Idaho's Leader in Lifelong Learning and Healthy Lifestyles s1

/ / EDSP 300. Educating for Exceptionalities
Semester – Days – Times
2 Credits
Class Meeting Place:
Instructor:
Office Location:
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Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.

· 885-6307

· email at <>

· website at <www.access.uidaho.edu>

College Vision

Idaho's Leader in Lifelong Learning and Healthy Lifestyles.

We seek teaching, learning, and living that transforms, invigorates, and nurtures. We expand lasting knowledge centered in local and global communities.

College Mission

The University of Idaho’s College of Education is the state’s flagship and land-grant research college focused on the preparation of professionals for schools, the movement sciences, and workforce counselors and educators. From our commitment to develop leaders in these fields emerges our responsibility to enhance the scientific, social, economic, and cultural assets of the state and develop solutions for complex problems.

We deliver on our commitment through focused, interdisciplinary excellence in teaching, research, outreach, and engagement in a collaborative environment at our residential main campus and our regional centers. Consistent with the land-grant ideal, our outreach activities serve the state and at the same time strengthen our teaching, scholarly, and creative capacities.

Our teaching and learning include undergraduate, graduate and professional education offered through both resident instruction and extended delivery. Our scholarly and creative activities promote K-12 academic achievement, human development and wellness, global awareness, and progress in professional practice.

Conceptual Framework

University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Scholarship & Practice; and,
Engagement in Community Building & Partnerships.

Course Description

EDSP 300 offers an “Introduction to exceptionalities and strategies for addressing individual differences to ensure student success in the classroom.”

Course Goals and Expectations

Course Goals and Objectives:

1. Students will identify the terminology, laws, policies, and practices that are consistent with the Individuals with Disabilities Education act (IDEA). Students will receive training in providing instruction to children with disabilities and how to teach them effectively. Students will be prepared to participate as a member of individualized education program teams.

· Standard 1: Knowledge of Subject Matter

· Conceptual Framework: C, A and R

· Signature Assignment(s): Initial and Peer Responses, and Exams

· Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

2. Students will demonstrate knowledge of the historical background, definitions, characteristics, prevalence and causes for specific categories of special educational needs.

· Standard 1: Knowledge of Subject Matter

· Conceptual Framework: C, A and R

· Signature Assignment(s): Initial and Peer Responses, and Exams

· Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

3. Students will demonstrate knowledge of early childhood education and the important role of early intervention plays in nurturing the development of young children with special needs and those who are at risk for acquiring disabilities.

· Standard 2: Knowledge of Human Development and Learning

· Conceptual Framework: C, A and R

· Signature Assignment(s): Initial and Peer Responses, and Exams

· Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

4. Students will demonstrate knowledge of best practices concerning the referral process, area of assessment, program planning, and placement of students with special education needs.

· Standard 3: Adapting Instruction for Individual Needs

· Conceptual Framework: C, A, R and E

· Signature Assignment(s): General Education Teacher Interview, Initial and Peer Responses, and Exams

· Evaluation will be reported in TaskStream as Modules: 2, and 4 and Teacher Interview

5. Students will demonstrate knowledge of the important roles parents and families play in the decision-making process for addressing the educational needs of their children and how special educators can form effective partnerships with parents from culturally and linguistically diverse backgrounds.

· Standard 9: Professional Commitment and Responsibility

· Conceptual Framework: C, A and R

· Signature Assignment(s): General Education Teacher Interview, Initial and Peer Responses, and Exams

· Evaluation will be reported in TaskStream as Modules: 1, 2, 3 and 4

Matrix of Standards:

Standard 1 / Standard 2 / Standard 3 / Standard 9
Module 1 / X / X / X
Module 2 / X / X / X / X
Teacher Interview / X / X
Module 3 / X / X / X
Module 4 / X / X / X / X

Teacher Preparation Standards

1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

5. Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.

8. Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Teacher Education Dispositions

· Attends regularly.

· Meets timeline commitments.

· Dress/Appearance is appropriate and professional.

· Maintains appropriate relationships with peers.

· Scholar-practitioner demonstrates adequate content knowledge that is current.

· Engaged, full participation and takes initiative.

· Maintains confidentiality and is ethical.

· Maintains appropriate relationships with students.

· Committed to and facilitates student's learning in a safe climate.

· Maintains appropriate relationships with teachers, administration, parents, and community members

· Respects and advocates for diversity.

· Responds appropriately to feedback and is flexible.

· Written work communicates clearly and accurately, and is in standard English.

· Verbal communication is clear, accurate, appropriate to the situation, and conventions used are standard for speaking situations.

Required Readings and Learning Resources

Course Readings:

Required Textbook:

Heward, W. L. (2013). Exceptional Children: An Introduction to Special Education 10th Ed. Prentice Hall, NJ. ISBN 13: 978-0-13-262616-3

ISBN 10: 0-13-262616-0

It is the students’ responsibility to obtain the required text. Due dates will not be extended due to students not obtaining their text in a timely manner. Although students may choose to purchase an edition other than the required 10th edition, this is not recommended as students will be assessed on the 10th edition. There is not a copy of the text in the IMTC. Failure to obtain a textbook for this class in a timely manner is not an excuse for late work. Late work is only accepted with a university excuse.

Required Subscription to TaskStream (TS)

The University of Idaho, College of Education requires all students to have a current subscription to TaskStream Learning Achievement Tools (LAT). Students are required to self-enroll (at no cost) online at http://www.taskstream.com. Students need to enroll in TaskStream during the first few days of class. Instructions to self-enroll are in the folder on the BbLearn Homepage titled TaskStream.

Optional Reading and Learning Resources:

Websites:

www.wrightslaw.com

www.cec.sped.org

www.sde.idaho.gov/site/special_edu/manual.htm

Learning Activities and Assignments

1. Syllabus Quiz (100 points) (BbLearn)

The EDSP 300 Syllabus Quiz is posted in BbLearn. Students are required to complete the Syllabus Quiz no later than the due date listed in the Course Schedule Overview found on the course BbLearn homepage.

While students may search for the answers to the Syllabus Quiz in any manner they choose, I encourage students to print the syllabus so they will have a hard copy to shuffle through as they search for answers to questions on the quiz.

Feel free to collaborate with your peers to check your answers before you take the quiz. You will get two opportunities to post your answers and you will not be able to revise your answers once they are in BbLearn.

Note: BbLearn will save your second attempt as your final score. The highest score is not saved.

The Syllabus Quiz will consist of ten (10) questions with each question worth ten (10) points for a total of 100 points.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are specified in the Course Schedule Overview.

2. Autobiographical Sketch (50 points) (BbLearn)

In 300—600 words, tell your classmates something about you. As a way for all of us to learn something about you, share whatever you think appropriate about:

· your personal life and family;

· your work;

· your hobbies;

· your school experiences;

· any honors or awards you have earned; and,

· your plans for the future.

Evaluation of the “Autobiographical Sketch” assignment is “all or none” of the 50 points available to you. If you tell us something about yourself in 300—600 words and post it to the “Autobiographical Sketch” discussion in BbLearn by the due date and time, you will get full credit. If your posting does not meet all of the requirements, you will not receive any credit for this assignment.

Post your autobiographical sketch to the “Autobiographical Sketch” discussion in BbLearn.

3. Obtain a TaskStream Account (50 points) (TaskStream)

This assignment requires you to carefully read the instructions in the link titled TaskStream on the left side of the course content page in BbLearn in order to obtain a TaskStream account. Failure to obtain a TaskStream account may impede your success in this class.

4. Initial Response to Assigned Reading: (200 points) (BbLearn)

This activity requires you to read the reading assignment and post an initial reflection/response to the reading. Students are required to post at minimum a one page, 500 to 600 words, single spaced, 12 font, written reflection for each reading assignment, selecting a key idea or topic from each chapter.

Please title each chapter and use chapter and page numbers so your peers can refer to the text when reading your reflection.

Just click on “create thread” in the Initial Response and Peer Responses section of the assignment or on the left side of the page in BbLearn in the Discussion Board. I strongly recommend that you write your Initial Response in a word document and copy and paste it into BbLearn. This will keep you from losing your work in the event of a computer disconnect or issue.

An example of an appropriate Initial Response and Responses to Peers is on the left hand side of the screen on the Homepage in BbLearn. Be sure to post your reflection before reading your peers.

All postings, Initial Responses to the Reading and Responses to Peers (see below), should add value and substance to the online conversation. Rather than just writing "I agree," write "I agree because...." It is the explanation of the "because" that adds value and substance to the online discussion. Participants in this class will not always agree with the instructor, their classmates, or any of the authors cited in the materials presented—but any university student should be able to explain the reason for their agreement or disagreement.

In every post, do one or more of the following:

· Agree with the author of the reading or the discussion posting of a class colleague and say why you agree.

· Disagree with the author of the reading or the discussion posting of a class colleague and say why you disagree.

· Provide a different perspective to anything read for the course (text books, articles, postings by colleagues, etc.).

· Provide a new frame of reference.

· Provide a new perspective.

· Provide a new example.

· Apply the concept to a new or different content area or topic in education.

· Tell a story about how the topic relates to your life as a student or as a teacher.

· Explain how you can or will apply this knowledge as a student or as a teacher.

· Explain how the knowledge or concept might have unintended consequences for students or teachers.

Remember that the written reflections you share with us are open ended conversations not summaries of the readings or formal essays about the reading. The thinking you share with the class does not have to have a clear beginning, middle, and end. It does not have to read like a coherent essay (though it may, if you so choose). But it ought to represent your serious thinking about the logical consequences of beliefs, attitudes, and thinking (yours and others), and it must demonstrate that you have reflected on what you have read.