Barry University
Adrian Dominican School of Education
Department of Teaching and Learning
COURSE NUMBER AND NAME:
ESE 420: Instructional Strategies for Students with Mental Handicaps 3 credit hours
Instructor: / Term:Office Location: / Class Location:
Office Hours: / Class Dates:
Work Phone: / Class Time:
Fax: / Field Experience:
E-mail: / Website:
COURSE CATALOG DESCRIPTION:
Introduces and evaluates instructional strategies for students with educable, trainable, and profound mental disabilities based on the development, implementation and evaluation of individualized education plans. Field experience required.
COURSE RATIONALE:
Instructional Strategies for the Mentally Handicapped provides an understanding of the strategies and methods that are effective with students identified as mentally or developmentally disabled. Areas of study include development, implementation, and evaluation of individualized educational plans; special approaches to teaching functional skills; developmental programming; and, data based management.
ESOL concepts are introduced throughout the course, especially as they are related to providing appropriate instruction for diverse learners and modifying the curriculum accordingly. Students develop sensitivity to second language learners, as well as an understanding how their cultural language backgrounds impact learning. Students will refer to the Sunshine State Standards when developing lesson plans and Individual Education Plans (IEP) [www. firn.edu].
COURSE GOALS:
· To provide an understanding of teaching strategies for students identified as mentally handicapped.
· To provide an understanding of the individualized education plans.
· To review curricula as it relates to teaching strategies used with students with mental handicaps.
· To review research as it relates to students with mental handicaps.
· To facilitate an understanding of course goals and state competencies as they relate to diverse student populations including those with disabilities and culturally/linguistically diverse students.
· To integrate the use of technology into the course goals and competencies.
NATIONAL GUIDELINES:
ESL Standards for Pre-K – 12 Students, approved by National TESOL
CEC Council for Exceptional Children Common Core of Knowledge and
Skills Essential for All Beginning Special Education Teachers
GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES
CEC Council for Exceptional Children Common Core of Knowledge and
Skills Essential for All Beginning Special Education Teachers
ESE Florida Competencies for Exceptional Student Education
ESOL Florida Performance Standards for Teachers of ESOL
COURSE OBJECTIVES:
At the end of the course, students will be able to:
1. Understand definitions, characteristics, and terminology
ESE: 1 CEC: 2
2. Develop proficiency in assessment and evaluation.
ESE: 2 CEC: 3 ESOL: 3, 14, 19
3. Acquire knowledge of curriculum and academic intervention for reading,
writing, and oral language.
ESE: 3 CEC: 4 ESOL: 8, 11, 12, 13
5. Demonstrate knowledge of social skills intervention.
ESE: 6 CEC: 6 ESOL: 13
7. Demonstrate knowledge of planning for instruction: lesson development.
ESE: 3 CEC: 5 ESOL: 5, 6, 12, 16
8. Demonstrate knowledge and use of curriculum and materials.
ESE: 3 CEC: 4, 5 ESOL: 15
9. Develop mastery of communication and consultation skills.
ESE: 1, 3 CEC: 7, 8 ESOL: 4, 22
11. Integrate the use of technology into the course goals and competencies.
ESE: 6 ESOL: 15
12. Incorporate issues of cultural and/or linguistic diversity as they relate to course content.
ESE: 2 CEC: 5 ESOL: 4, 25
ACCOMPLISHED PRACTICES:
Targeted AP # 7 – Human Growth & Development
Targeted AP # 10 -- Planning
Supplemental AP # 5 – Diversity
Supplemental AP # 6 – Ethics
COURSE TEXT(s):
Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. (2002). Mental Retardation. (6th ed.). Upper Saddle River, NJ: Prentice Hall.
SUPPLEMENTAL MATERIALS:
Texts
Polloway, E. A., & Patton, J. R., Serna J. (2005). Strategies for teaching learners with special needs (8th ed.). Upper Saddle, NJ: Prentice Hall.
mATERIALS
The Kallikak Family Handout
WEBSITES (NOTE: Websites continually change so the information here may not always be available.)
· Adaptive Computer Technology Centre: http://www.utoronto.ca/atrc/
· Council for Exceptional Children Organization: http://www.cec.sped.org/
· FIRN Florida Information Resource Network: http://www.firn.edu
· Inclusion Confusion, Discipline and IDEA: http://www.nea.org/neatoday
· ATEN (Assistive Technology Educational Network)http://www.aten.ocps.k12.fl.us/
· Reducing the Disproportionate Representation of Minority Students in Special Education: http://ericec.org/digests/e566.htm
· Effective Instruction for Language Minority Children with Mild Disabilities: http://ericec.org/digests/e499.htm
· ERIC Clearinghouse on Teaching and Teacher Education: http://www.ericsp.org
· IDEA Practices: www.ideapractices.org
· National Information Center for Children and Youth with Disabilities (NICHY): www.nichy.org
· Special Education Resources on the Internet (SERI): www.hood.edu/seri
AUDIO/VISUAL/TECHNOLOGY:
Overhead Transparencies
Pertinent Videos
Power Point Presentations
CONTENT OUTLINE:
The professor reserves the right to make changes in the time frame of topic presentation and assignments to comply with course schedule.
SESSION / TOPIC / ASSIGNMENTSession 1
S
Session 2 / Course Overview
Mental Retardation:
Definitions and terminology
Supportive Service Model
Historical perspectives
Laws
Trends / Kallikak Family
Chapter 2
Chapter 1
Session 3 / Definitional Perspectives
Levels & supports system Curriculum development:
Appropriate curriculum
strategies and materials
for MR/ELL students
Ethical Issues / Chapter 4
Session 4 / Assessment of MR
Lesson plan development
Students will write lesson plans and graphic organizers as a class activity, based on assessment of data collected; Graphic organizers will be made
for MR/ ELL students. / Chapter 3
Session 5 / Con’t., Lesson Planning &
Assessment
IEP development / Chapter 5
DUE:
Practice Reflection on Ethical
Issue
Session 6 / Etiology of MR: Biological
Interventions / Chapter 5 (con’t)
Session 7 / Etiology: Psychosocial
Interventions
Ethical Issues / Chapter 6
Session 8 / MID-TERM / Chapter 7
Session 9 / Characteristics of Downs
Syndrome, TMH & PMH
Ethical Issues / Chapter 8
DUE: Assignment # 2
Session 10 / Stages of Learning
Spoken Language
Accommodations: MR/ELL
/ Chapter 9
Session 11 / Computer Assisted Instruction (tutorial, drill and practice, assistive devices)
http://www.aten.oc[s.k12.fl.us/
Ethical Issues / Chapter 14
Session 12 / Piaget: Cognitive Theory
Reading: Word
Recognition &
Comprehension
Strategies / Chapter 10
Lesson Plans Due as
Presented [Assignment # 1]
Session 13 / Transition and Career Ed.
Critical Thinking Skills
Behavioral/Shared
Responsibilities
Lesson Plan Presentations / Chapter 11
Session 14 / Parental/family
Involvement
Cultural Issues/IEP
Lesson Plan Presentations / Chapter 13
DUE: Assignment # 3
Session 15
Session 16 / Lesson Plan Presentations
Review
FINAL EXAM
COURSE REQUIREMENTS:
Assignment #1: Direct Application of an Instructional Strategy
(Target AP # 7, 10)
The purpose of this assignment is to give students the opportunity to teach a strategy, technique or method to both their university peers and to a small group of students in the field experience class. The strategy or technique must be designed for students with mild mental retardation, and may be in any subject area (reading, oral language, writing, spelling, or math) selected in consultation with the classroom teacher.
Prior to teaching this lesson at the field experience school site, students will provide the instructor with the lesson plan of the strategy/topic to be taught. The student will then present the strategy teaching to the students in their class (course), who will provide specific feedback about the strengths and weaknesses of the presentation.
The instructor will also provide feedback about the strategy lesson. Based on feedback received from the university instructor and peers, students will make further modifications of the lesson plan with the assistance of the P-12 classroom teacher.
Please do the following:
1. Arrange to be assigned a student or a small group of students with
whom to work.
2. Develop a lesson plan for the students. Be sure to inquire about
students who may also be ELL. Specific plans and modifications to the
learning environment in order to accommodate these students must be included in your lesson plan.
3. Explain how you will help students link ideas to familiar ideas and connect instruction to students’ prior knowledge.
4. You, and the classroom teacher, as necessary, should provide instructional materials. Web-based resources or on-line assistance with this assignment are encouraged to enhance further knowledge and/or creativity of presentation.
Students will be graded on the lesson plan/strategy/method presented in the university classroom.
5. A written summary and reflection of feedback provided by the P-12 classroom teacher is to be attached to the lesson plan.
Assignment #2: Field Experience : Class Report and Observation Reflection
[Assignments# 1& 2 may be used to fulfill AP # 5 - Supplemental]
I. Class Report
Students will visit a classroom of students with disabilities (preferably with mental handicaps, as well as students with/without limited English proficiency). This assignment will include the reporting on two components: Classroom Organization, and Curriculum /Instruction. You are to observe and report about the following:
a. Classroom Organization:
1. Describe the major activities in the classroom.
2. How are students grouped for instruction?
3. What is the teaching schedule?
4. How many students are in the class? Are there ELL students in this class, as well? Do they (ELL students) follow the same or a different schedule?
5. Describe the physical environment of the classroom.
6. Develop a "map" of the classroom, similar to those provided in Polloway, Patton, & Serna. (2001), pp. 22-23.
b. Curriculum/Instruction:
1. What topics have been taught in your presence?
2. Are special materials used for instruction? If so, describe them.
3. What instructional material does the teacher use? Does she use different materials with the ELL students? Are there any materials in
the student’s native language?
4. What instructional techniques does the teacher use? Do these techniques differ for those students who are also ELL? Is there any instruction offered in the ELL student’s native language?
5. Is the use of technology evident in the curriculum or classroom instruction?
6. What strategies doses the teacher use to foster overall acceptance of
the MR/ELL student?
7. How are conflicts resolved in the classroom; how does the teacher
foster positive problem solving strategies in her students?
8. Are the pupils taught by anyone other than your assigned teacher?
9. Does the classroom teacher collaborate with other teachers (i.e. the ESOL teacher, the general education teacher) about instructional activities for the MR/ ELL student?
Your report must be typed, double spaced and about two-three pages in length. Grammatical structure, spelling, etc. will count in the assessment of this assignment.
II. Observation Reflection
Students will continue to research, teach, and learn the methods, practices and curriculum of an ESE classroom, including provision for students of limited English proficiency. Students will reflect on field experience observation, their use of a particular strategy, and relate their observations to the Accomplished Practices.
Assignment #3: Reflections on Ethical Issues in MR (Supplemental AP #6)
There are many ethical issues that have been presented in class. Using your reflections of classroom discussions, take an ethical stance on three of the dilemmas that have been presented in the college classroom. In a 4-5-page paper, describe how you, as the teacher, would address each of the issues; include the following points in your reflection for each topic:
a. Specify how you can demonstrate adherence to the Florida State Code of Ethics; include personal issues vs. institutional policies where warranted.
b. Specify procedures you follow to model your professional responsibilities (i.e. sensitivity, equity, time management, and legal issues involved in appropriately assisting students and their families).
c. Describe how you demonstrate respect for privacy of individuals/family as well as colleagues while maintaining confidentiality of information?
d. Describe what “reasonable precautions” you take to maintain a safe environment in your classroom.
FIELD EXPERIENCE 10 hours required
Field experiences are a vital component not only of this course but in understanding teaching, as well as the role of the teacher. Experimental learning (“on the job” preparation) is unmatched. As such, passing this course is based on successful completion of all required field experiences. Successful completion includes (but not necessarily limited to) completion of all paperwork, meeting timelines, and professional responsibilities and dispositions associated with field experiences. Receiving an ‘Incomplete” for not completing field experiences in the timelines provided within this syllabus, is not an option. Acting professionally and responsibly also implies adherence to Barry University policies regarding cheating and falsification of reports or documents. Such actions will result in course failure.
· Submit a copy of your Field Experience official log of hours indicating the required 10 hours for this course, a copy of the completed Barry Observation form, and a copy of your directing teacher’s evaluation by ______.
MIDTERM EXAMINATION
The midterm examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.
FINAL EXAMINATION
The final examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.
METHODS OF INSTRUCTION
Any of the following instructional techniques may be utilized as they fit within the context of the session: class discussions, text-based discussions, lectures, cooperative learning groups, hands-on experiences, student presentations, debates, video tapes, reflections, analysis, journal writing, practical applications, problem solving, and guest speakers. Presentations will address the needs of all learners including: learners with diverse linguistic backgrounds; exceptional learners. Students are expected to participate during each class. All assigned reading must be completed before class.
TYPES OF ASSESSMENT(s):
Final grade will be based on course requirements, and examinations. The graded activities will reflect both alternative and traditional assessments. Grades activities and their relative weights are as follows:
ASSIGNMENTS / Possible PointsRequired Accomplished Practice Assignment
Additional Assignments
Midterm Examination
Final Examination
GRADING SCALE:
The Teaching and Learning Department grading scale will be used.