres. week 10 Attention Deficit Youtube Hyperactivity Beh.Pwerpt Disorder

3/26 – Out in Schools 4/6 Cooperative Cooperative powerpt 4/10 Learning http://www.youtube.com/watch? Time Delay v=XroJtR9gQc8&feature=related Student 4/12 Classwide Peer Observation tutoring Interviews Universal Design

4/16 – Out in Schools 4/27

5/1/12 High and Low technology

5/3/12 **This schedule subject to change at the Professor’s discretion based on the needs of the teacher candidates.