TOWSON UNIVERSITY, COLLEGE OF EDUCATION
Department of Special Education
“The College That Prepares Facilitators of Active Learning”
SPED607: CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES Sections 651 and 652
Fall 2013
Instructor: Jodi Chesman, M.Ed.Email:
Telephone:202-255-1909
Class Information:Tuesday 5pm – 9:15pm, Universities at Shady Grove
Towson University College of Education Mission: To inspire, educate, and prepare facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced.
Towson University COLLEGE OF EDUCATION Conceptual Framework: All students should be able to identify and discuss the Conceptual Framework. It is our mission statement that is operationalized by required content, professional and pedagogical nation, state, and institutional standards. To review the entire document, visit the following website:
Catalog Description:Theoretical foundations and development of practical intervention. Prerequisites: SPED 637 and consent of department.
Required Text:
Jones. V. & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and problem solving (9th ed.). Boston, MA: Pearson Educational Inc.
Additional readings relevant to the course content may be assigned by the instructor as indicated by the needs and interests of the class.
Course DESCRIPTION:
This curriculum and methods course reviews the research and theoretical foundations for developing practical interventions and management strategies to deal with inappropriate behaviors of students with disabilities so they are able to gain access to, and achieve in the general curriculum. Functional assessment, positive behavioral supports, therapeutic strategies, use of technology and communications principles are applied to the design and implementation of structured classroom management programs which support various environments in which diversities are valued and self-advocacy, independence and intrinsic rewards are encouraged.
COURSE OBJECTIVES:
The course objectives are aligned with the current professional knowledge and skills as defined by two learned societies: the Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for Exceptional Children (CEC).
CEC Preparation Standards / InTASC Teacher StandardsA. Learners and Learning / A. Learner and Learning
1. Learner Development and Individual Learning Differences
2. Learning Environments / 1. Learner Development
2. Learning Differences
3. Learning Environments
B. Content / B. Content
3. Curricular Content Knowledge / 4. Content Knowledge
5. Applications of Content
C. Instructional Pedagogy / C. Instructional Pedagogy
4. Assessment
5. Instructional Planning and Strategies / 6. Assessment
7. Planning for Instruction
8. Instructional Strategies
D. Professionalism and Collaboration / D. Professionalism and Collaboration
6. Professional Learning and Ethical Practice
7. Collaboration / 9. Professional Learning and Ethical Practice
10. Leadership and Collaboration
Listed below are the specific course objectives and the specific alignment tothe professional standards that are addressed by the course. An asterisk (*) indicates mastery of the specific standard that will be addressed by the course assessment.
Standard 1 - Foundations
Upon completion of this course, the student will have acquired knowledge related to:
CC1K2Laws, policies, and ethical principles regarding behavior management planning and implementation.
CC1K7Family systems and the role of families in the educational process.
CC1K10Potential impact of differences in values, languages, and customs that can exist between the home and school.
GC1K2Models and theories of deviance and behavior problems.
GC1K3Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.
GC1K7Factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with disabilities.
GC1K8Principles of normalization and concept of least restrictive environment.
GC1K9Theory of reinforcement techniques in serving individuals with disabilities.
Standard 2 - Development and Characteristics of Learners
Upon completion of this course, the student will have acquired knowledge related to:
CC2K4Family systems and the role of families in supporting development.
GC2K4Psychological and social-emotional characteristics of individuals with disabilities.
Standard 3 - Individual Learning Differences
Upon completion of this course, the student will have acquired knowledge related to:
CC3K1Effects an exceptional condition(s) can have on an individual’s life.
CC3K2Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development.
CC3K3Variations on beliefs, traditions, and values across and within cultures and their effect on relationships among individuals with exceptional learning needs, family, and schooling.
CC3K4Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction.
Standard 4 - Instructional Strategies
Upon completion of this course, the student will have acquired the skills to:
CC4S2Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs.
CC4S4Use strategies to facilitate maintenance and generalization of skills across learning environments.
*CC4S5Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.
GC4S1Use research-supported methods for academic and nonacademic instruction of individuals with disabilities.
GC4S2Use strategies form multiple theoretical approaches for individuals with disabilities.
*GC4S9Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities.
Standard 5 - Learning Environments and Social Interactions
Upon completion of this course, the student will have acquired knowledge related to:
CC5K1Demands of learning environments.
*CC5K2Basic classroom management theories and strategies for individuals with exceptional learning needs.
*CC5K3Effective management of teaching and learning.
CC5K4Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.
CC5K5Social skills needed for educational and other environments.
*CC5K6Strategies for crisis prevention and intervention.
CC5K7Strategies for preparing individuals to learn harmoniously and productively in a culturally diverse world.
CC5K8Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage.
GC5K1Barriers to accessibility and acceptance of individuals with disabilities.
*GC5K2 Adaptation of the physical environment to provide optimal learning opportunities for individuals with disabilities.
GC5K3Methods for ensuring individual academic success in one-to-one, small group, and large-group settings.
Upon completion of this course, the student will have acquired the skills to:
*CC5S1Create a safe, equitable, positive, and supportive learning environment in which diversities are valued.
*CC5S2Identify realistic expectations for personal and social behavior in various settings.
CC5S3Identify supports needed for integration into various program placements.
CC5S4Design learning environments that encourage active participation in individual and group activities.
*CC5S5Modify the learning environment to manage behaviors.
*CC5S6Use performance data and information from all stakeholders to make or suggest modifications in learning environments.
CC5S7Establish and maintain rapport with individuals with and without exceptional learning needs.
CC5S8Teach self-advocacy.
CC5S9Create an environment that encourages self-advocacy and increased independence.
*CC5S10 Use effective and varied behavior management strategies.
*CC5S11 Use the least restrictive behavior management strategy consistent with the needs of the individual with exceptional learning needs.
CC5S12Design and manage daily routines.
CC5S13Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences.
GC5S4Teach individuals with disabilities to give and receive meaningful feedback from peers and adults.
*GC5S5Use skills in problem-solving and conflict resolution.
GC5S6Establish a consistent classroom routine for individuals with disabilities.
Standard 7 - Instructional Planning
Upon completion of this course, the student will have acquired knowledge related to:
CC7K4Technology for planning and managing the teaching and learning environment.
GC7K1Integrate academic instruction and behavior management for individuals and groups with disabilities.
Upon completion of this course, the student will have acquired the skills to:
*CC7S4Use functional assessments to develop intervention plans.
*CC7S5Use task analysis.
CC7S14Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions.
*GC7S1Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior.
Standard 8 - Assessment
Upon completion of this course, the student will have acquired the skills to:
*CC8S1Gather relevant background information.
*CC8S10 Create and maintain records.
GC8S1Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities.
CG8S5Monitor intragroup behavior changes across subjects and activities.
Standard 9 - Professional and Ethical Practice
Upon completion of this course, the student will have acquired knowledge related to:
CC9K1Personal cultural biases and differences that affect one’s teaching.
CC9K2Importance of the teacher serving as a model for individuals with exceptional learning needs.
Upon completion of this course, the student will have acquired the skills to:
CC9S6Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals.
CC9S8Use verbal, nonverbal, and written language effectively.
Standard 10 - Collaboration
Upon completion of this course, the student will have acquired knowledge related to:
CC10K2Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program.
CC10K3Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.
GC10K1Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with disabilities.
Upon completion of this course, the student will have acquired the skills to:
CC10S3Foster respectful and beneficial relationships between families and professionals.
GC10S3Teach parents to use appropriate behavior management and counseling techniques.
ESSENTIAL DISPOSITIONS FOR EDUCATORS:
At Towson University, we recognize the importance of preparing candidates who are worthy to join the education profession. All students enrolled in the Professional Education Unit programs are expected to develop a professional conscience by demonstrating important human characteristics and dispositions necessary to work with diverse and inclusive communities of learners. Following is a list of dispositions, including important diversity proficiencies, which have been identified as core behaviors expected of all graduates of all Unit programs. As candidates progress through coursework and field experiences, they are expected to demonstrate increased understanding and eventual mastery of these dispositions.
Commitment to Professional Practice
The successful candidate:
- Respects and models high academic standards, and demonstrates proficiency in academic writing and professional oral presentation.
- Demonstrates a repertoire of pedagogical skills that develop all students’ critical and independent thinking, and performance capabilities.
- Uses ongoing assessment as an integral part of the instructional process.
- Reflects on practice regularly in order to improve student learning.
- Makes decisions based on ethical and legal principles, including respect for confidentiality.
Caring for the Success and Well-being of All Students
The successful candidate:
- Believes that all students can learn and persists in facilitating their success.
- Accepts and demonstrates responsibility for improving learning for all students.
- Values co-operation with colleagues, students, and families by respecting their views on improving student achievement.
- Models the virtues of an educated person, including the drive to work hard and become flexible.
- Demonstrates culturally responsive teaching and celebrates cultural differences.
Collaboration with Colleagues and Stakeholders
The successful candidate:
- Establishes and contributes to a positive learning climate for all students.
- Engages in continual learning and discussion with other professionals.
- Recognizes families, colleagues, and supervisors as partners in teaching and learning by creating opportunities to involve them in instructional decisions.
- Seeks expert knowledge in order to improve teaching and learning.
- Accepts suggestions and implements changes to improve professional practice.
COURSE POLICIES:
Attendance:
Attendance/Absences: Attendance will be taken at the beginning of each class session. Per the Towson University Attendance/Absence policy outlined in the Undergraduate/Graduate Catalog, students are expected to attend all classes.
- If you miss a portion of one or more class (e.g. due to lateness, absence, or leaving class early), your final grade may be lowered one full letter grade. Grades will not be affected for excused absences. See the Undergraduate/Graduate Catalog for university guidelines related to excused absences.
- In the event of an absence or need to miss part of a class session, you are expected to inform the instructor as soon as possible prior to the absence.
- When you are absent from or miss a portion of a class session, you are responsible for obtaining any missed work, assignments, or assessments (e.g., quizzes, tests, papers, etc.) from a classmate. Faculty members are required to allow students with documented excused absences to make up missed work or assignments, when it is feasible.
- If you are absent when an assignment is due, it is your responsibility to submit the assignment on time, unless priorarrangements have been made with the instructor.
- Be aware that any points earned for participation in-class activities during a time of absence will not be earned and cannot be reclaimed. This means only students in attendance are eligible to earn in-class activity points.
In the case of extended illness, you are responsible for contacting the instructor immediately, and options will be discussed. In the event of inclement weather, please listen for announcements of Towson University closings, which are made by WBAL (1090 AM) and on TV. Also be sure to check the course Blackboard site for specific information about this course.
Web Enhancement/Email Communication: This course utilizes Blackboard and the Learn Online Collection. All students will be required to log on to the Blackboard website frequently for announcements, detailed information about class assignments, and assigned readings and journal articles/links. In addition, all electronic communication regarding this course will be through Blackboard and/or the student’s Towson University email account only.
Professional Behavior:It will be expected that all students in pre-service and graduate education courses will conduct themselves in a professional manner. This includes interpersonal dealings, conflict resolution, and managing responsibilities with college staff, fellow students, and field placement personnel. The final grade may be lowered by one full letter grade for inappropriate behavior and/or failure to demonstrate the characteristics described in the essential dispositions.
Academic Integrity Policy - Honesty & Behavior Policy:All students are expected to adhere to the Student Code of Conduct (see Students in this course are expected to exhibit academic integrity at all times. Plagiarism and cheating are unacceptable behaviors. Plagiarism is defined in the TU Student Academic Integrity Policy as “presenting work, products, ideas, words, or data of another as one’s own. Indebtedness must be acknowledged whenever:
- one quotes another person’s actual words or replicates all or part of another’s product. This includes all information gleaned from any source, including the Internet.
- one uses another person’s ideas, opinions, work, data, or theories, even if they are completely paraphrased in one’s own words.
- one borrows facts, statistics, or other illustrative materials.” (p. 03-01.00 – 2).
In addition, the Policy states that “[a]s responsible members of the academic community, students are obligated not to violate the basic standards of integrity. They are also expected to take an active role in encouraging other members to respect those standards. Should a student have reason to believe that a violation of academic integrity has occurred, he/she is encouraged to make the suspicion known to a member of the faculty or university administration. Students should familiarize themselves with the university’s policies, procedures, and definitions of types of violations” (p. 03-01.00-1). The TU Student Academic Integrity Policy can be found online at
Course Repeat Policy: In accordance with university policy, a student may not repeat this course more than once without prior permission of the Academic Standards Committee.
Students with Disabilities Policy: This course is in compliance with Towson University policies for students with disabilities. A memo from Disability Support Services (DSS) authorizing your accommodation is needed before any accommodation can be made. Students with disabilities are encouraged to register with DSS, 7720 York Road, Suite 232, 410-704-2638 (voice) or 410-704-4423 (TDD). Students who expect that they have a disability but do not have documentation are encouraged to contact DSS for advice on how to obtain appropriate evaluation.
Writing Standards:The standard format for any written work in the College of Education is APA, unless otherwise indicated by the instructor. If you are unfamiliar with APA, it would benefit you to purchase the Publication Manual of the American Psychological Association (6th ed.) and to access the Towson University Library site which provides a summary of this referencing information. You can access tutorials to learn APA format at Additionally, the Special Education library liaison (Claire Holmes) is available to assist you with applying professional writing standards. Her contact information is located at All work produced outside of class must be typed, unless otherwise noted.
You are also expected to use person first language, (Correct: “student with a disability;” Incorrect: “disabled student”). See
Diversity: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race, gender, socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and geographical location. Our values, beliefs, customs, and behaviors are shaped by any one or any combination of these attributes.
The lens through which our perceptions of diversity are constructed continuously change as a result of not only the context within which diversity is examined, but also the evolving of our individual sense of self.
The Department of Special Education at Towson University recognizes the importance of diversity in the development of the knowledge, skills, and dispositions required of professional educators. Each course within the department provides students in teacher preparation programs with various information, activities, and assignments to guide them in developing the knowledge, skills, and dispositions that will enable them to work within diverse communities.
MSDE Institutional Performance Criteria for Diversity
Programs prepare professional educators to teach a diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of students with special needs in regular classrooms).