Syllabus for SPED 403
Teaching in a 7-12 Special Education Program
Buena Vista University
(This course should be taken in conjunction with SPED 401)
Course Instructor
Robbie Ludy, Ed. D.
Professor of Special Education
312 Smith Hall
749-2171
Rationale
Secondary special education programs present special challenges because of the unique characteristics of adolescents, needs of middle/secondary schools, funding, and internal factors. Although many generic educational strategies can successfully be used with both elementary and secondary students, adolescents required educators to have specific skills for designing and developing positive programs. This course examines the unique needs of the adolescent with exceptionality and focuses on the development of appropriate educational and behavior management programs for these students. SPED 405 which requires a ten clock hour observation period is taken in conjunction with this course.
Course Textbook
The specific textbook recommended for use with this course was not selected at the time of syllabus submission.
Competencies
The competencies for this course align themselves with the principles set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC,1992). These principles are based on the premise that “an effective teacher must be able to integrate content knowledge with pedagogical understanding to assure that all students learn and perform at high levels.” The INTASC standards are provided below. The INTASC principles and standards in bold are specifically emphasized in this course.
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teachers and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, & personal development.
Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner.
Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Principle 5: 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.
Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle 7: The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Principle 9: 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.
Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
In addition to the INTASC standards noted above, successful participants in this course will meet and demonstrate specific competencies during this course They are as follows:
Specific Competency for the Course Demonstrations
The teacher recognizes different learning styles of individuals and how to adapt teaching to these styles. P4K1 / Learning styles assignment, Stages of instruction activityThe teacher prepares appropriate lesson plans. P4P4 / Lesson plans
The teacher recognizes the need to integrate affective, social, and career/vocational sills with academic curricula. P4P7 / Lesson plans, Lesson needs list
The teacher identifies realistic expectations for personal and social behavior in various settings. P5P3 / Lesson plans, needs list, Case reflections
The teacher has knowledge of instructional methods, techniques, and curriculum materials. P7K1 / Lesson plans, Exams
The teacher devises alternatives for teaching skills and strategies to individuals who differ in degree and kind of disability. P7K4 / Annotated lesson bibliography, Lesson modification
The teacher identifies sources of specialized materials for students with special needs. P7K5 / Materials review, Materials list for lessons
The teacher plans, organizes, and implement individualized student programs appropriate to the cognitive and affective needs of the student with special needs with special consideration to environmental conditions. P7P1 / Developed lesson plans, Lesson needs list
The teacher uses research-supported instructional strategies and practice for teaching individuals with special needs.P7P3 / Annotated lesson bibliography
Instructional Methods
Lecture, chalkboard, overheads, audio-visual sources, learning simulation activities, role-playing, guest speakers, student questions, readings, projects, research and student experiences may be used.
Evaluation
Periodic mental exercises (examinations) will be given over lecture, discussion, other reading material, and any other information used or suggested. Announced mental exercises carry an approximate weight of 100 points and will vary according to the creativity and stamina of the instructor. A final mental exercise will have the same weight as each of the other regularly scheduled exercises. Since this course builds each day upon material presented, the final exercise is to be viewed as cumulative only in regards to general principles.
General Class Rules
Students are expected to attend all classes. A student may make up class work without penalty if (1) engaged in approved University activities; (2) ill, the validity of which is proven to the satisfaction of the instructor; or (3) prevented from attending by some other circumstance considered adequately extenuating by the course instructor. It should be noted that the instructor is a "hard sell" on this topic. This course is for preprofessionals in education; thus, appropriate behavior and attendance is expected at all times. The instructor reserves the right to take and reward attendance without notice.
Computers: Having and using a laptop computer is one of the privileges of attending Buena Vista University. Use in the classroom for taking notes is an option that the student may choose. It should be noted that if the use of the computer is abused in class by such actions as playing games, completing personal correspondence, or work on non-class activities the privilege will be revoked by the instructor. At the first indiscretion by a student, the teacher will give a verbal warning to the class. A second indiscretion will result in all computer use for the remaining portion of that day’s class period. A third indiscretion will result in all student computer use being prohibited in the classroom.
Work: All work is expected at class time on the due date. Late work is taken at the discretion of the instructor and carries an automatic 10% deduction for each calendar day it is overdue. Deductions start at the moment that class is over.
Honesty: Academic dishonesty occurs when a student uses unauthorized information while taking a test; submits work someone else has done as his/her own or misrepresents work done; gains access to materials to achieve a private advantage in preparing for an examination or course activity; or knowingly assists in such practices. There are seven broad are as of academic dishonesty: obtaining unauthorized information, giving unauthorized information, committing plagiarism, misrepresenting facts, offering bribes, using library resources unethically, and using computer resources unethically. Behavior in these areas by members of this course will not be tolerated.
Designing Instruction Assignment
This assignment is made to give the perspective student the opportunity to develop plans for three types of lessons. Given the case student of a K-6 student recommended for special education services, each class member will select two (2) of the identified objectives for the case study student and develop lesson plans appropriate for that student. One of the objectives should be academically oriented while the other objective should be socially/behaviorally oriented. Lesson plans will minimally include information regarding the following areas: main objective of the I.E.P. and specific sub skill objective(s) for this lesson, prerequisite skills needed, how the lesson will be introduced (establishing set), main points and activities of the actual lesson, how the lesson will be ended (closure), materials needed, and an indication of how the teacher will be able to evaluate if the lesson objective has been accomplished. The third lesson plan should be the modification of a lesson in which the student is "included" in a regular classroom. A copy of the regular lesson plan (copy from a commercial instructor's manual is acceptable) shall be provided (by you). The lesson plan shall consist of how you, as the special educator, intend to modify this lesson to allow for the full participation of the student. A full and complete description of modifications of the lesson and materials will be developed. Each lesson plan will include a brief annotated bibliography of two publications (minimum) related to the lesson - either by subject or methodology. A rationale statement of why this article relates directly to the lesson planned shall be provided. A.P.A. style will be used in the bibliography. Sources utilized must be less than three years old. Each lesson plan is worth 30 points for a total of 90 points for this specific assignment.
Data Collection Assignment
Because of an ever-increasing demand for accountability, teachers today are expected to plan and act on clear data rather than “gut” impressions. Thus, sound teacher preparation programs have an obligation to provide experiences during which the preservice teacher has an opportunity to practice gathering data in a variety of formats. During the observation portion of this course each participant will be expected to select a pupil in the observed program, gather, and record data about a specific behavior. A minimum of two types of data will be collected (i.e. duration, event, latency, etc.). Participants will clearly identify the behavior to be observed, create a data collection form, and write a brief summary of the recording session. The total value of the assignment is 20 points.
The course instructor in class will further discuss all assignments in class. As always, class members may speak to the instructor about assignments privately if they desire to do so. Be advised that the closer to the due date that you wait to initially discuss your specific concerns, the less friendly the instructor will be about the matter.
Grades
It should be noted that this course is competency-based and that each student earns points for various activities. Thus, the instructor is merely a person who assigns grades according to the points earned by you and does not "give" grades. Grades are assigned based on the total points available. Grades will be assigned accordingly:
90% - 100% = A Attendance and class participation will have
80% - 89% = B an effect on borderline point totals.
70% - 79% = C
60 % - 69% = D
Self monitoring (Optional)
To facilitate communication and to assist the student it is strongly suggested that each student monitor his/her progress. One way of doing this is for the student to track his/her scores on each aspect of this course. The following is provided as an assistance to the student for that task and is an optional activity.
How Am I Doing?Activity Points Possible My Score
Exam
Lesson plan - academic 30
Lesson plan – non-academic 30
Lesson plan - modified 30
TOTAL GOING INTO FINAL
7-12 Methods
Tentative Schedule
Week 1 Special Education in Secondary Schools
Week 2 Characteristics of Adolescents
Week 3 Assessment and Secondary Schools
Week 4 Diversity and Secondary Issues
Week 5 Motivating Students
Week 6 Communication & Collaboration
Week 7 Academic Content
Week 8 Study Skills
Week 9 Spring Break
Week 10 Survival Skills for School
Week 11 Vocational / Career
Week 12 Recreational
Week 13 Social Development
Week 14 Character Education
Week 15 Adulthood - The True Reality Show
Spring 2005