Special Education 4452/5452

Academic Interventions for Students with Disabilities

University of Minnesota Duluth

Department of Education

Special Education Program

Spring 2008 4 credits

Instructor: Dr. Trudie Hughes

Course Description:

Understanding various models for teaching students with reading, writing, or math difficulties; development of intervention plan based on assessment and observation. Practicum.

Course Overview:

This course is designed to provide the teacher candidate with hands-on, current, best-practices in teaching students with disabilities. This course has an applied emphasis, and facilitates growth of skills and strategies from curriculum development, to unit planning, lesson planning, and individualization. Large and small group instruction will also be emphasized.

Required Texts / Readings :

  Mercer, C. D. & Mercer, A. R. (2005). Teaching students with learning problems (7th ed.).Upper Saddle River, NJ: Pearson Merril Prentice Hall.

Fox & Hull. (1994). Phonics for the teacher of reading (8 th ed.). Columbus, OH: Prentice Hall.

Concept Mastery Routine, Concept Framing Routine and Concept Anchoring Routing

Course Outcomes:

Dispositions :

The following definition of disposition has been adopted by the Special Education Program. The dispositions have been selected from the Standards of Effective Practice for Teachers (INTASC) and are aligned with the dispositions encouraged throughout our curriculum.

Disposition: 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, 2 nd College Edition.

Instructional Strategies:

The teacher candidates will be exposed to a variety of teaching strategies as demonstrated by the instructor throughout the course. At a minimum, these include: direct instruction, positive reinforcement systems, learning strategies, cooperative learning, cognitive behavior modification, visual imagery, informal assessment, individualization, multiple intelligence theory application, sensory integration, technology application, and several reading, writing and math teaching strategies.

Diversity:

Our candidates are prepared to be culturally and linguistically sensitive, and guided to address all aspects of diversity including ethnicity, gender, sexual orientation, and disability. We do this by incorporating research, projects, and practical experiences with exposure to children, families, cultures and settings of diverse populations in our program.

UMD Learner-Sensitive Teacher Conceptual Framework:

The course relates to UMD Learner-Sensitive Teacher Conceptual Framework and its five themes in the following ways: The course emphasizes reflecting about one's practices in addressing academic differences. Collaboration also plays a major role as we use each other's strengths to address learning differences studied during the course. We will work both to recognize the multiple perspectives and strengths that diversity contributes to our task of helping students learn and to be sensitive to the issues that sometimes appear with diversity. The use of computer technology is expected in preparing for class and completing assignments. Additionally, students will be encouraged to seek assistive and computer technology solutions for use in educationally relevant ways for students exhibiting learning difficulties. Finally, the ultimate purpose of this course is to empower the prospective teacher of special education through the development of skills in promoting positive academic, social, and behavioral learner outcomes.

Course Requirements/Expectations:

1. Teacher candidates are to attend all scheduled classes and are responsible for all material covered in class and in the required texts & readings.
2. Teacher candidates are to be prepared for each class.
3. Assignments are due at assigned dates and times.
4. Unless otherwise specified, all assignments must be submitted in double-spaced, typed hard copy or electronically.
5. Out of respect for your professor and your peers, please turn off all mobile phones, and beepers, handheld planners and other noisemaking electrical devices.

Professional Conduct and Academic Dishonesty:

It is expected that teacher candidates seeking special education certification will demonstrate specific skills in professional conduct for operating in educational settings. Therefore, your dispositions and conduct in class will be observed and evaluated (see disposition statement above).

Professional conduct is defined as skills required for successful future teaching and/or appropriate interpersonal interactions in educational settings. In addition to fulfilling class assignments, you are expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward other course participants and course activities. Up to one full letter grade (10%) can be added or deducted to your final score based on the instructor's evaluation and documentation. Extreme or sustained acts demonstrating lack of professional conduct, including academic dishonesty, will warrant a grade of “F” for the course.

Academic Dishonest in any form (such as plagiarism or cheating on tests and assignments) will not be tolerated. Teacher candidates who misrepresent their work or commit other acts of dishonesty will receive a failing grade for the course and will be recommended for removal from teacher education.

Assessment/Assignments :

1. Midterm exam : An exam covering material from the readings and class discussions will be given in class. This exam is objective in nature. It is only given in class the night designated below with no exceptions. 25 points .

2 . Academic intervention plan : Teacher candidates will create a plan based on a student in their practicum setting. This plan will include informal assessment/CBA, unit plan, lesson plans, data collection, IEP/IIIP goals and objectives, and intervention. Specific guidelines will be provided in class. 30 points .

3. Curriculum project : Examine, analyze and modify an academic curriculum for a student in the practicum site. Specific guidelines will be provided in class. 15 points .

4. Philosophy summary : The candidate will develop and articulate a personal philosophy about literacy and math instruction, principles used to guide teaching, and strategies employed that reflect these principles and philosophy through research and application. 10 points .

5. Strategy demonstration : Each candidate will teach three different lessons on a unique teaching strategy, showing competencies of instruction.  The strategy should focus on reading, writing (spelling, handwriting, written expression) and math - one strategy per concept. Candidates are to provide the class with a written description of each strategy they present to the class. 30 points.

6. Lesson instruction: Candidates will work with a partner and teach one lesson from the assigned book chapter. Candidates are to demonstrate at least two strategies covered in the text and instruct the major concepts discussed in the book chapter. Lesson instruction should last at least an hour of class time. Specific guidelines will be provided in class. 50 points

7. Participation/Attendance: As mentioned above, professionalism is expected. Missed class and/or lack of participation will result in loss of points. Occasional homework assignments will be given. 20 points.

8. Practicum : Points for practicum are integrated into each related assignment.

Total points possible: 150

Grading:

Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct. The following levels of competence are defined:

•  A= work considered ‘distinguished', that is work exemplifying honors level effort in writing, presentation, assignments, exams, and meeting class expectations. In addition to full credit on assignments, the candidate must attend regularly and make significant professional contributions to the class. Standards based mastery of content and skill.

•  B= superior work in meeting criteria of assignments and class expectations. Demonstration of high quality writing and presentation which merits certification-level mastery of standards-based content and skills.

•  C= work considered acceptable in meeting specific criteria for university credit, but lacks appropriate certification levels of pre-service mastery of standards-based content and skill. Course will need to be retaken or assignments redone to be recommended for special education licensure.

•  D= work that is minimally acceptable requiring major additional work to achieve certification level of mastery of standards-based content and skill.

•  F= unsatisfactory work considered unacceptable.

Disability Statement:

If you have a documented disability, either permanent or temporary, that may impact your ability to perform in this course; you are encouraged to inform the professor. Confidentiality will be maintained along with every effort to appropriately adapt methods, materials, and evaluations as needed to provide for equitable participation. If you have a disability and have not registered with UMD Disability services, please do so.

Bibliography / Expanded Readings :

Minnesota Special Education Rules and Regulations: http://cfl.state.mn.us/html/mde_home.htm

Federal Special Education Rules and Regulations: http://www.ed.gov/about/offices/list/osers/index.html?src=mr

Class Schedule:

**This schedule may be modified based on the needs of the teacher candidates in this section at the Professor's discretion.