SED 386 Seminar in Current and Critical Issues in Special Education Instructor: William Breton, Ed.D. Office: 308 Normal Hall Phone: 768-9413 e-mail [email protected] Office Hours: Monday 9-3 Wednesday 9-3 Also by Appointment Course Description: Course Description: This course focuses on critical issues in special education. Emerging directions and trends in the education and treatment of students with disabilities in schools and the community will be emphasized. This course will provide opportunities for research, writing, and oral discussions, which will help prepare students in the special education concentration for their Praxis II Special Education Assessment required for Maine Special Education Teacher Certification. Text (Required): Byrnes, M. A. (Ed.). (2009). Taking sides: Clashing views on controversial issues in special education (4th ed.). Dubuque, IA: McGraw-Hill/Duskin. Additional Readings: Additional readings will be provided on Blackboard by your classmates. Numerous supporting documents. (To be provided) Resources selected by Dr. Breton Course Objectives: The objectives of this course are designed to increase special education concentration students’ knowledge of professional literature, knowledge of present and future issues, critical thinking skills, and writing skills as it relates to the field of education of students with disabilities. Upon completion of this course, participants will: 1. Demonstrate a thorough knowledge of special education history, philosophy, and theory through extensive reading of special education professional literature and actively engaging in seminar discussions, 2. State and discuss major current special education issues, controversies, and trends related to assessment, identification, labeling, placement, cultural diversity, collaboration, inclusion, discipline, programming, response to intervention, collaboration, and factors related to employment 3. Demonstrate knowledge of state and national educational initiatives that affect special education, 4. Critique special education professional literature. Interpret research findings and research implications for the classrooms (curriculum, methodology, management, etc.), 5. Demonstrate the use of research services, facilities, and resources on the campus including e- library and other web based technology, 6. Conduct literature search on a special education topic of importance in the area of emphasis and write a comprehensive state of the art paper on it, 7. Use technology in education and to conduct research in special education literature, UMPI Teacher Education Conceptual Framework Alignment Organizing Principles 1. Educators possess discipline knowledge and pedagogical understanding. Educators possess knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) they teach and the ability to create learning experiences that make these aspects of subject matter meaningful to students. We believe that discipline subject matter knowledge is fundamental to good teaching. Because knowledge continually evolves, the effective educator is current in his or her understanding of new ideas and issues in a discipline. 2. Educators apply multiple instructional strategies for diverse learners. In order to select instructional strategies that enhance learning for a diversity of learners, educators must understand child development and learner characteristics. Educators exhibit sensitivity to individual differences and students' varied approaches to learning. 3. Educators facilitate learning within cultural contexts. Educators have a well-grounded framework for understanding cultural and community diversity and incorporate their appreciation of students' experiences, cultures, family backgrounds, and community resources into their instruction (Sleeter & Grant, 1994; Banks, 1997). Successful teachers seek to understand, respect, and make connections to students' backgrounds and culture as they plan and implement the curriculum. Teachers are effective collaborators with families, colleagues, support personnel, and community members in planning and implementing culturally responsive instruction (Arvizu, 1996). Culturally responsive educators work closely with parents to achieve a high level of complementary educational expectations between home and school. 4. Educators engage in on-going reflective learning and practice. An educator is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.* Reflection not only occurs during the technical aspects of teaching - such as planning, teaching, assessing, evaluating, and revising – but encompasses social and ethical considerations. Dewey's vision of teacher education encouraged the development of future teachers empowered to improve on the condition of schools. He felt the most important quality of a teacher was critical reflection. NCATE/CEC Standards SED 386 Seminar in Current and Critical Issues in Special Education is a course structured to meet the performance standards developed by the National Council for Accreditation for Teacher Education in the preparation of entry level special education teachers in general education programs. The following NCATE performance standards will be advanced in this course. Standard #1: Foundations CC1K1 Models, theories, and philosophies that form the basis for special education practice. CC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. CC1K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. CC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. CC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. CC1K8 Historical points of view and contribution of culturally diverse groups. EC1K1 Historical and philosophical foundations of services for young children both with and without exceptional learning needs. CC1S1 Articulate personal philosophy of special education. Standard #2: Development and Characteristics of Learners CC2K2 Educational implications of characteristics of various exceptionalities. CC2K5 Similarities and differences of individuals with and without exceptional learning needs. EC2K3 Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development of young children. EC2K4 Significance of sociocultural and political contexts for the development and learning of young children who are culturally and linguistically diverse. Standard #3: Individual Learning Differences CC3K1 Effects an exceptional condition(s) can have on an individual’s life. CC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. CC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. Standard #5: Learning Environments and Social Interactions CC5K1 Demands of learning environments. CC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. CC5S2 Identify realistic expectations for personal and social behavior in various settings. CC5S8 Teach self-advocacy. Standard #6: Language CC6K1 Effects of cultural and linguistic differences on growth and development. CC6K2 Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages. d child interactions as primary contexts for learning and development. Standard #7: Instructional Planning CC7K1 Theories and research that form the basis of curriculum development and instructional practice. Standard #8: Assessment CC8K2 Legal provisions and ethical principles regarding assessment of individuals. Standard #9: Professional and Ethical Practice CC9K3 Continuum of lifelong professional development. CC9K4 Methods to remain current regarding research-validated practice. CC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. CC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals. CC9S8 Use verbal, nonverbal, and written language effectively. CC9S10 Access information on exceptionalities. CC9S11 Reflect on one’s practice to improve instruction and guide professional growth. Standard #10: Collaboration CC10K1 Models and strategies of consultation and collaboration. CC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. CC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. CC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities. Maine Teacher Standards Alignment The following performance standards for Maine Initial Teacher Certification will be advanced in this course. 1. Demonstrates knowledge of the central concepts, tools of inquiry, and structures of