<p> ST. PETERSBURG COLLEGE COLLEGE OF EDUCATION The mission of the Education Community is to prepare future educators who will promote lifelong learning and empower diverse communities.</p><p>COURSE SYLLABUS</p><p>Nature and Needs of Exceptional Students K-12</p><p>The syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.</p><p>Course Prefix: EEX 3012 Section #: 6765 Credit Hours: 3 credits Co-requisites: None Pre-requisites: Admission to Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS, or Middle Grades General Science Education, or Science Teacher Education Biology Teacher Education BS, or Middle Grades Mathematics Education BS, or Secondary Mathematics Education BS, or Educational Studies and Community Leadership BS.</p><p>Day, Time and Campus: Tuesday/Thursday 12:30-1:55PM Tarpon Springs BB 206 Modality: Face to Face Professor: Dr. Emily Hoeh Office Hours: See Faculty Web Page https://web.spcollege.edu/instructors/id/hoeh.emily Office Location: Tarpon Springs BB 114 Office Phone: 791-712-5204 Email Address: MyCourses is preferred</p><p>ACADEMIC DEPARTMENT: College of Education Dean: Kimberly Hartman, Ph.D. Office Location & Number: Tarpon Springs BB 101</p><p>Welcome to Nature and Needs EEX 3012! This is an interactive course with plenty of opportunities to engage in the course work, with peers and the instructor. Come prepared to learn!</p><p>I. COURSE DESCRIPTION</p><p>This survey course uses common characteristics of students with exceptionalities to assist the teacher candidate with the implementation of teaching strategies within the framework of Universal Design for Learning, accommodations and/or modifications in the classroom. Course topics are placed in the historic and legal contexts of disability advocacy, including Multi-tiered Systems of Support initiatives. The course includes a minimum of 10 School-based hours of experience with students with exceptionalities. </p><p>II. MAJOR LEARNING OUTCOMES</p><p>Syllabus Coordinator: Emily Hoeh, PhD EEX 3012_6765 1 of 12 2017-2018 1. The students will analyze the effects of state and federal legislation on current instructional practice by: a. Identifying state and federal legislation b. Comparing and contrasting major federal and state education law c. Applying standards set forth by state and federal guidelines as to the process and procedures for educating individuals with exceptionalities d. Reflecting in writing upon an authentic life experience with an individual with exceptionalities and the impact of state and federal legislation </p><p>2. The student will analyze student records and complete observational data collection of the type used in a multi-tiered system of support by: a. Reflecting on system wide levels of support with tiered interventions based on learning outcomes and/or performance data b. Describing system wide models of support for all students including those with exceptionalities given access to the general education curriculum and high academic and behavioral standards c. Participating in a school-based experiences to observe teaching practices and content from campus based learning </p><p>3. The student will examine state and federal standards for identifying or disproportioned referrals for individuals with exceptionalities with an emphasis on the impact of teaching and learning, selection of evidence based instructional strategies, fostering inclusive practices through the use of universal teaching and assessment practices. a. Selecting and describing appropriate assistive or communication based technologies to support individuals with exceptionalities b. Identifying evidence based academic and behavioral characteristics for various exceptionalities under state and federal guidelines c. Analyzing public data on topics such as educational placement, discipline or referrals to exceptional student education for individuals from various backgrounds </p><p>III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS</p><p>A. Required Textbooks </p><p>Textbook(s) Required: Turnbull, A., Turnbull R., Wehmeyer, M. and Shogren, K. (2016). Exceptional Lives: Special Education in Today’s Schools, (8th Ed.) New Jersey: Merrill Prentice Hall. (ISBN 13:978-0-13-375407-0). Chalk & Wire http://chalkandwire.com/index.php/pricing (1,2,3,4+1) Recommended: None 2 Students using eBooks must have access to the eBooks during class sessions.</p><p>B. Supplemental Material</p><p>Resources: http://www.cec.sped.org http://www.nichcy.org/ http://www.edhelper.com/ http://www.teachersfirst.com/index.cfm http://www.teachnology.com/ http://coe.jmu.edu/Learningtoolbox/ “Educator Accomplished Practices: Pre-professional Competencies for Teachers of the Twenty- First Century”. Florida DOE. </p><p>Selected Disabilities: SLD http://www.ldanatl.org & http://www.ldonline.com/ ADHD http://www.chadd.org E/BD http://www.state.ky.us/agencies/behave/homepage.html & http://www.nami.org InD http://www.thearc.org AUTISM http://www.autismspeaks.org GIFTED http://www.worldgifted.ca/ & http://www.nagc.org/ Materials: Library: http://www.spcollege.edu/libraries/</p><p>C. Technology </p><p>Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods. The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)</p><p>D. Supplies 3”+ Binder for ESE Resource Guide (optional) Digital device that is internet enabled to search the web- laptop, smart phone, and/or tablet</p><p>IV. COURSE REQUIREMENTS & EXPECTATIONS</p><p>A. School Based Hours Course Requirements This course requires 10 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.</p><p>Rubrics for completing the assignments and how they will be graded are included online in the MyCourses Assignments folder. This course requires observation /participation in a classroom setting that includes students with IEPs, not including speech or gifted. Grade level selection is dictated by major: El.Ed. (K- 5), ESE (6-8), Secondary (6-12). Please see School Based Expectations outline of required activities and plan the use of your time wisely. </p><p>B. ALL Course Assignments</p><p>Syllabus Coordinator: Emily Hoeh, PhD EEX 3012_6765 3 of 12 2017-2018 Points Title Assignments Submission </p><p>15 points Assigned Assignment 1: Student will complete lecture summary on Due: Bi-weekly Digital See Reading the text readings/assigned reading prior to attending class copy Dropbox assignment Summary (Tu/Th @12:30PM): i.e. SQ3R/HOCs & LOCs questions, Due date: Tu/Th folder Disability Summary From and/or Assistive Technology MyCourses Table (see Summary template) </p><p>5 points Culturally Assignment 2: Write a reflective paper including APA Due date: Session 5 See Responsive reference to all assigned readings supporting three assignment Instruction personal conclusions on culturally responsive teaching (2- folder Reflection 3 pages, APA) MyCourses Reading 1: Disproportionality in Special Education Identification and Placement of English Language Learners Reading 2: Culturally Different Students in Special Education Reading 3: CRDC-School-Discipline-Snapshot Reading 4: Florida Department of Education ESE Identification Rates</p><p>5 points Exam 1 Assignment 3: Exam 1* Due date: Session 3 See Chapter 1: IDEA, nondiscriminatory eval.; LRE ADA, assignment NCLB, public perception, minority representation, folder Individualized Education Plans (IEPs) MyCourses Chapter 2: Adaptation to general education curriculum, continuum of services, inclusion’s four key principles, LRE, RTI and course content) </p><p>4 15 points *Oral Presentation: Assignment 4: Oral Due date: see schedule See assignment folder Assigned Disability Presentation: Assigned MyCourses FSAC: 1.1, 1.10, 1.2, Disability Post Materials 1 week in 1.3, 1.4, 1.5, 1.6, 3.4, 5.3 In groups, students will advance of assigned FEAP 2 plan, create and present an presentation interactive oral presentation (rubric Oral Presentation: Video specifications) must Handouts: Disability include: Summary Sheet High quality Presentation Facilitation: resources and an Discussion Board Q & A activities Presentation materials - Classroom 1. adaptations Submit to discussion board summary* - one week before Miller’s Nine scheduled presentation: Types of HOCs/ LOCs questions Modifications (on SQ3R template) Assistive 2. Technology Disability Summary Sheet appropriate to each 3. disability/need Accommodations table ESOL/ESE 4. Comparison Presentation materials Chart * – For all of the disabilities, compare and contrast this disability to characteristics of ELL students. (Reference IDEA & Florida Consent Decree). Lead class discussion for assigned disability HOCs and LOCs questions, answers & levels * Presenting groups post three higher order questions and two lower order questions prior to the presentation on the SQ3R for your topic. </p><p>25 pts total Assignment 5: School Submit on ONE word </p><p>Syllabus Coordinator: Emily Hoeh, PhD EEX 3012_6765 5 of 12 2017-2018 See assignment folder Based Experience doc Dropbox folder MyCourses Notebook*</p><p>PART A: Include school computer Dropbox 5 points School Based Notebook printout or alternately the Due date: Session 14 letter signed by school official AND signed hour sheet SHOWING ALL CLASSES SCHOOL BASED HOURS FOR THE SEMESTER. A table recording tutoring sessions, observed instructional strategies checklist and other documentation. </p><p>15 points PART B: Conduct a case study ESE Case Study based on child with an IEP Dropbox (other than gifted or Due date: Session 14 speech), use Case Study Rubric and self-evaluation rubric. Complete a records review and one hours of tutoring. Obtain permission from the school to review cumulative records during the beginning of the field placement. If you have problems with this, please see your instructor. Course supplement has a permission form for you to give to parents if the school requires you to do so. (2-3 pages)</p><p>5 points Part C: Observe a student with a Dropbox Anecdotal Records disability over three 15-20 Due date: Session 14 minute sessions with varying instructors/settings/content delivery. Complete an anecdotal record to include: student behaviors, verbal exchanges with peers/adults and nonverbal body language to reflect the student’s disposition across a variety of experiences (2-3 pages) </p><p>5 points Life Encounter Assignment 6: Life 6 See assignment folder Encounter paper Dropbox MyCourses Reflect on your experience Due date: Session 12 with a person with a disability outside of a school setting, thoughtfully replying to four guide questions listed in the assignment folder, follow COE writing guidelines Assistive Assignment 7: Assistive 5 points Technology Technology Drop box See Session 15 folder Module Complete IRIS module Due date: Session 15 MyCourses assessment questions 1-4 Using the AT project template Infuse AT during group presentation (2 pages, reference links) Co teaching Assignment 8: Co- 5 points Module teaching Drop box See Session 11 folder Watch the Power of Two Due date: Session 11 MyCourses video (Mycourses) Complete a summary (logistics of each co- teaching approach, pros and cons) Strategy Based Instruction: Assignment 9: Strategy 5 points MTSS Based Instruction Dropbox See Session 4 folder (a) Complete IRIS Due date: Session 4 MyCourses module on strategy based instruction/MTSS include an reference link (b) Create/lead a role play experience demonstrating the instructional strategy (interventioncentra l.org) with a small group to present to the class based on assigned strategy 15 points Final Exam Assignment 10: Chapters Digital Resource Binder- See Session 16 folder 1-16 and inclusion, use on final exam MyCourses collaboration, co-teaching, Due date: SPC Finals and disability etiquette. Schedule Exam is open-resource guide, but not open text Note: Review guidelines for your Resource Binder using Live Binder (online </p><p>Syllabus Coordinator: Emily Hoeh, PhD EEX 3012_6765 7 of 12 2017-2018 3 ring binder) Active Participation Attendance SQ3R must be complete Participation is the key to and turned in prior to success! Stay engaged with starting the session/class! your instructor and peers! 100 TOTAL POINTS</p><p>8 * Assignments labeled with an (*) denote required assignments that must be passed at 75%.</p><p>UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course. FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences. Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.</p><p>For courses with lesson planning: Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.</p><p>V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI</p><p>A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit? usp=sharing</p><p>B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/</p><p>Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.</p><p>If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.</p><p>Syllabus Coordinator: Emily Hoeh, PhD EEX 3012_6765 9 of 12 2017-2018 VI. CALENDAR AND TOPICAL OUTLINE</p><p>10 . EEX 3012 Nature and Needs of Exceptional Students Subject to change per instructor Session To Do PRIOR to Session Topical Session Agenda MLOs 9/11  Review Syllabus Course Introduction:  Explore MyCourses content MyCourses  Complete Read Me First Complete: Start Here: module (Complete 2 Course Overview Discussions) Discussion Board  Review ESE Terminology Complete: Start Here: Getting  Review oral presentation Initial Course Started assignment Introductions Discussion 8/14  Review Resource Binder Board  Review Weekly Chapter Summary- SQ3R; Folder 1  Review Culture Reaction Paper Folder 2  Review: Life Encounter Paper Folder 6 9/15  Review: Class 1 Introduction Complete: Around the PowerPoint world discussion using the  Review Session 1 agenda EEX ESE terminology handout 3012 (Getting Started)  Sign up: Oral Presentation Topic 9/17  Review Session 2 agenda EEX Complete: Legislative 3012 compare and contrast  Review: Legislation handouts activity</p><p>9/22  Read Chapter 1 & complete Review: Chapter 1 SQ3R PowerPoint  Review Session 3 agenda EEX Review: IEP templates in 3012 Florida Complete: IEP Discovery Activity 9/24  Review: Bloom’s Taxonomy Review: Model of  Review Session 4 agenda EEX Learning Objectives 3012 Complete: Bloom’s Revised Taxonomy Planning Guide 9/29  Review Session 5 agenda EEX Review: Chapter 2 3012 PowerPoint  Read Chapter 2 and Submit Complete: SQ3R notes Accommodations and Modifications sorting activity Complete: People First Language IRIS Discussion 9/31  Study for Exam 1: Chapters 1 Complete: Exam 1 and 2 and other course content * must score 75% or above to pass Syllabus Coordinator: Emily Hoeh, PhD EEX 3012_6765 11 of 12 2017-2018 VII. Uniform Core Curriculum Assignments</p><p>Assignment Title CW FEAP FSAC ESOL OE Accommodation Modules 2 Assistive Technology Report 2 Legislation Compare and Contrast 3.1 Oral presentation on an assigned 5.1 disability Topical Presentation Y 1.1 1.10 1.2 1.3 1.4 1.5 1.6 1.9 3.4 5.3 2.i 2.e </p><p>12</p>