University of Wisconsin – Superior

TED 488: The Exceptional Learner

Fall, 2006

 

 

 

             I.      Catalogue Description

 

An introduction to and a foundation for understanding the field of special education, including historical, theoretical, ethical and legal influences.  Includes a survey of different disability categories covered in IDEA, with an emphasis on the role of a special educator in both the special education and the inclusive general education classroom.

 

          II.      Required Textbook

 

Heward, W.L.  (2006).  Exceptional children: An introduction to special education (8th ed.).  Upper Saddle River, NJ: Merrill.

 

       III.      Special Education Program Faculty

 

Gail Peterson Craig, Ed.D.                                       Regular Office Hours:

McCaskill Hall 128A                                                    M-W   Afternoons

715-394-8144 (leave voice mail message)                    Th-F    Mornings

FAX: 715-394-8146                                                    M         5:15 – 6:30

gcraig@uwsuper.edu

 

 

 

        IV.      Program Standards and Competencies

 

1.      Content and Curriculum                                            

The special educator understands the historical background, central concepts, tools of inquiry and strategies for the education of students with special educational needs and can create positive learning experiences and environments for those students.

 

Knowledge

 

The special educator of students with disabilities

 

  1. understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
  2. has a working knowledge of current educational terminology and definitions of students with disabilities, including identification criteria and labeling controversies, professionally accepted classification systems, and current incidence and prevalence figures.
  3. understands the historical foundation, legislative mandates, critical legal cases and major contributors that form the basis for growth and improvement of knowledge and practices in general and special education specific to individuals with disabilities.
  4. understands cultural and social factors relevant to individuals with disabilities.

 

Disposition

 

The special educator of students with disabilities

e.        appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the learner.

f.         sees connections to everyday life in what she/he teaches and is able to communicate these to students with disabilities.

g.       realizes that subject matter knowledge is not a fixed body of facts but is complex and ever evolving; seeks to keep abreast of new ideas and understandings of the field of special education.

 

Performance

 

The special educator of students with disabilities

 

  1. can evaluate teaching resources and curriculum materials for their usefulness in representing particular ideas and concepts to students with disabilities.
  2. articulates the pros and cons of current issues and trends in special education.
  3. articulates the factors that influence the overrepresentation of culturally/linguistically diverse students in programs for individuals with disabilities.
  4. delineates the principles of normalization, least restrictive environment and full inclusion as they are used in designing educational programs for students with disabilities.

 

2. Student Development and Learning         

The special educator understands how children and youth with special educational needs learn and provides instruction that supports their intellectual, social, and personal development.

 

Knowledge

 

The special educator of students with disabilities

 

  1. understands how learning occurs – how students with disabilities construct knowledge, acquire skills, and develop habits of mind – and knows how to use instructional strategies that promote student learning.
  2. understands that students’ physical, social, emotional, moral, and cognitive development influence learning, especially as they relate to students with disabilities, and knows how to address these factors when making instructional decisions.

c.        is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral, and cognitive), and understands how development in any one domain may effect performance in others.

  1. identifies the benefits of technology, including assistive technology to maximize the learning of students with disabilities and to facilitate higher order thinking skills.

 

Disposition

 

The special educator of students with disabilities

 

e.        appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.

f.         is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for learning.

 

Performance

 

The special educator of students with disabilities

 

g.       assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.

h.       encourages students with disabilities to assume responsibility for shaping their learning tasks.

i.         accesses students’ thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.

 

3. Diverse Learners

The special educator understands how pupils with special educational needs differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the various needs of these pupils including those with diverse backgrounds.

 

Knowledge

 

The special educator of students with disabilities

 

a.        understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, metacognitive skills, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth.

b.       understands and can design and provide adaptations for students with disabilities.

c.        knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.

d.       has a well-grounded framework for understanding diversity and knows how to learn about and incorporate students’ talents, experiences, language, culture, family and community values and resources, and prior learning into instruction.

 

Disposition

 

The special educator of students with disabilities

 

e.        believes that all children can learn at high levels and persists in helping all children achieve success.

f.         makes students feel valued for potential as people, and helps them to value each other.

g.       is sensitive to community and cultural norms.

h.       appreciates and values human diversity, shows respect for students’ varied talents, perspectives, skills, and differing personal and family backgrounds, and is committed to the pursuit of “individually configured excellence”.

 

Performance

 

The special educator of students with disabilities

 

i.         identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, needs, metacognitive skills, experiences, and performance modes.

j.         makes appropriate modification and accommodation for students with disabilities.

k.        can appropriately identify and access support services or resources to meet diverse learning needs or particular talents of students with disabilities.

l.         seeks to understand students’ families, cultures, and communities, and uses this information as a basis for connecting instruction to the experience of individual students with disabilities.

 

           V.      Assignments – (Complete descriptions will be provided):

 

·        Exams (3) – 40 points each (120 total)

·        IEP Case Study (Derek) - 80 points

·        Issue Paper (1) – 50 points

·        Paper: “Working With Students With Special Needs.” – 50 points

·        One Minute Papers (OMP) – 10 points each (110 points total)

·        Group Process Checklist (GPC) 5 points each (10 points total)

·        Participation and Attendance – total points if complete all activities at 90% or better:  60 points

o       One Minute Papers (OMP)

o       Group Process Checklist (GPC)

o       Simulation: Personal Hearing Loss

o       Cooperative Learning Jigsaw Activity

o       Technology Skills

o       Supplementary Readings

o       Assessment of  Learning Gains

 

 

        VI.      Grading          

 

93-100%         A

85-92                 B

73-84                 C

65-72               D

64                Failing

 

Attendance and participation are required.  If an emergency prevents you from meeting with your group, please notify so that adjustments can be made.  More than two absences may cause negative impact on final grade.

 

VII.  Selected Bibliography  

 

Choate, J.D.  (2000).  Successful inclusive teaching: Proven ways to detect and correct special needs (2nd ed.).  Boston: Allyn & Bacon.

 

Hourcade, J.J. & Bauwens, J.  (2003).  Cooperative teaching: Rebuilding and sharing the schoolhouse.  Austin, TX: pro-ed.

 

Payne, R.K. (1996).  A Framework for Understanding Poverty (3rd ed.).  Highlands, TX:  aha! Process, Inc.

 

Simpson, R.L. & Zionts, P.  (2000).  Autism: Information and resources for professionals and parents (2nd ed.).  Austin, TX: pro-ed.

 

Takaki, R.  (1993).  A different mirror: A history of multicultural America.  Boston: Little, Brown, and Co.

 

Tuttle, C.G. & Tuttle, G.A.  (1996).  Challenging voices.  Los Angeles: Lowell House.

 

Zionts, P.  (ed).  (1997).  Inclusion strategies for students with learning and behavior problems: Perspectives, experiences, and best practices.  Austin, TX: pro-ed.

 

 

 

VIII.  University Policies

 

The University of Wisconsin-Superior is dedicated to a safe, supportive and nondiscriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding special accommodations, academic misconduct, religious beliefs accommodations, discrimination and absence for University sponsored events. For details refer to the appropriate sections in the UW-Superior Class Schedule or the UW-Superior General Catalog and the “Students Disciplinary Procedure” (UWS Chapter 14) and the “Students Nonacademic Disciplinary Procedures” (UWS Chapter 17).