ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EEX 3012
Nature and Needs of Exceptional Students K-12
This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix: / EEX 3012Section #: / 3366
Credit Hours: / Three Credits
Co-requisites: / None
Pre-requisites: / Admission to Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS, or Middle Grades General Science Education, or Science Teacher Education Biology Teacher Education BS, or Middle Grades Mathematics Education BS, or Secondary Mathematics Education BS, or Educational Studies BS.
Day, Time and Campus: / Monday/Wednesday / 12:40-1:55 / Tarpon Springs
Modality: / Face to Face BB209
Professor: / Dr. Emily Hoeh
Office Hours: / Mon/Wed 2:30-5:00 or as posted / Emails answered within 48 business hours
Office Location: / Tarpon Springs BB 114 / https://web.spcollege.edu/instructors/id/hoeh.emily
Office Phone: / 727-712-5204
Email Address: / MyCourses course email
ACADEMIC DEPARTMENT: College of Education
Dean: / Kimberly Hartman, Ph.D.Office Location & Number: / Tarpon Springs / BB 101
I. COURSE DESCRIPTION
This survey course uses common characteristics of students with exceptionalities to assist the teacher candidate to implement differentiated teaching strategies, accommodations, and modifications in the classroom. Course topics are placed in the historic and legal contexts of disability advocacy, including the current Response to Intervention initiative. This course includes a minimum of 10 school-based hours of experiences with students who have disabilities. 47 contact hours.Welcome to Nature and Needs EEX 3012! This is an interactive course with plenty of opportunities to engage in the course work, with peers and the instructor. Come prepared to learn! Dr. Hoeh
II. MAJOR LEARNING OUTCOMES
1. The student will analyze the effects of the Individuals with Disabilities Education Improvement Act ( IDEIA), Section 504 and the Americans with Disabilities Act (ADA) on current practice by:a. comparing and contrasting the major effects of the IDEIA and the ADA on K-12 education.
b. determining the significance of major cases in special education law.
c. reflecting on how legal and historic developments have influenced current delivery of special education services.
2. The student will reflect on his/her own attitudes toward persons with disabilities, evaluate, and integrate these into his/her professional attitudes and behaviors by:
a. participating in school-based experiences to apply campus-based learning.
b. reflecting in writing upon participation in authentic life experiences with persons with disabilities.
c. relating, through reaction papers, as a future teacher, to situations shared through video and/or guest speakers.
3. The student will analyze student records and create anecdotal observation records of the type used in Response to Intervention and the exceptional education staffing process by:
a. analyzing the interventions and staffing process of a student in an authentic setting.
b. creating and analyzing anecdotal records in an authentic setting.
c. outlining the use of Response to Intervention observed in classroom visits.
4. The student will examine the different categories of disabilities to discriminate indicators of each category, to predict impact on learning, to create differentiated teaching approaches that foster an inclusive approach by regular and special educators and to find similarities and differences of English Language Learners (ELL) students and students with each disability by:
a. identifying academic and affective behaviors of each disability that may impact learning and indicate the need for intervention.
b. evaluating differentiated teaching approaches to determine appropriateness for specific disability characteristics and for personal teaching style.
c. designing approaches, accommodations and modifications to address these needs in the inclusive classroom.
d. comparing and contrasting the needs of students with each disability with those of ESOL students.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s) / Required :· Turnbull, A., Turnbull R., Wehmeyer, M. and Shogren, K. (2016). Exceptional Lives: Special Education in Today’s Schools, (8th Ed.) New Jersey: Merrill Prentice Hall. (ISBN 13:978-0-13-375407-0).
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
- Resources http://www.cec.sped.org
- http://www.nichcy.org/
- http://www.edhelper.com/
- http://www.teachersfirst.com/index.cfm
- http://www.teachnology.com/
- http://coe.jmu.edu/Learningtoolbox/
- “Educator Accomplished Practices: Preprofessional Competencies for Teachers of the Twenty- First Century”. Florida DOE.
- SLD http://www.ldanatl.org & http://www.ldonline.com/
- ADHD http://www.chadd.org
- E/BD http://www.state.ky.us/agencies/behave/homepage.html
- http://www.nami.org
- InD http://www.thearc.org
- AUTISM http://www.autismspeaks.org
Library: / http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MyCourses continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .pdf)
D. Supplies
Group presentations will require some supplies and copies.Printer paper & ink
3”+ Binder for ESE Resource Guide (optional)
Digital device that is internet enabled to search the web- laptop, smart phone, tablet- if you do not have one already please see the instructor for directions to sign one out with the COE
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires a minimum of 10 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.
Rubrics for completing the assignments and how they will be graded are included online in the MyCourses Assignments folder.This course requires observation /participation in a classroom setting that includes students with IEPs, not including speech or gifted. Grade level selection is dictated by major: El.Ed. (K-5), ESE (6-8), Secondary (6-12). Please see School Based Expectations outline of required activities and plan the use of your time wisely.B. ALL Course Assignments- subject to change, professor has final decision on all aspects of assignments
Points / Title & MLOs / Assignments / Submission /15 points / Assigned Reading Summary
#4 A,B,C,D / Assignment 1: Student will complete lecture summary on the text readings/assigned reading prior to attending class (Mon/Wed @11:30AM): i.e. SQ3R/HOCs & LOCs questions, Disability Summary From and/or Assistive Technology Table (see Summary template) / Due: Bi-weekly Digital copy Dropbox
Due date: Mon/Wed
5 points / Culturally Responsive
Instruction Reflection
# 1 A,B,C
# 4 D / Assignment 2: Write a reflective paper including APA reference to all assigned readings supporting three personal conclusions on culturally responsive teaching (2-3 pages, APA)
Reading 1: Disproportionality in Special Education Identification and Placement of English Language Learners
Reading 2: Culturally Different Students in Special Education
Reading 3: CRDC-School-Discipline-Snapshot / Drop box
Due date: Session 9
5 points / *Exam 1
# 1 A,B,C / Assignment 3: Exam 1*
Chapter 1: IDEA, nondiscriminatory eval.; LRE ADA, NCLB, public perception, minority representation, Individualized Education Plans (IEPs)
Chapter 2: Adaptation to general education curriculum, continuum of services, inclusion’s four key principles, LRE, RTI and course content) / Due: In class
Due date: Session 7
15 points / *Oral Presentation: assigned disability
# 4 A,B,C,D / Assignment 4: Disability Presentation*
In groups, students will plan, create and present an interactive oral presentation (rubric specifications) must include:
High quality resources and an activities
Classroom adaptations summary* - Accommodations Decision Tree and Miller’s Nine Types of Modifications
Assistive Technology appropriate to each disability/need
ESOL/ESE Comparison Chart * – For all of the disabilities, compare and contrast this disability to characteristics of ELL students.
(Reference IDEA & Florida Consent Decree).
Lead class discussion for assigned disability
HOCs and LOCs questions, answers & levels *
Presenting groups post three higher order questions and two lower order questions prior to the presentation on the SQ3R for your topic. / Dropbox Due date: Sessions 12- 22
*1 week in advance of assigned presentation
Oral Presentation: Class
Handouts: Hard/Digital
Activity: Bring to class and picture Chalk Wire
Digital Presentation: Dropbox & C and W
Group materials -
Submit to faculty one week before scheduled presentation via Dropbox: HOCs/ LOCs questions (SQ3R), Disability Summary Sheet, Accommodations table and presentation materials)
25 pts total / Assignment 5: School Based Experience Notebook* / Submit on ONE word doc Dropbox folder
5 points / PART A:
School Based Notebook
#2 A / Include school computer printout or alternately the letter signed by school official AND signed hour sheet SHOWING ALL CLASSES SCHOOL BASED HOURS FOR THE SEMESTER. A table recording tutoring sessions, observed instructional strategies checklist and other documentation. / Dropbox
Due date: Session 28
15 points / PART B:
ESE Case Study
#2 A, B & C
#3 A & C / Conduct a case study based on child with an IEP (other than gifted or speech), use Case Study Rubric and self-evaluation rubric. Complete a records review and one hours of tutoring. Obtain permission from the school to review cumulative records during the beginning of the field placement. If you have problems with this, please see your instructor. Course supplement has a permission form for you to give to parents if the school requires you to do so. (2-3 pages) / Dropbox
Due date: Session 28
5 points / Part C:
Anecdotal Records
#3 B / Observe a student with a disability over three 15-20 minute sessions with varying instructors/settings/content delivery. Complete an anecdotal record to include: student behaviors, verbal exchanges with peers/adults and nonverbal body language to reflect the student’s disposition across a variety of experiences (2-3 pages) / Dropbox
Due date: Session 28
5 points / Life Encounter
#2 B / Assignment 6: Life Encounter paper
Reflect on your experience with a person with a disability outside of a school setting, thoughtfully replying to four guide questions listed in the assignment folder, follow COE writing guidelines / Dropbox
Due date: Session 23
5 points / Assistive
Technology
Module
#4 C / Assignment 7: Assistive Technology
Complete IRIS module assessment questions 1-4
AT template
Infuse AT during group presentation
(2 pages, reference links) / Drop box
Due date: Session 22
5 points / Co teaching
Module
#4 C / Assignment 8: Co-teaching
Watch the Power of Two video (Mycourses)
Complete a summary (logistics of each co-teaching approach, pros and cons)
Create/lead a role play experience with a small group to present to the class based on assigned co-teaching method / Drop box
Due date: Session 24
5 points / Strategy Based Instruction: MTSS (RTI)
#4 C / Assignment 9: Strategy Based Instruction
(a) Complete IRIS module on strategy based instruction/MTSS include an reference link
(b) Create/lead a role play experience demonstrating the instructional strategy (interventioncentral.org) with a small group to present to the class based on assigned strategy / Dropbox
Due date: Session 28
15 points / Final Exam
# 1, 2, 3 & 4 / Assignment 10: Chapters 1-16 and inclusion, collaboration, co-teaching, and disability etiquette. Exam is open-resource guide, but not open text
Note: Review guidelines for your Resource Binder using Live Binder (online 3 ring binder) / Digital Resource Binder- use on final exam
Due date: SPC Finals Schedule
May 1st 2:00-2:50
Active
Attendance
# 1, 2, 3 & 4 / Participation
SQ3R must be complete and turned in prior to class! Bring a digital or hard copy for daily discussion in class.
Points are earned for every day the student ATTENDS and participates. Each TARDY or absence will deduct one point. Points will be assigned to in-class activities, also. / In class, every time!
100 TOTAL POINTS
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 2, 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.
- Record of hours FEAP rubric is scored as a 0 (unsatisfactory) or a 1 (satisfactory)
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
A.
B. SPC Syllabus Statements
http://www.spcollege.edu/addendum/index.php
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.
Calendar follows on next page.
VI. CALENDAR AND TOPICAL OUTLINE
.EEX 3012 Nature and Needs of Exceptional Students
Subject to change per instructor
Session
/ To Do PRIOR to Session
/ Topical Session Agenda (In Class)
/ MLOs
/
Getting Started / q Bring Syllabus to class
q Explore MyCourses content
q Complete Read Me First module (Discussion)
q Print ESE Alphabet Soup handout
q Review oral presentation
q Review Resource Binder
q Review weekly chapter summary