EDUC 201: Elementary Clinical/Field

EDSP 301 IAV: Education of the Exceptional Child

Spring 2011

3 credits

IAV Elko and Winnemucca

Instructor: Professor Bonnie HoflandEmail: Webcampus (preferred OR

Office: EIT 252

Phone: 775-753-2226 Office hours:Monday 11:00-2:00

Fax: 775-753-7534Tuesday 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. 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.

Accessing e-books at the Great Basin College library*

Go to
On the right hand side of the screen find and click Library
Click on the purple rectangle e-books
Click on NetLibrary, ASCD, or Gale as designated in your course schedule
Search the title of the text
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 GradesK-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 Grades5-9.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 Grades9-12.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.

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 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.

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, parents, teachers, schools and other professionals 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. / 3 / Midterm
Power Point
Describe how the involvement of families affects the education of students with diverse needs. / 10 / Midterm
Case Study
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. / 3 / Midterm
Maintain confidential communication about individuals with diverse learning needs and communicate in person-first language. / 6 & 10 / All assignments
Midterm
MODULE TWO: Exceptionalities
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, blind and visual impairments, deafness and hearing impairments, developmental disability and giftedness. / 2 & 3 / Midterm
Power Point
MODULE THREE: Inclusion strategies and case studies
Apply prevention and intervention strategies for individuals at-risk for a disability. / 2, 3, & 4 / RTI assignment
Case study
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. / 5 & 10 / RTI assignment
Case study
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. / 2, 3, 4 & 8 / RTI assignment
Case study
Select and adapt instructional strategies and materials according to characteristics of the individual with diverse learning needs to facilitate integration into various settings. / 3, 4 & 8 / RTI assignment
Case study
Establish a consistent classroom routine for individuals with disabilities and modify the learning environment to manage behaviors. / 3 & 5 / Case study
MODULE FOUR: English Language Learners and SIOP lesson planning
Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. / 3 & 5 / SIOP lesson
Develop a source of specialized materials, curricula, and resources for individuals with disabilities. / 10 / Case study
SIOP lesson
Differentiated lesson
Analyze how teacher attitudes and behaviors influence behavior of individuals with diverse learning needs and reflect upon their own attitudes and behaviors. / 9 / Discussion board assignments
Observation
Portfolio rationales
Articulate a personal philosophy of special education. / 9 / Philosophy statement
MODULE FIVE: Differentiation
Identify key concepts of differentiation and develop a differentiated lesson based upon the readiness, interest and learning styles of students by differentiating content, process, and product. / 1, 2, 3, 4, 5, 7, 8 / Teaching about differentiation
Differentiated lesson plan

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:

References

1-4

5-10

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 developstrategies or make accommodations to successfully include the child in the general classroom setting.

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.