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SYLLABUS: Summer, 2021, Online SPED 475— Instructional Strategies for the Content Areas COURSE SYLLABUS: Summer, 2021, online INSTRUCTOR INFORMATION Instructor: Dr. Belinda Rudinger, ATP, Clinical Assistant Professor Office Hours: By appointment University Email Address: [email protected] Preferred Form of Communication: University Email. Communication Response Time: Using University Email = within 72 hours Monday – Friday, weekends and holidays may take longer. COURSE INFORMATION Materials – Textbooks, Readings, Supplementary Readings No required textbook; all readings provided in D2L Course Description SPED 475 presents evidence-based strategies and interventions for students with disabilities. A focus on quality reading, mathematics, writing, and behavioral assessment, strategies, and interventions to support students with disabilities will be provided. (Hours: 3) Course Objectives: Essential Skills • Familiarity with TEKS as they relate to assessment, IEP development, and curriculum/intervention methods • Developing data-based goals on IEP’s; writing measurable goals • Knowledge/application of effective reading, writing, and math evidence- based instructional methods The syllabus/schedule are subject to change. Texas EC-12 Special Education Competencies 1.Competency 001: The special education teacher understands and applies knowledge of the characteristics and needs of students with disabilities. 2. Competency 002: Understanding of formal and informal assessment procedures and how to evaluate student competencies to make instructional decisions. 3.Competency 003: The special education teacher understands and applies knowledge of procedures for planning instruction for individuals with disabilities. 4. Competency 007: The special education teacher knows how to promote students’ educational performance in all content areas by facilitating their achievement in a variety of settings and situations. 5. Competency 008: The special education teacher promotes students’ performance in English, language arts, and reading. 6. Competency 009: The special education teacher promotes students’ performance in mathematics. Texas EC-12 Educational Diagnostician Competencies 1. Competency 003: Understand and apply knowledge of program planning and instructional decision-making 2. Competency 004: selects, administers, and interprets informal assessments and evaluations. 3. Competency 006: Knows and understands appropriate curricula and instructional strategies for students with disabilities. COURSE REQUIREMENTS Course Format This course will be delivered completely online. The course will be asynchronous (i.e., we do not all meet at the same time online). It will be important to keep up with the course work, as you will be required to participate in class discussions and activities that have specific time frames associated with them. Minimal Technical Skills Needed To be successful in this course, you will need to know how to access and navigate (a) Desire2Learn, (b) Microsoft Word, and (c) Microsoft Excel. course. The syllabus/schedule are subject to change. Instructional Methods Each week, you will be responsible for completing a module. Weekly modules will be released on Monday and will close on Sundays at 11:59pm Student Responsibilities or Tips for Success in the Course To be successful in the course, take about 20 minutes on Mondays to log into D2L and review module expectations for the week. Plan out when you will complete your work throughout the remainder of the week. Make sure everything is completed on or before 11:59pm on Sunday night! GRADING Grade Distribution: A 90-100%; B = 80-89%; C = 70-79%; D = 60-69%; F = 59% or lower Module Assignments (7x20 points each) 140 Evidence-Based Practices Presentation 50 Crosswalk Project 50 Final Project 60 Total 300 Course Modules (Qty. 7 @ 20 pts. each = 140 points): You will be required to complete the assigned readings from your text (see course agenda) as well as other accompanying readings, viewing of videos, or other activities as assigned in each module. Modules may consist of a discussion board thread, activity response, etc. Please be sure that you plan enough time to thoroughly prepare for the completion of each bi-weekly module, as it will be directly linked to your text and other items posted within each module. You must complete all components in the module. At the end of each module, you will complete a culminating assignment in which you will be graded on. These will include information from the entirety of each module. Your answers should provide direct evidence from the text, other readings, videos, outside sources, etc. and be well written. EBP Presentation (50 points): You will present on two evidence-based practices of your choice by creating and recording a presentation that describes the evidence-based practices in detail. Additionally, you should talk about specific teaching/learning activities that support these evidence-based practices, how the evidence-based practices could be used (whole group, small group, 1:1), and any other information you’d like to share. The syllabus/schedule are subject to change. Crosswalk Project (50 points): You will develop a table that integrates TEKS, HLPs, teaching activities, and relevant evidence-based practices for the content area of relevant to your specific discipline. A template will be provided in D2L for you to use as you complete this assignment, that also contains an example of what your completed crosswalk section should look like and include. Final Project (60 points): You will develop a week-long unit relative your specific discipline of choice. This unit will include a snapshot of daily activities that surround a specific teaching goal. You will plan this week-long unit using the principles of UDL, differentiated teaching/learning strategies, and ideas for re-teaching. Additionally, you will locate specific TEKS and high leverage practices relevant to your weeklong unit. A template for your weeklong unit will be provided in D2L as well as websites that you can use to seek out ideas to incorporate teaching activities/strategies, high leverage practices, etc. COURSE AND UNIVERSITY PROCEDURES/POLICIES Course Specific Procedures/Policies Specific Requirements 1. Use of Person-First Language: You are expected to use Person-First language at all times when referring to individuals with a disability/diverse learning needs. “Person-first” language always refers to the person first and not as a label or a category. This order serves as a reminder to the speaker and the listener that the person is always more than his or her disability and/or diverse learning needs. For example, refer to “a student with autism” and not “an autistic student.” It is preferred that you say “students with disabilities” and not “disabled students.” In addition, avoid such stigmatizing terminology as “confined to a wheelchair” (say “uses a wheelchair” instead—if you think about it, wheelchairs promote independence rather than confinement). Additionally, practice using the term “general education” in place of “regular education.” 2. Professionalism and Class Participation: The subject matter of this course, in particular, with its emphasis on the practical application is both challenging, and at times, wonderfully debatable. This is a space The syllabus/schedule are subject to change. for you to practice professionalism your peers and the instructor. Student participation and discussion are critical elements of the course structure. Syllabus Change Policy The syllabus is a guide. Circumstances and events, such as student progress, may make it necessary for the instructor to modify the syllabus during the semester. Any changes made to the syllabus will be announced in advance. TECHNOLOGY REQUIREMENTS Browser support D2L is committed to performing key application testing when new browser versions are released. New and updated functionality is also tested against the latest version of supported browsers. However, due to the frequency of some browser releases, D2L cannot guarantee that each browser version will perform as expected. If you encounter any issues with any of the browser versions listed in the tables below, contact D2L Support, who will determine the best course of action for resolution. Reported issues are prioritized by supported browsers and then maintenance browsers. Supported browsers are the latest or most recent browser versions that are tested against new versions of D2L products. Customers can report problems and receive support for issues. For an optimal experience, D2L recommends using supported browsers with D2L products. Maintenance browsers are older browser versions that are not tested extensively against new versions of D2L products. Customers can still report problems and receive support for critical issues; however, D2L does not guarantee all issues will be addressed. A maintenance browser becomes officially unsupported after one year. Note the following: • Ensure that your browser has JavaScript and Cookies enabled. • For desktop systems, you must have Adobe Flash Player 10.1 or greater. • The Brightspace Support features are now optimized for production environments when using the Google Chrome browser, Apple Safari browser, Microsoft Edge browser, Microsoft Internet Explorer browser, and Mozilla Firefox browsers. The syllabus/schedule are subject to change. Desktop Support Browser Supported Browser Version Maintenance Browser Version (s) (s) Microsoft Latest N/A ® Edge Microsoft N/A 11 ® Internet Explorer ® Mozilla® Latest, ESR N/A Firefox®
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