Sped 3105 Young Children with Special Needs: Ages 3–8 - 3cr w/ 1cr Field Placement Component
- Instructor:
- Lorraine Mitchell
- Meeting dates:
- 9/9, 10/14, 11/11, 12/9
- Office:
- 226 Montague Hall
- Phone:
- 218–726–8601
- Email:
- lmitche1@d.umn.edu
- Email alias:
- maawanjiidiwag@d.umn.edu
- Office Hours:
- TBA, However, I am very open to meeting by appointment, as well.
How Should You Communicate with Your Instructor?
You may wish to put my phone number where you can easily access it. Sometimes just a few minutes with me over the phone may answer your questions or save you from writing a lengthy email. Clearly and slowly leave your home or cell phone number where I can call you back. I will assume that when you are at work or do not want to be reached you will have your cell phone off.
Alias
If you have a question that you think the whole class can benefit from, please consider using it to ask me through the alias. Of course, responses go to the whole group, unless you ask me otherwise or send me an individual email.
What Can you Expect From Me?
I will respond to emails and phone calls within 48 hours, except on weekends and holidays.
What Do I Expect From You?
I expect you to use your UMD email account to communicate with me, and to receive communications, such as homework or clarification of homework from me. I expect you to check email from me at least one time each week.
When using email, I expect you to put your class prefix and number in the subject line of an email, identify yourself in the body of the email, and include contact information. If your email doesn´t include those things, I might accidentally delete the message (thinking it is spam) or it might get lost in my inbox (as I get many emails a day).
Course Description
Identification, assessment, and classification of young children with special needs. Effective intervention techniques for use in a variety of settings, emphasizing integration and teaming strategies.
Course Texts/Readings and Resources
- Deiner, P. (2005). Resources for educating children with diverse abilities: Birth through eight. (4th Ed.). Clifton Park, NY: Thomson Delmar.
- Dorris, M. (1989). The broken cord. New York: Harper and Row.
- Gould, P. & Sullivan, J. (2005). The inclusive early childhood classroom: Easy ways to adapt learning Centers for all children. Upper Saddle River, NJ: Pearson.
Candidates will also need:1) a debit card as you may be asked to print off a variety of resources from the web to discuss in class and add to your binder. 2) a library card as I may have resources on reserve for you to read.
| INTASC Standards/MN Standards of Effective Practice | Conceptual Framework Themes |
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American Indian Learner Outcomes
The American Indian Learner Outcomes provide guidance to the selection of course activities and assignments. To the extent possible, relevant information will be tailored to meet the needs of the learners with respect to the American Indian Learner Outcomes.
Course Outcomes
| Learner Outcomes | MN BoardOf Teaching–Standards Of Effective Practice And INTASC | American Indian Learner Outcomes | Early Childhood Education Subject Matter | Core Skills For Teachers Of Special Education | Early Childhood Special Education Subject Matter | ISTE | Dept. Of Ed. Themes | Evidence Of Knowledge |
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| Candidates willidentify when and how to access appropriate servicesor resources to meet exceptional learning needs for primary aged students. | 3N | D, C | Teacher Interview Paper | |||||
| Candidates will observe multiple teaching strategies and materials to engage children.Candidates will collaborate with professionals to improve overall learning environment for children.Candidates will compare and contrast their experiences during class.Candidates will collaboratively use cooperating teachers as supports for reflection, problem–solving and new ideas, actively sharing experiences, seeking, and giving feedback.. | 2G6K | C, E, R | In Practicum Setting. Reflection will take place inwebx and face to face classroom discussions.Diener text readings will serve as foundational readings. | |||||
| Candidates will critique their settingfor successful inclusion ofall children and their learningstyles/needs and make adaptationswhere appropriate and possible. | 3L | D, E | Center Adaptation Done in Classroom and Reflection in webx assignments based upon experiences and readings from Gould and Sullivan text | |||||
| Candidates will demonstrate an understanding of the American Indian values system.Candidates will be able to define the unique features of family structure/relationships of American Indians in Minnesota. | 57 | Webx reflections based upon Dorris Text |
- Dispositions
- A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor–these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others (The American Heritage Dictionary, 2nd College Edition).
In this course, the following dispositions (characteristics) will be targeted for education majors:
- Accepts responsibility
- Completes assignments on time
- Arrives on time
- Demonstrates a commitment to short and long term planning
- Seeks and accepts suggestions of others
- Demonstrates an ability and willingness to self–assess
- Shows appreciation for diversity
- Expresses responsibility for helping all students achieve
- Collaborates effectively with others
- Respects and responds appropriately to differences in opinion
- Demonstrates a commitment to working with families
- Demonstrates a commitment to working with colleagues
Instructional Strategies
Your learning will include small and large group discussion and activities, lecture, videos, textbook reading, reflection and use of technology
- Diversity
- Diversity in the development of children and diversity in Special Needs are the focus of this course. Candidates also do fieldwork in a variety of diverse socioeconomic settings, such as preschools, Head Start and primary grades. In addition, candidates will read about diverse perspectives from family members who have been affected by a child/sibling with a special need.
- Candidates with Disabilities:
- If you are a student who has any disability, either permanent or temporary, which might affect your ability to be a successful participant in my class; you are encouraged to inform me at the start of the semester. I will strive for reasonable accommodations of methods or materials so as to provide for equitable participation. You may also want to contact: UMD Access Center.
Course Requirements/Expectations
- Attendance
- I do hold you accountable for attending class. Besides, sharing your ideas/concerns/questions from your readings and practicum experiences helps me better understand what you know, or what you are "wrestling" with. Discussion/participation gives the class vitality and energy! I also believe we all learn from each other. There will be classroom assignments, activities and presentations by peers and guest speakers that you will miss if absent. Your absence does not allow you to learn from those missed opportunities and just as important, it means people cannot learn from your experiences.
- Attendance Exclusion
- Candidates attending university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Candidates will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
- Assignments
- Assignments are due at assigned dates and times. Late work will usually not be accepted.
- Formatting
- Unless otherwise specified, all assignments must be submitted in typed, paper copy. I will be looking for grammar and spelling that does not get in the way of what you are trying to convey. You can expect that 10% of your grade for each paper is based upon your usage of grammar and appropriate writing.
- Academic Dishonesty
- Dishonesty, in any form, such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Candidates who misrepresent work or commit another act of dishonesty will receive a failing grade for the course.
- Cancellation
- If classes are cancelled at UMD because of inclement weather, contact the instructor the next day (or check email) to find out the status of the assignments. You may assume that the reading goes on, whether in class or not. If you are traveling any distance and the weather makes travel hazardous, feel free to make a decision about whether or not it is safe for you to come to class and just call me to let me know.
- Missed class
- Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Please do not wait until the next class period and do not email me to see what you have missed, unless it has already been prearranged.
Assignments
1. Teacher Interview: 40 pts
This assignment involves interviewing a primary grade teacher who works with students with special needs that do not qualify for help through an IEP. You will try to uncover what strategies the teacher uses to informally assess and help students with diverse learning styles and needs. Guidelines will be provided.
2. Webx: 8 units x 40 pts for webx threaded discussion or individual reflections = 320 pts
Individual reflections will be interspersed within some of the units @ 15 pts a piece. Amount to be determined.
You will be assigned 8 units of work in this semester. Each unit will go from Monday to Sunday. Inotherwords, I will post your assigned reading in the unit on Mondays and you will have until late Sunday night (early Monday morning) to post an original reflection and two responses to your peers in your assigned groups. I will ask that some of your homework be sent to my email as a word attachment and some of your assignments I may ask for you to bring a paper copy to the next class session. I will do my best to make my expectations of you clear.
Webx Discussion Rubric
| Friendly/CasualKnowledge/Comprehension Level 0–20 pts | Descriptive ReflectionApplication/Analysis Level 21–34 pts | Critical ReflectionSynthesis/Evaluation Level 35–40 pts | |
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| Initial Posts |
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| Subsequent Posts |
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Late posts (after 9:00 am on the following Monday) will have 5 pts taken off the top. I have a narrow window to read your responses to each other. ( I am not giving you a deadline to post your original reflection, but if everyone in your group posts late, it will be very difficult to respond to them in a timely way and in a critically reflective manner. (If this happens regularly, I may consider giving a deadline to post original reflections.) If necessary, I may stretch your units longer than 1 week. If that is the case, I will notify you and then your postings will not be considered late.
As members of the cohort learning community, the expectation is that we all contribute to the learning of the group and each other, and share in creating a quality learning environment. Cohort members bring diverse and extraordinary experience to the process, and we will encourage and rely on that experience to deepen the learning of the group. Participation is therefore expected at all class sessions, as well as weekly online threaded discussions. Bear in mind: For every (1) credit in which you are enrolled, you can expect 3–4 hours per credit of class time, reading, and other assigned work. So, for SPED 3105 (4 credits) you will want to allot yourself a minimum of 12–16 hours per week for your studies.
Asynchronous threaded discussions (webx) constitute the majority of interaction in the course. Discussion topics and questions will be posted usually in 6– 7 day units, with guidelines for the quantity and type of posts required during this period of time. The minimum expectation is that you will participate in each threaded discussion assignment by posting initial input, engaging in web dialogue, and providing feedback/responses to group members. It is expected that you will be reading all others´ posts, within your discussion group, as well. We suggest you allow yourselves 3–4 hours per week to engage in threaded discussions.
Considerations?
Writing your insights, thoughts, and responses to others in a way that´s relatively public and semi–permanent (at least for the duration of the semester) can be a little un–nerving at first and can stifle creativity or thoughtful discussion. Always remember Helen´s admonition––If it´s worth doing, it´s worth doing badly! So not one of us will be worrying about misspellings, incomplete sentences, or questionable grammar.
As to the kind of posts?
Productive, satisfying discussions are often the result of risk–taking, feedback, questioning, and occasional disagreements, as well as affirming, supportive interaction. With each unit´s discussion topic, I will ask you for thoughtful input that reflects the reading, your own experience, and your thoughts or insights. I will also ask you to reflect on other´s posts––do you agree or disagree, do you have questions, does this lead you to think about something else?
With asynchronous online discussions, it is also important to simply "be present" ––to find ways to describe in writing what you might be doing non–verbally, e.g., nodding your head, smiling, or looking quizzically at someone. Imagine making a statement in person in a class, and having no response from the audience––let people know you´re there, that you´ve read their posts. Also, let others in your small group know when you might be out of town or away from your computer, and when you´ll return.
3. Midterm Essay Exam (Joint Assignment between Sped 3105, Sped 3106 and Sped 4435) 50 pts
A set of questions from each teacher will be given to you as a study guide that will come from readings, discussions and/or online assignments. The three of us will each submit 10 questions (10 x 3= 30 questions). For the exam, you will have a total of 9 questions (3 from each course) from the originally pool of 30, to write on. You will also be given one question that will address integrated concepts from all three courses.
4. Final: pts (To Be Announced)
Guidelines will be provided.
Total Points = (Dependent upon Final )
- A 93–100%
- A– 90–92%
- B+ 87–89%
- B 83–86%
- B– 80–82%
- C+ 77–79%
- C 73–76%
- C– 70–72%
- D 60–69%
- F less than 60%
Tentative Course Outline
| Week | Topic | What You Need to Do to be Prepared |
|---|---|---|
| One: September 5 – 9 | Intro: Expectations Whole Child Inclusion |
Reading: Deiner –Chapter 2: – Journey Toward Inclusion September 9th: Face to Face Session |
| Two: September 10 – 16 | "The Experience We do not Choose" |
Unit 1: September 11–17 Read the Forward and Chapter 1 in Dorris Book Webx Work |
| Three: September 18 – 23 | Lessons from The Broken Cord |
Unit 2: September 18–24 Chapters 2 and 3 in Dorris Book Webx Work |
| Four: September 25 – 29 | Adapting a Learning Center |
Unit 3: September 25– Oct.1 Chapters 4 and 5 in Dorris Book Webx Work Teacher Interview Due Sunday, Oct. 1 by 9:00 pm |
| Five: October 2 – 7 | Lessons from The Broken Cord |
Unit 4: Oct. 2– Oct. 8 Chapters 6 and 7 in Dorris Book Webx Work |
| Six: October 9 – 14 | Individualized Planning |
October 14: Face to Face Session |
| Seven: October 16 – 21 | To Be Determined |
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| Eight: October 23–28 | Program Planning |
Unit 5: Oct. 16–Oct. 29 Chapters 8 and 9 in Dorris Book Webx Work |
| Nine: October 30 – November 4 | Attention Disorders |
Unit 6: Oct.30–Nov.5 Chapters 10 and 11 in Dorris Book Webx Work |
| Ten: November 6– 11 | To Be Determined |
November 11: Face to Face Session |
| Eleven: November 13–18 | Talented and Gifted |
Unit 7: Nov. 13–Nov.19 Chapters 12 and 13 in Dorris Book Webx Work |
| Twelve: November 20 – 25 | Thanksgiving Break |
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| Thirteen: November 27 – December 2 | Chronic Health Challenges |
Unit 8: Nov.27–Dec.3 Chapters 14 and 15 in Dorris Book Webx Work |
Fourteen: December 4 – 9 |
To Be Determined |
December 9: Face to Face Session |
Changes will be announced!