Counseling Psychology and Special Education 490

Counseling Psychology and Special Education 490

Course Description and Expectations

Course & Title: Educating Individuals with Disabilities

Credit: 1.0 hour

Room and Time: 220 MCKB

5:00-6:50pm Mondays

Block 1

Text: Student Teacher/Intern Handbook, Brigham Young University

Department of Counseling, Psychology and Special Education

Instructor:Katie Steed, M.S. Email:

Office: 237C McKay Office Hours: Tuesdays 12:00-12:30

Phone: 422-1408and Open Door Policy

Course/Description: A seminar class that coincides with student teaching and internship experiences.

Prerequisites: Completion of special education program.

Course Objectives:

CPSE 490 is a companion course to your student teaching and intern experience. The Student Teaching/Intern Handbook outlines the goals and objectives for the student teaching/intern courses (CPSE 487R or 496R).

Additional objectives for this course:

Participation in class discussion
Email weekly reflection journals
Consider legal issues, share concerns and ideas, and ask a question
Consider math curriculum and instruction, share ideas, and ask a question
Arrange and attend a 3-way orientation meeting for student teaching
Read articles from professional publications relevant to the needs of special educators and students with disabilities

Course Expectations:

Adhere to the BYU Honor Code on and off campus.
Attend all class sessions
Actively participate in all learning activities and discussions
Be prepared for each class by completing the assigned readings from texts an handouts
Be professional in typed written assignments: proof-read prior to submission. Reports should be free of spelling, grammatical, and typographical errors.
Hand in all assignments on time

Course Content

Individual Education Plans
Special Education Law
Collaboration
Assessment to Instruction
Curriculum Suggestions
Adapting Curriculum Strategies
Learning Strategies
Career Development

Methods/Teaching Strategies: The instructor will use a variety of teaching approaches including discussion, recitation, small group problem solving, and out of class application and activities in practicum settings.

Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards

Core Course Outcomes / Council for Exceptional Children / Conceptual Framework Aims / INTASC Evaluation Standards / Assessment
CEC
Standard / CF 1: Embrace and Apply the Moral Dimensions of Teaching

Practicing nurturing pedagogy
Providing access to knowledge
Enculturating for democracy
Ensuring responsible stewardship of the schools

CF2: Demonstrate Academic Excellence
CF3: Model Collaboration
CF4: Act with Social Competence / S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
Models, theories, and philosophies that form the basis for special education practice. / CC1K3 / CF1, CF2 / S1, S2, S4, S7 / Class Participation, Reflection Journals, Questions
Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. / IC9S1 / CF1, CF2, CF3, CF4 / S2, S3, S6, S10 / Class Participation, Reflection Journals
Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. Social skills needed for educational and other environments. / CC5K5 / CF1, CF3 / Class Participation, Reflection Journals, Professionalism Evaluation
National, state or provincial, and local curricula standards. As well as organizations to support individuals with special needs. / GC9K2 / CF1, CF4 / S9, S10 / Class Participation, Reflection Journals
Prepare and organize materials to implement daily instruction. / CC5S12 / CF1, CF2 / S2, S4, S7, S9 / Class Participation, Reflection Journals
Develop or modify specialized materials for individuals with disabilities. / IC4K1, GC4K1 / CF1, CF2, CF4 / S8 / Class Participation, Reflection Journals, Article Reflections
Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. / GC4K1 / CF1, CF4 / S3 / Class Participation, Reflection Journals, Personal IEP
Continuum of lifelong professional development. / CC9K3 / CF1, CF3, CF4 / S9 / Class Participation, Reflection Journals, Professionalism Involvement, Personal IEP

ASSIGNMENTS AND GRADING

Class Participation: The material and discussions that we have in class will impact your ability to succeed in your student teaching/intern placement. Therefore, participation during CPSE 490 is critical. During each class you will participate in a large or small group discussion. In each session you will rate yourself on your preparation (readings), participation and attendance (including staying for the full duration of class and coming on time) using a scale of one to 12. If you are absent you will lose the participation points for that class period. Standards: 1-10 (Total 84 points).

Weekly Reflection Journal: At the conclusion of each teaching week I want to know how you are doing. This will be accomplished through a weekly email you will send to me () that will be conducted as a reflection journal on what you have learned, questions you may have, comments on the readings, methods you want to implement and so forth. This is not a journal about your personal life. You are required to submit your journals to me via email by each Thursday at midnight. Each reflection is worth 10 points, and they should be between a paragraph to one page. Your reflection should include: 1) A reflection on the class topics 2) A reflection on your teaching experience and 3) One other personal insight. Standards: 1-10 (Total: 70 pts)

Questions from Student Teaching Handbook (3), Math, Collaboration, and Inclusion Sessions: You will submit a question or concern to assist in our classroom discussions on these days. The question/concern needs to be typed and your name needs to be included. Each question is worth 5 points. These need to be handed in at the beginning of class and NOT emailed. Standards: 1-10 (total 30 points).

Reflection of Article Reading: You will read 2 journal articles to be given to you at later dates. In order to receive full points I must see heavy evidence on these articles that you read and applied them to your teaching setting. Each reflection is worth 10 points. Standards: 1-10 (Total 20 points).

Personal IEP and Final Project: You will write an IEP on yourself in the areas of academic, physical, and spiritual. The goals must be met within the semester for you to receive full credit. Up to 9 points will be allotted for each successful week. (Total 63points)

Absence and Assignment Policy:

Absence and Tardies affect your class participation points---One point is possible if you are actively participating during class, one point for arriving on time, one point for completing all of the assigned readings BEFORE class and one point for staying until the end of class (no partial points will be awarded). Assignments are to be handed in at the beginning of class on the due date designated by the instructor (this applies in case of absences as well). Assignments will be lowered 10% for each day late. No assignments will be accepted after the last day of class.

Evaluation:

Participation (12 pts. each week)84 pts.

Reflection Journals (10 pts. each week)70 pts.

Questions (5 pts each)30 pts.

Reflection of Articles (10 pts. each)20 pts.

Personal IEP63 pts.

TOTAL267 pts.

Grading Criteria

96-100%A78-79 C+60-64 D-

90-95A-75-77 CBelow 60% E

88-89B+70-74 C-

85-87B68-69 D+

80-84B-65-67 D

Grading: Grading your performance is a complex process. As your teacher, I consider myself a mentor, but as your evaluator I must be as impartial and objective as possible. Your grades will reflect both effort and achievement. There will be no extra credit offered in this class.

Please turn off all cell phones and beepers during class time. Make sure I have your email address. Special announcements regarding this class will be sent via email to you and you will be responsible for their content!

Disability Accommodation Statement: If you have any disability that may impair your ability to successfully complete this course, please inform the instructor during the first week of class. Accommodations are coordinated through the instructor in consultation with Services for Students with Disabilities (SSD) office, and may require medical and/or psychological documentation. The SSD office is located in 150 ELWC.

Statement on Diversity: The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.

WEEK / CONTENT / INSTRUCTOR& ASSIGNMENT DUE
Session 1
8/30 / IEP’s and Getting Started / Steed
Reflection Journal & Personal IEP Turn in question about Collaboration (in class)
Session 2
9/13 / -Mock IEP’s-the process and the people
-Collaboration with Administrator and Gen Ed / Langford/ Steed
Student Teaching Handbook pp. 1-27 submit 1 question &
Reflection Journal
Session 3
9/20 / -Understanding the State Core/Access Skills
-Working with Paras / Steed
Reflection Journal, Article
Math Question
Session 4
9/27
Westside Elementary
740 W. Center St.
Springville, UT / -Setting up a Classroom
-Scheduling / Lewis/Anderson Steed
Student Teaching Handbook pp. 28-61 submit 2 questions & Reflection Journal
Session5
10/4 / -Parental Perspectives
-Math Curriculum / Smith/Steed
Reflection Journal
Article
Session 6
10/11 / DIBELS: Data Based Decisions
-Data Collection / Steed
Reflection Journal Turn in question about Inclusion
Bring a form of data collection to share
Session 7
10/18
Celebration: 1425 East 330 South Provo / IEP
Inclusion-How to make it happen / Steed
Reflection Journal
IEP final

*subject to change

Rubric for CPSE 490 Reflection Journals

Task / Points Earned / Points Possible
A reflection on the class topic for that week / 2
A reflection on your teaching / 2
At least one other personal insight dealing with the course and/or student teaching / 4
Reflection is well written with no errors/strong insight is evident / 2
TOTAL / 10

Rubric for CPSE 490 Questions

Task / Points Earned / Points Possible
Question is typed / 2
Question is well written with obvious reflection and is free of grammatical errors / 2 ½
Name is included / ½
TOTAL / 5

Words of advice from Dr. Burrell:

You must understand that . . .

1)Nothing in your life has prepared you for this!

2)You’re going to have quick failures!

3)Failure is only feedback!

4)You will have to re-define success!

5)See these phases as adjustment periods that are temporary!

Phases to teaching:

1: Honeymoon

2: Hostility

3: Humor

4: Home

“Choose carefully to do fewer things.”

---President Samuelson