EDUC 201: Elementary Clinical/Field

EDSP 301 IAV: Education of the Exceptional Child Spring 2011 3 credits IAV Elko and Winnemucca

Instructor: Professor Bonnie Hofland Email: Webcampus (preferred OR Office: EIT 252 [email protected] Phone: 775-753-2226 Office hours: Monday 11:00-2:00 Fax: 775-753-7534 Tuesday 1:00-3:00 or by appointment

WebCampus Although this class is delivered through Interactive Video; WebCampus will be utilized for communication. WebCampus will be used for disseminating class materials and turning in assignments. Email will be utilized in WebCampus. This will provide a format for a quicker response to questions and concerns and allow students to communicate with each other.

Required Textbooks All of the books are available at GBC Bookstore. These books should provide less theory and more application. They are found in many teachers’ classrooms. It is expected that all required textbooks are read in their entirety, except the PRIM Manual. It is meant to be used as a resource tool.

McCarney, S.B. & Wunderlich, K.C. (2006). Pre-Referral Intervention Manual, 3rd ed. Columbia, MO: Hawthorne. ISBN: (NONE) It can be purchased from GBC, ordered from the publisher. http://www.hes-inc.com/hes.cgi or from other book stores. It costs only $40 on the publishers website.

Schwarz, P. (2006). From disability to possibility: The power of inclusive classrooms. Portsmouth, NH: Heinemann. ISBN: 0-325-00993-7

Tomlinson, C.A. (2001). How to differentiate instruction in mixed- ability classrooms, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0- 87120-512-2

Vogt, M. & Echevarria, J. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson Allyn and Bacon. ISBN: 0-205-51886-9

Yanoff, J.C. (2007). The Classroom teacher’s inclusion handbook 2nd ed. Chicago, IL: Arthur Coyle Press. ISBN: 0-9665947-5-4

The following books are available either through the bookstore or through our library in e- books.

EDSP 301 IAV Spring 2011 Page 1 Accessing e-books at the Great Basin College library* 1. Go to www.gbcnv.edu 2. On the right hand side of the screen find and click Library 3. Click on the purple rectangle e-books 4. Click on NetLibrary, ASCD, or Gale as designated in your course schedule 5. Search the title of the text 6. View the text and read! 

You will see that the e-books are a wonderful resource (gratis!) and may find other titles beyond what is required in your coursework that are of interest. Read as many as you wish!

*If you are logging on from an off-campus computer you will have to log-in to the library before completing the above steps. To do that you will need your library card number. If you do not have a library card, please see the green rectangle link on the GBC library page for guidance.

CHOOSE 1 of the following: Tomlinson, C.A. & Eunningham Eidson, C. (2003). Differentiation in Practice: A resource guide for differentiating curriculum Grades K-5. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-760-5

Tomlinson, C.A. & Eunningham Eidson, C. (2003). Differentiation in Practice: A resource guide for differentiating curriculum Grades 5-9. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-655-2

Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in Practice: A resource guide for differentiating curriculum Grades 9-12. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 1-4166-0050-7

Suggested Books Echevarria, J., & Vogt, M. (2008). 99 Ideas and activities for teaching English learners with the SIOP model. Boston: Pearson Allyn and Bacon. ISBN: 978-0-205-52106-7

Tomlinson, C.A. (2006). Integrating differentiated instruction & understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 1-4166- 0284-4

Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-812-1

Other Materials I would highly suggest a three ring binder. You will accumulate a lot of resources in this course. They will need to be organized so that you are able to utilize them in the future.

EDSP 301 IAV Spring 2011 Page 2 Catalog Description A survey of special education area for majors and non-majors, designed to acquaint the student with the special needs of learners categorized under all areas of exceptionality. Introduces methods for identifying, planning, and working effectively with exceptional children in the general classroom. There is an emphasis on etiology, physical and educational characteristics. The pre-service teacher is taught to recognize and refer exceptional learners for assessment, as well as design and implement individualized programs, instructional strategies, and classroom management strategies. Prerequisites- ENG 102 and EDUC 250 or instructor’s approval

Course Description Education of the Exceptional Child introduces both general educators and special educators the best practices for working with individuals with disabilities and their families, as well as those who are gifted, at-risk or learning English. This course is divided into five modules beginning with the introduction of important litigation and legislation including: IDEA 2004, ADA, and Section 504. The second module focuses on the identification, etiology, characteristics, and strategies for working with individuals with disabilities, defined by the fourteen categories established by IDEA and gifted/talented. The third module centers on response to intervention and the accommodations/ interventions to assist ALL students at being successful. The fourth module involves teaching strategies for working with students who are English language learners, emphasizing the SIOP model. The final module introduces the foundations of differentiation as a practice to meet the needs of all students in the general classroom. Practice in implementing differentiation and planning for differences are offered.

Policy of Academic Integrity GBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.

Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:  Another person’s actual words are quoted  Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words  Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.

Acceptable Use of Lesson Plans Students may not use lesson plans (or other assignments) that were developed in other courses. Students may not use the lesson plans created in this class for other courses. If a lesson plan is located on the Internet, it may not be used as-is. The GBC Teacher Education Program requires students to follow a certain format with components that may not match other lesson plans. If a lesson plan idea is found on the Internet, the idea may be utilized; however, it must be written in the required format and cited appropriately following APA guidelines. Any student who violates

EDSP 301 IAV Spring 2011 Page 3 the acceptable use of lesson plans will receive a zero on the assignment with no opportunity to redo the assignment.

Computer/ Cell Phone Policy Because we have a limited time in class, we need to maximize instructional learning time; therefore, computers and cell phones need to be turned off. Texting is not permitted. If your phone rings, you must leave and not come back for the remainder of the class period.

Attendance Policy It is expected that you attend class and arrive on time. You must participate in classes regularly if you intend to obtain the full benefits of instruction. Unexcused hours of absence in excess of the number of course credit hours is excessive. This translates to three hours of absence for a three-credit class. If students miss more than one class meetings, the student will be withdrawn from the class.

Accommodations: Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Director of Services for Students with Disabilities (Julie G. Byrnes) will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids and services. For more information or further assistance, please call 775.753.2271.

Testing Requirements All tests in this course will be taken at the student’s nearest GBC Testing Center during the scheduled times in the syllabus. There are no exceptions to this rule. The tests are closed book and no other resources are allowed. The tests will be proctored and you must show photo ID.

Elko: Testing center hours are Tuesday, Wednesday, and Thursday 9 a.m.-8 p.m. and Friday noon – 4 p.m. No needed appointment, but begin your test early enough that you have time to complete it.

Winnemucca: Testing center hours are Monday, 2 p.m. – 7p.m., Tuesday, 1:00 p.m. – 5 p.m., and Wednesday and Thursday, 8 a.m. - noon. You must make an appointment by calling the Winnemucca center.

Battle Mountain: Monday through Friday 8 a.m. – 8 p.m. No appointment necessary, but begin your test early enough that you have time to complete it. Tuesday mornings are noisier than other times.

Pahrump: Exams are proctored Monday – Thursday 8 a.m. – 3 p.m. and Friday 8 a.m. – 2 p.m. You must make an appointment at the front office (727-2000).

Ely: Testing center hours are 7 a.m. – 9:30 p.m. Monday through Thursday and 7 a.m. – 5 p.m. on Fridays. No appointment needed, but begin your test early enough that you have time to complete it.

EDSP 301 IAV Spring 2011 Page 4 Outcomes and Measurements: Learner Outcomes Correlated with INTASC and Council for Exceptional Children (CEC)

Expected Learner Outcomes INTASC Measurements MODULE ONE: Law, policy, rights and responsibilities Define the rights and responsibilities of students, 3 Midterm parents, teachers, schools and other professionals Power Point related to diverse learning needs as they pertain to: laws, policies, identification, due process, assessment, placement, and continuum of services. Includes IDEA, Section 504 and ADA. Describe how the involvement of families affects the 10 Midterm education of students with diverse needs. Case Study

Sequence program options for students with disabilities 3 Midterm with relation to levels of support needed for the individual in the education system with the understanding of the principles of inclusion and the concept of least restrictive environment.

Maintain confidential communication about individuals 6 & 10 All assignments with diverse learning needs and communicate in Midterm person-first language. MODULE TWO: Exceptionalities Demonstrate knowledge of basic definitions, etiologies, 2 & 3 Midterm and behavioral characteristics and educational needs of Power Point major disabilities including: learning disabilities, intellectual disabilities, AD/HD, communication disorders, emotional disturbance/ behavior disorders, orthopedic impairments, other health impairments, autism, traumatic brain injury, blind and visual impairments, deafness and hearing impairments, developmental disability and giftedness. MODULE THREE: Inclusion strategies and case studies Apply prevention and intervention strategies for 2, 3, & 4 RTI assignment individuals at-risk for a disability. Case study

Explain the current impact on the inclusion of students 5 & 10 RTI assignment with disabilities in the general classroom and removing Case study barriers to accessibility and acceptance of individuals with disabilities. Use research-supported methods for academic and non- 2, 3, 4 & 8 RTI assignment academic instruction of individuals with disabilities Case study which may include modifying pace of instruction, providing organizational cues, using appropriate adaptations and technology. Select and adapt instructional strategies and materials 3, 4 & 8 RTI assignment according to characteristics of the individual with Case study diverse learning needs to facilitate integration into various settings. EDSP 301 IAV Spring 2011 Page 5 Establish a consistent classroom routine for individuals 3 & 5 Case study with disabilities and modify the learning environment to manage behaviors. MODULE FOUR: English Language Learners and SIOP lesson planning Organize, develop, and sustain learning environments 3 & 5 SIOP lesson that support positive intracultural and intercultural experiences. Develop a source of specialized materials, curricula, 10 Case study and resources for individuals with disabilities. SIOP lesson Differentiated lesson Analyze how teacher attitudes and behaviors influence 9 Discussion board assignments behavior of individuals with diverse learning needs and Observation reflect upon their own attitudes and behaviors. Portfolio rationales Articulate a personal philosophy of special education. 9 Philosophy statement

MODULE FIVE: Differentiation Identify key concepts of differentiation and develop a 1, 2, 3, 4, 5, 7, Teaching about differentiation differentiated lesson based upon the readiness, interest 8 Differentiated lesson plan and learning styles of students by differentiating content, process, and product.

Methods of Instruction Assigned Readings For each module, there are assigned for readings. Students should consider these readings to be the heart of the material that should be learned in the course. These readings will come from either the textbooks for the course, from articles obtained from the Web or from outside readings which are posted in the module agenda.

Written Assignments The formal written assignments for the course are of varying types. Formal grammar and Standard English is expected at all times. Conventions of writing will be included on the rubrics.

Midterm The midterm will be based upon the first two modules. It will consist of multiple-choice, true/false and short answer questions. The midterm must be completed in a GBC testing center.

Quizzes For the last three modules, there will be a short quiz based upon the readings. They will consist of multiple-choice, true/ false and short answer questions. These will be open book.

Creation of a PowerPoint Each student will create a PowerPoint, pulling out the most important information they can from the information read and supplemental materials. For each assigned topic, each student must complete 3-5 slides showing his/her knowledge. You must also utilize at least three outside resources. The last two slides will be a reference page showing where you obtained your information. The last (probably two) slides will look like this:

EDSP 301 IAV Spring 2011 Page 6 References 1.4 www.inclusion.org 5-10 www.arc.org 11-15 Boyles, D. (1998).The Learning Differences Handbook Chicago, Illinois: Contemporary Publishing.

DO NOT make separate PowerPoint shows for each section; make the PowerPoint as one. You will have ONE PowerPoint exhibiting each of the topics being represented. Make the slides when you are reading each chapter, DO NOT put this off until they are due. Samples are provided on the Homepage.

The following topics (in any order) are the required PowerPoint sections. (Teaching strategies can be a separate category or integrated in each of the other categories.)

Law, litigation, policies Persons with Intellectual Disabilities Persons with Learning Disabilities Persons with Attention Deficit Hyperactivity Disorder Persons with Emotional Disturbances/ Behavior Disorders Persons with Speech and Language Disorders Persons with Vision Impairments and Hearing Impairments Persons with Autism Spectrum Disorder Persons with Physical Disabilities, Health Disabilities, or Traumatic Brain Injury Persons who are Gifted and Talented Teaching strategies (separate or integrated) References

Classroom Observations Please prioritize this assignment and get it done ASAP. By experiencing individuals with differing needs you will gain the prior knowledge that will allow you to make direct connections with the text and materials of this class. If you do not have prior experiences and knowledge, the material in this class will be difficult to relate to or have a small impact on you. PLEASE TAKE THIS SERIOUS. Complete this ASAP. You will visit a local special education classroom or a general inclusion classroom for ONE day or eight hours. I will work with you to arrange the placements based upon your location. If you are in a unique situation, please let me know so I can accommodate for it. Take notes on what you see, what you feel, your ideas, what impresses you, what discourages you, the impact of special education on individuals you observe, etc. Turn in a minimum of a two page paper on your experience. Document your hours and have the teacher verify your hours by signing the time sheet. The time sheet is on the Homepage. Professionalism is expected at all times. Confidentiality is mandatory.

Case Study You will be given two case studies of children with special needs. You will need to complete ONE case study. You may collaborate with your classmates OR complete the assignment by yourself. After reading the case study, you will develop strategies or make accommodations to successfully include the child in the general classroom setting.

EDSP 301 IAV Spring 2011 Page 7 SIOP Lesson Each student will write a SIOP lesson intended for students who are English learners. SIOP lessons utilize research-based methods of teaching that is effective for all learners. This lesson will provide practice in writing diverse lesson plans to help all students succeed. You will be provided a specific format to follow. If you choose, you can submit the SIOP lesson for formative feedback first, receive descriptive feedback, and then resubmit for a summative grade OR just submit for a summative grade. Examples of SIOP lessons will be provided on the Homepage.

Teaching about Differentiation Each student will read about differentiation and research it. After learning about differentiation, you will create a lesson to teach the class about differentiation. You have to create some type of visual aide to assist you in your presentation. You have to assess learning after the lesson and write a reflection on your teaching.

Differentiated Lesson Plan Each student will design a differentiated lesson plan for students with varying needs. The lesson plan will be based upon the subject area and grade level for which you intend to teach. You may use your unit you created in EDUC 406 and add the differentiation component. Examples of differentiated lesson plans are located in the choice textbooks for this class.

Portfolio Rationales The student will write two rationale statements for two of artifacts that you created in this class.

Philosophy Paper Write a 1-2 page paper describing what you foresee as your involvement with children with disabilities. This includes your involvement as a general educator or possibly a special educator. You must develop your own philosophy and cannot borrow someone else’s philosophy. The following questions need to be answered. Who am I and what do I value? What is my vision of education? How does education serve individuals and society? How might my vision of education be implemented? How does this pertain to students with disabilities? How will you include students with disabilities in your classroom?

EDSP 301 IAV Spring 2011 Page 8 Course Expectations:

 Grades for written assignment are based on both content and mechanics. Proofread each assignment. Attach as a Word document.  If the assignment is submitted as an attachment, the file should begin with your name. For example, I would save my assignment and submit it as an attachment with the file name Bonnie Hofland SIOP.  If the assignment is submitted as an attachment, send only ONE attachment. For example, your project may contain several components. ALL of this should come to me as one attachment. Even if you have several documents on your end, combine them for me.  All assignments are due at midnight.  All assignments are to be handed in by the date they are due. Late assignments will not be accepted except by special prior arrangements.

EDSP 301 IAV Spring 2011 Page 9 GRADING: I will do my best to turn back assignments in a timely manner. My belief is that seven to ten days is a timely turn around time. Rubrics will be included for all assignments. I will also provide descriptive feedback. If you have any concerns about grading, please pose the question immediately, so that the issue can be resolved BEFORE the semester is over.

Assignments % of total grade Assignments 45 % Midterm and quizzes 45 % Observation 10 % TOTAL 100%

LETTER GRADES A = 93-100% A- = 90-92% B+ = 88-89% B = 83-87% B- = 80-82% C+ = 78-79% C = 73-77% C- = 70-72% D+ = 68-69% D = 63-67% D- = 60-62%

EDSP 301 IAV Spring 2011 Page 10 Class Schedule The schedule is tentative. The instructor reserves the right to change it depending on students’ interests and needs.

MODULE ONE: Person First Language, Legislation, Litigation, History of Special Education, Rights and Responsibilities Content  Person First Language  History of special education  IDEA, Section 504 and ADA  Process of referrals  Family involvement

Students will UNDERSTAND  the importance of prioritizing people as individuals.  labels create stereotypes and set expectations which aren’t always valid or appropriate.  decisions about students need to be considered from a life perspective.  teachers must stay current about legislation and laws.  the profession of teaching is constantly changing.

Essential Questions  How do I see the individual beyond labels?  How can collaboration make teachers more effective?  How will I teach considering what is happening in society (legally and socially)?

Objectives  Define the rights and responsibilities of students, parents, teachers, schools and other professionals related to exceptional learning needs as they pertain to: laws, policies, identification, due process, assessment, placement, and continuum of services.  Describe how the involvement of families affects the education of students with special needs.  Sequence program options for students with disabilities with relation to levels of support needed for the individual in the education system with the understanding of the principles of inclusion and the concept of least restrictive environment.  Maintain confidential communication about individuals with diverse learning needs and communicate in person-first language (PFL).

Readings  Handouts  Chapter 1- The Classroom Teacher’s Inclusion Handbook 2nd ed.  From Disability to Possibility (entire book)  Person First Language- Disabilities are natural website. http://www.disabilityisnatural.com/explore/language-communication Measurements  From disability to possibility assignment  Critiquing an article or a movie for PFL

EDSP 301 IAV Spring 2011 Page 11 MODULE TWO: Exceptionalities

Content  Fourteen categories of disabilities  Attention deficit disorder  Gifted/ Talented

Students will UNDERSTAND  students are diverse in their learning.  education is driven by definitions.  all individuals have strengths and potential.

Essential Questions  How do I teach individual students without keeping “labels” in mind?  How do I teach individual students to grade level expectations?

Objectives  Demonstrate knowledge of basic definitions, etiologies, and behavioral characteristics and educational needs of major disabilities including: learning disabilities, intellectual disabilities, AD/HD, communication disorders, emotional disturbance/ behavior disorders, orthopedic impairments, other health impairments, autism, traumatic brain injury, blindness and visual impairments, deafness and hearing impairments, developmental delays and giftedness.

Readings  The Classroom Teacher’s Inclusion Handbook 2nd ed.  Handouts and YOUR research

Measurements  Understanding disabilities assignment  PowerPoint  Midterm

EDSP 301 IAV Spring 2011 Page 12 MODULE THREE: Response To Intervention (RTI) and Inclusion Strategies

Content  ICT/RTI: Response to intervention  Case studies

Students will UNDERSTAND  the importance of teaching interventions and adjusting teaching based upon student achievement.  maintaining useful records of student achievement will assist in adjusting my teaching. My teaching cannot stagnate.

Essential Questions  Will I be able to serve all of the needs of my students?  Can I maximize all student learning?

Objectives  Apply prevention and intervention strategies for individuals at-risk for a disability.  Explain the current impact on the inclusion of students with disabilities in the general classroom and removing barriers to accessibility and acceptance of individuals with disabilities.  Use research-supported methods for academic and non-academic instruction of individuals with disabilities which may include modifying pace of instruction, providing organizational cues, using appropriate adaptations and technology.  Select and adapt instructional strategies and materials according to characteristics of the individual with exceptional learning needs to facilitate integration into various settings.  Establish a consistent classroom routine for individuals with disabilities and modify the learning environment to manage behaviors.  Compare and contrast the IQ-achievement discrepancy model and RTI model approaches.  Explain the problem solving approach and standard protocol approach to RTI.

Readings  RTI Module  Pre-Referral Intervention Manual, 3rd ed. (skim through and be familiar with format)  Handouts

Measurements  Observation  Quiz  RTI module assignment  Case study

EDSP 301 IAV Spring 2011 Page 13 MODULE FOUR: English Language Learners and SIOP Lessons

Content  Teaching strategies for working with English Language Learners  SIOP lesson plans

Students will UNDERSTAND  the importance of making content relevant to all learners.  celebrating cultural differences, diverse languages, and broad, diverse backgrounds is imperative in teaching.

Essential Questions  How do I constantly adjust my lessons to meet my students differing backgrounds?  How do I create a community of learners with diverse learners?

Objectives  Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences.  Develop a source of specialized materials, curricula, and resources for English language learners.  List and explain the eight components of SIOP.  Create and write a SIOP lesson plan to address the needs of English Language Learners.

Readings  Making content comprehensible for English learners: The SIOP model  Articles about English Language Learners (either elementary or secondary)

Measurements  Quiz  SIOP lesson plan  ELL trends and current research

EDSP 301 IAV Spring 2011 Page 14 MODULE FIVE: Differentiation Content  Differentiation and developing differentiated lessons

Students will UNDERSTAND  differentiation is imperative to meeting individual needs.  assessment will drive differentiation.  teaching-up a lesson is critical to challenging individuals.  differentiation is not individualized instruction.

Essential Questions  Is differentiated instruction changing the expectations for students?

Objectives  Describe the key concepts of differentiation.  List and explain the five non-negotiables of differentiation.  Utilize teaching strategies that incorporate differentiation.  Develop a differentiated lesson plan based upon the readiness, interest and learning styles of students by differentiating content, process, and product.  Articulate his/her philosophy of educating all students in the general classroom setting.

Readings  How to Differentiate Instruction in Mixed- ability Classrooms, 2nd ed.  Differentiation in Practice (Your choice of grade level)  Handouts

Measurements  Quiz  Differentiated lesson plan  Teaching about differentiation  Philosophy papers  Rationales

EDSP 301 IAV Spring 2011 Page 15 Class Schedule The schedule is tentative. The instructor reserves the right to change it depending on students’ interests and needs.

DATE TOPIC OBJECTIVES ASSIGNMENTS due Thursday 8:00 AM Readings BEFORE class MODULE ONE: Person First Language, Legislation, Litigation, History of Special Education, Rights and Responsibilities Jan. 26 Orientation  Communicate in person first language. Person First  See the person, in spite of a label Language History of special ed Feb. 2 Family involvement  Describe how the involvement of families affects the  Read Disability to Least restrictive education of students with special needs. Possibility environment  Sequence program options for students with disabilities  Read Ch. 1 Handbook Continuum of with relation to levels of support needed for the individual services in the education system with the understanding of the Disability/handicap principles of inclusion and the concept of least restrictive Learned helplessness environment.

Feb. 9 IDEA, 504, ADA  Define the rights and responsibilities of students, parents,  Critiquing an article Referrals teachers, schools and other professionals related to  From disability to Litigation exceptional learning needs as they pertain to: laws, possibility policies, identification, due process, assessment, placement, and continuum of services. MODULE TWO: Exceptionalities

Feb. 16 LD, ADHD,  Demonstrate knowledge of basic definitions,  Read all Handbook communication etiologies, and behavioral characteristics and disorders educational needs of major disabilities including: learning disabilities, intellectual disabilities, AD/HD, Feb. 23 ED, ID  Understanding communication disorders, emotional disturbance/ disabilities behavior disorders, orthopedic impairments, other March 2 Low incidence  PowerPoint disabilities health impairments, autism, traumatic brain injury, blindness and visual impairments, deafness and hearing impairments, developmental delays and giftedness. March 2-9 MIDTERM- take in Testing Center MODULE THREE: Response To Intervention (RTI) and Inclusion Strategies

March 9 RTI  Compare and contrast the IQ-achievement discrepancy Skim PRIM Measurable goals model and RTI model approaches.  Explain the problem solving approach and standard protocol approach to RTI. March 16 Case studies  Apply prevention and intervention strategies for RTI assignment individuals at-risk for a disability.  Explain the current impact on the inclusion of students with disabilities in the general classroom and removing

EDSP 301 IAV Spring 2011 Page 16 barriers to accessibility and acceptance of individuals with disabilities.  Use research-supported methods for academic and non- academic instruction of individuals with disabilities which may include modifying pace of instruction, providing organizational cues, using appropriate adaptations and technology.  Select and adapt instructional strategies and materials according to characteristics of the individual with exceptional learning needs to facilitate integration into various settings.  Establish a consistent classroom routine for individuals with disabilities and modify the learning environment to manage behaviors.

March 23 Spring Break  March 30 Case studies Continued from above  Observation  Quiz

MODULE FOUR: English Language Learners and SIOP Lessons

April 6 SIOP components  List and explain the eight components of SIOP.  Case study  Organize, develop, and sustain learning environments that  Read SIOP Book support positive intracultural and intercultural experiences.  Develop a source of specialized materials, curricula, and resources for English language learners. April 13 SIOP lesson  Create and write a SIOP lesson plan to address the needs  ELL trends/ research of English Language Learners. April 20 SIOP lesson  Create and write a SIOP lesson plan to address the needs  SIOP formative of English Language Learners.  Quiz MODULE FIVE: Differentiation

April 27 Differentiation  Describe the key concepts of differentiation.  SIOP summative Non-negotiables  List and explain the five non-negotiables of differentiation.  Read Differentiation Book May 4 Writing a  Develop a differentiated lesson plan based upon the  Teaching a differentiated plan readiness, interest and learning styles of students by differentiated strategy differentiating content, process, and product. May 11 Differentiated  Utilize teaching strategies that incorporate differentiation.  Rationales teaching strategies  Articulate his/her philosophy of educating all students in  Philosophy paper the general classroom setting. May 18 Differentiated  Utilize teaching strategies that incorporate differentiation.  Differentiated lesson teaching strategies plan  Quiz

EDSP 301 IAV Spring 2011 Page 17 Helpful Websites (Add to the list throughout the semester.)

Family Village http://www.familyvillage.wisc.edu/index.htmlx

Council for Exceptional Children http://www.cec.sped.org/

Wrightslaw http://www.wrightslaw.com

Inclusion Network http://www.inclusion.org and www.inclusion.com

National Information Center for Children and Youth with Disabilities (NICHCY) http://nichcy.org/index.html

National Rehabilitation Information Center (NARIC) http://www.naric.com

Special Education Exchange http://www.spedex.com/main-graphics.htm

Kids Together, Inc. http://www.kidstogether.org

New Horizons for Learning http://www.newhorizons.org

Federal Resource Center for Special Education. http://www.dssc.org/frc

On Special Ed. www.onspecialed.com/home.asp

LD Online http://ldonline.org

Parents Guide to Learning Disabilities www.schwablearning.org

Learning Disabilibilites Association www.ldanatl.org

EDSP 301 IAV Spring 2011 Page 18

Children and Adults with Attention Deficit/Hyperactivity Disorder http://www.chadd.org

National ADD www.add.org

Association of Mental Retardation www.aamr.org

The ARC of The United States www.thearc.org

Autism www.autism-society.org

National Association for Gifted Children (NAGC) http://www.nagc.org/home00.htm

EDSP 301 IAV Spring 2011 Page 19 Acronyms Frequently used in Special Education Add to the list this semester.

ADA- American Disabilities Act

AD/HD- Attention Deficit Hyperactivity Disorder

EBD- Emotional/ Behavior Disorder

FAPE- Free and Appropriate Public Education

IDEA- Individuals with Disabilities Education Act (Formerly PL 94-142)

CST- Child Study Team

ID- Intellectual Disability

IEP- Individualized Educational Program

IFSP- Individualized Family Service Plan

ITP- Individualized Transition Plan

IHP- Individualized Health Care Plan

LD- Learning Disability

LEA- Local Education Administrator

LRE- Least Restrictive Environment

OHI- Other Health Impaired

504- Section 504

“Stay Put” rule- prevents change of placement without IEP change

LEA- Local Education Agency

LEA Representative- Local Education Agency Representative (Usually principal or counselor)

CEC- Council for Exceptional Children

MDT- Multi-Disciplinary Team

EDSP 301 IAV Spring 2011 Page 20 CEC Code of Ethics for Educators of Persons with Exceptionalities

We declare the following principles to be the Code of Ethics for educators of persons with exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles. Members of The Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code.

1. Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities. 2. Special education professionals promote and maintain a high level of competence and integrity in practicing their profession. 3. Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects. 4. Special education professionals exercise objective professional judgment in the practice of their profession. 5. Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities. 6. Special education professionals work within the standards and policies of their profession. 7. Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession. 8. Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.

The Council for Exceptional Children. (1993). CEC Policy Manual, Section Three, part 2 (p. 4). Reston, VA: Author.

Originally adopted by the Delegate Assembly of The Council for Exceptional Children in April 1983.

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