SPED 213 Introduction to Special Education

Revised Syllabus Template, MAI, 1/11

Semester: Fall 2015 Course Name: Introduction to Special Education

Credit Hours: 3:00 Course No. SPED 214

Classroom: Online Class Meeting: Wednesday 7:00-9:00

Instructor: Dr. PJ Sedillo Office: 225 Rio Rancho

Office Hours: Mon. 1pm – 3pm Phone: 891-6907

Tues. /Wed. 2pm – 3pm Email: [email protected]

Th. 12am-4pm -Or by appointment

Course Catalog Description & Course Prerequisites SPED 410 is an examination of curriculum content, instructional methods, and individual education programs appropriate for

students with mild and moderate cognitive or behavioral exceptionalities whose education focuses primarily on the general

education curriculum

School of Education Conceptual Framework 1 The NMHU School of Education believes in democratic access to an

education, both theoretical and authentic, that allows the reflective

learner to continue to develop cultural schemas and diverse cognitive

processing skills to construct a knowledge base, practice the skills and

develop professional dispositions in authentic settings needed to excel

in education, leadership, counseling or other self-determined

endeavors.

Required / Supplemental Materials & Supplies 2, 3

(a) Chalk & Wire license - All Undergraduate students admitted

during the fall of 2009 and after, are required to purchase Chalk &

Wire. All Graduate students admitted in the fall of 2010 and after are

required to purchase Chalk & Wire. Graduate students admitted to the

School of Education prior to fall 2010 must verify the status of Chalk

& Wire utilization in their program of study with course instructors. If

the program or course requires Chalk & Wire, then the student is

required to purchase a license. Please see below for more information

about Chalk & Wire.

Course Objectives, Requirements/Expectations

Required Course Text Introduction to Special Education: Making a Difference (7th Edition)

1 SOE email from Associate Dean, 5/4/10 2 SOE email from Dean, 1/6/10 3 Email from C&W Coordinator, 8/9/10

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Course Objectives: The objectives for this course correspond with: School of Education Themes (SOE): Diversity (D) Practice (Pra) Reflective Practitioner (RP)

Knowledge(K) Professionalism(Pro) Culturally Inclusive (CI)

Leadership (L) Authentic Settings (AS)

New Mexico Public Education Department Teacher Competencies

(NM-PED – TC) http://bit.ly/NMPED

North Central Association / Higher Learning Commission Student Traits (NCA)

(a) Mastery of content knowledge and skills (b) Effective communication skills

(c) Critical and reflective thinking skills (d) Effective use of technology

INTASC Teaching Standards

Standard #1: Learner Development Standard #2: Learning Differences Standard #3: Learning Environment

Standard #4: Content Knowledge Standard #5: Application of Content Standard #6: Assessment

Standard #7: Planning for Instruction Standard #8: Instructional Strategies Standard #9: Professional Learning and Ethical Practice

Standard #10: Leadership and Collaboration

Course Outcomes correspond to: SOE NMPED-TC NCA INTASC

Describe "high incidence" disabilities

that would typically be addressed in the

Inclusion Classroom. What are the

academic, social, emotional

advantages/disadvantages of including

students with mild and moderate

exceptionalities in the general education

classroom? What laws and policies have

driven this practice?

CI, Pra,

K, D, RP

6.61.6.10A

(1) a-d

a,b,c,d 1, 2, 3, 4, 5,

7, 8, 9

Identify and link political, social, and

educational events in the history of

disability education. Thoroughly

understand and apply sections of NCLB

and the IDEA to current standards and

best practice.

CI, D,

Pra, K,

6.61.6.10A

(2)a-e

a,b,c,d 2, 3, 4, 6, 9,

10

Understand and demonstrate the process

of developing a legally and educationally

sound IEP document in the following

areas:

Development of goals and objectives

using NM standards and benchmarks;

present levels of performance;

accommodations and/or modifications;

related services and social skills

development for mild or moderately

disabled student(s) in the following

categories:

Learning disabled

Attention Deficit Disordered

Emotionally Behaviorally Disordered

Other Health Impaired

Pra, K,

Pro, RP,

CI, D

6.61.6.10

A(5)c;

B(1)(2)a-b;

C(2)a-e;

D(1)a

a,b,c,d (5,7,8,9

INTASC)

1, 2, 3, 4,

5, 6, 7, 8,

9, 10

http://bit.ly/NMPED

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Course Outcomes correspond to: SOE NMPED-TC NCA INTASC

Implement or develop formal and

informal assessment protocols and

data collection materials including:

observation tools

checklists

authentic student work

sociograms

informant (3rd party data)

K, PR, Pra,

Pro

C(1)a-d;

D(2)d-e

a,b,c 1, 2, 3, 6, 9

Identify school and community

resources for inclusion support.

Pro 6.61.6.10.

A(4)a-d;

A(5)a-c

a,b,c,d 1, 2, 3, 10

Describe the principles of effective

teaching and develop a lesson plan

for effective learning in reading,

writing, or math.

D, RP, CI, L 6.61.6.10.

A(2)a-e

D(6)a-g

Ia,b,c,d 1, 2, 3, 4, 5,

7, 8

Instructional Strategies Explicit instructional strategies (e.g., explanation, modeling, practice), individual application activities,

discussions with other students, and assignments both in and outside of class will be utilized to ensure

students meet course objectives.

Important disclaimer: Adjustments in the syllabus may necessary to best achieve the purpose and objectives

of this course. I reserve the right to change readings and assignments. If changes are necessary, I will provide

reasonable advance notice and the rationale for changes.

Assignments, Assessment, & Schedule See Assignment and Grading Sheets and Course Schedule below.

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Course

Schedule

Topic Readings Due Assignment Due

Week 5

Sept. 23rd

Cultural and Linguistic

Diversity

Chapter 3 Homework 1

Discussion Topics

Week 6

Sept. 30th

Speech and Language

Impairments & Learning

Disabilities

Chapter 4 & 5 Homework 2

Discussion Topics

Week 7

Oct. 7th

ADHD & Emotional and

Behavioral Disorders

Chapter 6, 7 and 8 Homework 3

Week 8

Oct. 14th Mid Term Exam

Week 9 Oct. 21st


Discussion Topics

Week 10

Oct. 28th

Chapter 10 & 11 Homework 5

Discussion Topics

Week 11

Nov. 4th Chapter 12 Homework 6

Week 12

Nov. 11th Chapter 13 Homework 7

Discussion Topics

Week 13

Nov. 18th


Discussion Topics

Week 14

Dec. 2nd

Individual Meetings and Course Outline

Week 17

Dec. 9th Final Exam

Course Grading Policy Assignments-All assignments are due prior to the beginning of class or on the due date (see course schedule

below for specific due dates). Students who submit all assignments on time (i.e., before the beginning of

class or the due date) will earn 10 bonus points at the end of the semester.

Assignments submitted must be original work developed and submitted for a grade in only this course.

*Please note that New Mexico Highlands University utilizes Turnitin which is a plagiarism program.

This will be enforced.

Assignments submitted for this course that are concurrently or have previously been submitted for another

course will be scored 0 for this course.

Assignment submission. All assignments are due on the specified due dates. No credit will be given for any missed assignments of any type. Missing &/or late assignments will not be accepted after their due dates. Assignments will be submitted to D2L’s Dropbox.

Typos/grammatical errors. All materials submitted for this course should be carefully edited or proofed

before submission. Up to 10% of the point value of each assignment may be deducted for typos,

grammatical errors, and plagiarism. See individual assignment sheets for more information on grading

criteria.

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Final grade. The final grade for this course will be based on the percentage of total points earned. Grades

for individual assignments. See Grading below for more information.

Activities, Assessment & Evaluation: Total Possible Points = 280 pts.

1. Core Reading/Writing Project- Weekly Homework: 8 assignments @10 pts. = 80 pts. Documentation & reflection on weekly core readings

2. Mid Term = 50 pts.

3. Final Exam: 50 pts.

4. Attendance/Participation: 50 pts.

5. Movie Review: 50 pts.

6. Assignment Bonus Points: 10 points Scoring Scale: Letter grades are based on 7% intervals (20pts.) per letter grade The final grade for this course will be based on the percentage of total points earned. Letter grades will be

submitted at the end of the semester as follows:

A 280 – 260 B 259- 240 C 239 – 220 D 219 – 200 E < 199

Assignment Points

Weekly homework: 8 @ 5 points each 40

Midterm 50

Final exam (optional exam) 100

Attendance/Participation 40

Movie Review 50

Assignment bonus points (for on-time submission) (10)

Total 280 Letter grades are based on 7% intervals (20 pts.) per letter grade. IMPORTANT NOTES: 1. The instructor reserves the right to make adjustments to the reading/work schedule during the semester; any changes will be announced and discussed in class, as well as being available online. 2. High degree of professional quality is expected of all work, including in-class and external work submitted in class. A qualitative assessment will be applied for professional appearance and presentation of all submitted work. 3. Any students with special needs, especially regarding reading, writing and/or assessment procedures, please be sure to let me know ASAP, in class or we can schedule an appointment to talk. We will endeavor to make any / all approved

accommodations in an effort to support your participation and success in SPED 214.

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Exams Midterm and final exam: There will be a midterm worth 50 points and a final exam worth 100 points.

The format for each will be multiple choice. The midterm will cover all material in the readings, lectures,

class activities, and assignments up to the day of the exam. The final will cover the second half of the

semester.

Assignment Summary / Rubrics Weekly Homework

Core Reading/Writing Project: 8 assignments @ 10 pts. / unit = 80 pts. Directions: For each Core Reading, you should prepare and submit a written reflection. These submissions will

be randomly selected for class discussion. If not prepared this will affect your grade.

Reflection Guidelines: For each reflection you should identify at least 1 concept or aspects of the content that in your opinion contribute most significantly to your developing knowledge about students with mild and moderate exceptionalities (the most interesting, striking, unexpected, etc.), or, are the most challenging to your current perspective about these learners. Describe each concept Explain your interpretation of contribution or challenge of the concept

If a contribution: Why? What’s the benefit? If a challenge: Why? How is it challenging? Note- I am looking for your personal opinion / more points if supported with research. PLEASE READ- HOW TO WRITE A PARAGRAPH IN AN EIGHT SENTENCE BURST

Homework Assignments –Will be turned in prior or on the day of class. Any assignments turned

in after the day the assignment is due will receive less points. All assignments will be turned into

the Dropbox in D2L and then checked with the program Turnitin for grammatical errors and

plagiarism.

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How to Write a Paragraph in an Eight Sentence Burst

The eight-sentence paragraph format is a simple way to ensure that you produce clear, well-written papers. This format will

you allow you to present all your information on a topic in a logical structure. The setup is ideal for students who are ready

to move on from short paragraph formats (such as the four-sentence or five-sentence format), but could still benefit from

guidance. Often, the eight-sentence paragraph format is beneficial for college students.

Instructions

o 1

Write a topic sentence for the first sentence of your paragraph. Introduce the subject or theme of the paragraph.

o 2

Write a concrete detail for the second sentence of your paragraph, or use a quote to illustrate the point of your topic sentence.

o 3

Comment on your opinion about the information you gave in the second sentence for the third sentence of your paragraph. Begin the third sentence with a phrase like "This shows..."

o 4

Comment on this information further for the fourth sentence of your paragraph. Add something more about your view of the topic.

o 5

Write another concrete detail for the fifth sentence of your paragraph. Begin the fifth sentence with a phrase like "In addition..." Save the more important detail for this position in the paragraph.

o 6

Comment on your opinion about the information you gave in the fifth sentence for the sixth sentence of your paragraph.

o 7

Comment on this information further for the seventh sentence of your paragraph. Save your most insightful comment on the topic for this position in the paragraph.

o 8

Summarize the information from the paragraph for the eighth and final sentence of your paragraph. Restate your view on the subject. Draw a conclusion about the topic.

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1. Core Reading /Writing Homework 40pts: total score __________ x 5 = _____________

Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Features

Incomplete or Unacceptable

Criterion 5 4 3 2 1 0

Completion 5 4 3 2 1 0

Organization 5 4 3 2 1 0

Quality 5 4 3 2 1 0

Movie Review

Film related to exceptionality: = 50 pts. Directions:

Students will review a film related to exceptionality. The purpose of this assignment is to promote

a critical stance toward special education topics, in this case, through the analysis of exceptionality images portrayed in popular films.

For the review, write a 5-page (double-spaced report focusing on the following aspects:

The Salient message in the film as it pertains to an exceptionality.

The images/roles of exceptional individuals portrayed in the film.

Connections with the literature reviewed/ideas discussed in the course.

Your overall assessment (i.e. the impact the film had on you).

The movie review will be evaluated according to the following criteria

a. Accuracy and insight about the message of the film.

b. Depth of the analysis (does the analysis transcend surface/anecdotal, features of the film?

c. Support for arguments through the use of information, ideas, and references from the

course (at least 3 references)

d. Engagement as reflected in the description of personal impact

e. Clarity of writing.

Course Attendance Policy

Class attendance is required. Students will earn 10 attendance points at the end of the semester for attending

all class sessions. To earn attendance points, students must be online and ready when class begins and must

stay the entire session. Each student may be absent no more than one session or arrive late or depart early

from no more than one session in order to earn the attendance points. Class participation is also part of this

grade.

Course Requirements/Expectations

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Participation: prior to class, students are expected to read and study all assigned materials as necessary to

understand the material and prepare for participation in class discussions and activities. All students are

expected to contribute to class discussion and actively participate in class activities. NMHU Academic Integrity Policy

Because academic dishonesty in any form compromises the university’s reputation and thus devalues the NMHU degree, it simply will not

be tolerated. Consequently, students caught cheating, plagiarizing, or doing anything which involves trying to pass off someone else’s

intellectual work as their own, will be subject to disciplinary action (NMHU Student Handbook, page 28;

http://bit.ly/nmhustudenthandbook).

Disabilities Accommodations (ADA Policy)

NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA). If you believe

that you have a physical, learning, or psychological disability that requires an academic accommodation, contact the Coordinator of

Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at [email protected], or visit the Felix Martinez Building,

Room 111 on the Las Vegas campus. If you need the document upon which this notice appears in an alternative format, you may also

contact the Coordinator of Accessibility Service.” David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services

NMHU Inclement Hotline

505-426-2297 1-866-231-2366 www.nmhu.edu

Instructional Disposition Inventory

The School of Education has developed an inventory to help students and faculty evaluate the dispositions of students. These surveys will

be used to help students identify strengths and areas for improvement in their dispositions for their professions. All students in designated

courses will complete a dispositions inventory at midterm and at the end of the semester. The professor will also complete a dispositions

inventory for each student at those times. Any dispositions suggesting the need for support will be discussed.

Chalk & Wire

(a) Various assignments will be submitted via Chalk & Wire for the purpose of data collection, student evaluations, program assessment,

and the development of the electronic based portfolio required for Field III (student teaching). Within each undergraduate and graduate

program, SOE faculty has designated courses that represent the core of the program. Each designated course will have one common

assignment that provides opportunities for students to demonstrate mastery of core concepts. Each student who takes a designated course,

regardless of location, will complete the common assignment. Upon completion of that assignment, students will submit it via Chalk &

Wire for assessment.

(b) The Chalk & Wire license is valid and available for 5 years from the date of purchase, which will enable the owner to keep professional

portfolios updated for future employment or use in further educational endeavors. Students may elect to renew their licenses (directly

through C&W) at the end of the 5 years OR they can download their artifacts, portfolios, and results to their personal computers.

(c) Chalk & Wire help manual: http://chalkandwire.com/help/ePortfolioGuide/Default_left.htm

(d) For help, contact: [email protected]

NOTE: “In accordance with federal law, it is university policy to comply with the Americans With Disabilities Act (ADA).

If you believe that you have a physical, learning, or psychological disability that requires an academic accommodation,

contact the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at

[email protected], or visit the Felix Martinez Building, Room 110 on the Las Vegas campus. If you need the document

upon which this notice appears in an alternative format, you may also contact the Coordinator of Accessibility Service.”

David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services

http://bit.ly/nmhustudenthandbook

mailto:[email protected]

http://www.nmhu.edu/

mailto:[email protected]

SPED 213 Introduction to Special Education

Documents

Transcript of SPED 213 Introduction to Special Education