Special Education 4210

Special Education for Secondary Educators

University of Minnesota Duluth

Fall 2004 3 semester credits

Instructor: Dr. Trudie Hughes

Course Description:

This course will focus on the educator's role and responsibilities in meeting the diverse needs of students with disabilities in the general education setting at the secondary level. Current laws and legislation, characteristics of students with disabilities, informal assessment, and research-based strategies and methods for instruction in the areas of reading, math, and written language will be discussed.

Required Texts / Readings :

Vaughn, S., Bos, C. S., & Schumm, J. S. (2003). Teaching exceptional, diverse, and at-risk

  students in the general education classroom (3 rd ed.). Boston : Allyn & Bacon

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.

The candidate appeared to exhibit the following through their observable demeanor, and behavior:

1. Commitment to lifelong learning and appreciation of multiple perspectives.
2. Appreciation of individual variation and diverse talents of all learners.
3. Sensitivity to community and cultural norms.
4. Values educational technology and flexibility in the teaching and learning process.
5. Belief in establishing a safe and positive learning environment.
6. Understanding of the power of effective and thoughtful communication.
7. Values the planning process.
8. Belief that ongoing assessment is essential to the learning process.
9. Commitment to reflection, feedback and assistance in order to develop professionally.
10. Appreciation of collaboration, collegiality, and ethical considerations within the profession.

Instructional Strategies:

This course has an applied emphasis. 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, 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 expected to attend all scheduled classes at the designated times 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 typed hard copy.

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.

Assignments: Each teacher candidate will complete 2 individual projects and 2 group projects related to students with disabilities at the secondary level. All written assignments must be typed, double spaced and in 12 point font.

1. Individual Project #1: Each students will interview one of the following professionals:

1. a self-contained special education teacher,
2. a resource teacher,
3. a special education teacher involved with inclusion,
4. a principal, or administrator
5. or a parent of a child with disabilities.

The teacher candidate will be responsible for conducting and arranging the interview. If the teacher candidate is unable to locate a professional in the field of special education, arrangements can be made through the instructor.

Teacher candidates will informally reflect on their interview experience during class time and submit a topic paper, 3-4 pages typed in APA format (5 th ed.). Each paper should follow APA style and include the following information:

•  role of the professional in the SST process

•  referral process to special education

•  role of the professional in the IEP process

•  role in modifying and adapting the curriculum

•  interactions with parents or families of students with disabilities

•  view of the general and special education program in the school

•  recommendations for beginning teachers regarding students with disabilities

•  special concerns when working with students with disabilities at the secondary level.

Please note: additional information that is of interest to the teacher candidate may be included in the paper as it relates to secondary learners with disabilities.

2. Individual Project #2 : Teacher candidates will create a presentation displayed on poster board focusing on a particular disability and a recommended method/strategy for teaching in a particular content area.

Contents presented on poster board:

•  Introduction – statement indicating the disability selected, major points of interest (i.e., prevalence and medical) and identifying a strategy to assist the individual with the disability

•  1-2 page typed paper describing disability

•  Must have 3 references (online articles, book, journal articles)

•  May choose any disability either mentioned in the text or found on your own. Provide information describing the disability, prevalence, eligibility, etc.

•  Abstract of article (not the same article used for the paper – this is separate)

•  Copy of Article (should focus on a strategy or teaching method that is helpful to the population you selected to write about in your 1-2 page paper)

•  Description of strategy/method – can use graphics to display on poster board

•  Statement introducing strategy

•  Why it will be helpful

•  In what area will it be helpful?

•  Pictures of strategy or materials for strategy

•  Procedures for implementing strategy

•  Materials needed to implement strategy

•  Research supporting strategy – Who's used it in the past, was were the results

•  Cost of strategy

3. Group projects: will involve case studies provided in class. These projects will be discussed in detail when assigned. Please note: must be in class to complete assignment.

4. Exams: The midterm and final examinations will consist of multiple-choice, short answer, matching, and essay questions to assess your understanding of the content from this course. Both exams will also include information discussed from lectures and any additional reading materials shared during scheduled classes. Exams are closed book/note. Exams are not cumulative.

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 that 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 disability, either permanent or temporary, that may impact your ability to perform in this course; you are encouraged to inform me. I will work with you confidentially and make 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 the UMD ACCESS Center – I recommend that you do so.

Class Schedule:

**This schedule subject to change at the Professor's discretion based on the needs of the teacher candidates.