University of Wisconsin-Superior
TED 483 Introduction to Cross Categorical Special Education I
Fall, 2006
Historical perspectives, legislative and litigative history, models, theories, and philosophies that provides the basis for special education practices. Topics include: current legislation, regulations, policies, litigation, and ethical issues related to provision of educational services for students with disabilities. Special emphasis on teaching learners with learning disabilities.
Smith, C. R. (2004).
Learning disabilities: The
interaction of students and their environments (5th ed.).
Bateman, B.D., & Herr, C.M.
(2006). Writing measurable IEP goals and objectives (2nd ed.).
Gail Peterson Craig, Ed.D. Office Hours:
McCaskill Hall 128-A M, T,
(715) 394-8144 Th,
F
gcraig@uwsuper.edu W
FAX 715-394-8146
1. Content and Curriculum
The special educator understands the historical background, central concepts, tools of inquiry and strategies of the education of students with special educational needs and can create positive experiences and environments for those students.
The special educator
a. understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
b. has a working knowledge of current educational terminology and definitions of students with learning disabilities, including identification criteria and labeling controversies, professionally accepted classification systems, and current incidences and prevalence figures.
c. understands the historical foundation (contributions of theories, philosophies, and classic studies in the fields of medicine, psychology, and education to current knowledge, legislation and practices), 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 learning disabilities.
d. understands terminology, definition, classification, identification, etiology, prevalence, characteristics, and cultural and social factors relevant to individuals with learning disabilities.
The special educator
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 learning 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.
The special educator
h. can evaluate teaching resources and curriculum materials for their usefulness in representing particular ideas and concepts to students with learning disabilities.
i. engages students with learning disabilities in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence.
j. creates interdisciplinary experiences that encourage students with learning disabilities to integrate knowledge, skills, and methods of inquiry from several subject areas.
k. articulates the pros and cons of current issues and trends in special education and the field of learning disabilities.
l. articulates the factors that influence the overrepresentation of culturally/ linguistically diverse students in programs for individuals with learning disabilities.
m. delineates the principles of normalization, least restrictive environment and full inclusion as they are used in designing educational programs for students with learning 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.
The special educator
a. understands how learning occurs ‑ how students with learning disabilities construct knowledge, acquire skills, and develop habits of mind ‑ and knows how to use instructional strategies that promote student learning.
b. understands that students' physical, social, emotional, moral, and cognitive development influences learning, especially as they relate to students with learning 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), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.
d. identifies the benefits of technology, including assistive technology to maximize the learning of students with learning disabilities and facilitate higher order thinking skills.
e. understands learning disabilities to be a lifelong disability that may affect cognitive information processing, physical, social, emotional, and vocational as well as academic performance.
The special educator
f. 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.
g. is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.
The special educator
h. 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.
i. encourages students with learning disabilities to assume responsibility for shaping their tasks.
j. Accesses students’ thinking and experience 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
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 learning disabilities and other exceptionalities.
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.
The special educator
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".
The special educator
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 learning disabilities.
k. can appropriately identify and access support services or resources to meet diverse learning needs or particular talents of students with learning disabilities.
i. 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 learning
disabilities.
9. Professional Development
The special educator understands the importance and purposes of professional development and is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the community, him or herself and others, and who actively seeks out opportunities to grow professionally.
The special educator
a. understands methods of inquiry that provide him/her with a variety of self‑assessment and problem‑solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.
b. is aware of major areas of research in the field of learning disabilities and of resources available for professional development (e.g. professional literature, colleagues, professional associations, professional development activities).
c. identifies technology‑related health, safety, legal and ethical issues, including copyright, privacy, access, and security of technology systems, data, and information.
d. understands critical frameworks for reflecting on teaching practice.
The special educator
e. values critical thinking and self‑directed learning as habits of mind.
f. is committed to seeking out, developing, and continually refining practices that address the individual needs of students.
g.
recognizes his/her professional
responsibility for engaging in and supporting appropriate professional
practices for self and colleagues.
The special educator
h. articulates
and defends a philosophy of special education and subscribes to the CEC Code of
Ethics to guide his/her practice.
i. uses classroom observation, information about students, cultural, social and philosophical frameworks, and research as sources for evaluating the outcomes of teaching and learning as a basis for reflecting on and revising practice.
j. draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem‑solving and new ideas, actively sharing experiences and seeking and giving feedback.
k. identifies and engages in technology‑based opportunities (such as distance education and online professional collaboration with peers and experts) for professional education and lifelong learning, problem solving, and related decision‑making for maximizing learning for students with learning disabilities.
l. is familiar with and makes use of consumer and professional organizations, publications, and journals relevant to the field of learning disabilities.
V.
Grading:
Notify the instructor in writing if an assignment will be late. Each day, points will be subtracted. The assignment will not be accepted after one
week. Points not letter grades,
are entered in the grade book.
A = 93 – 100%
B = 85 – 92%
C = 73 – 84%
D = 65 – 72%
F = 64 – 0%
1. Attendance is required. If an emergency prevents a student from attending a class period, please contact the instructor before class. Absences may cause negative impact to the final grade—reduce grade by one grade level.
2. Begin creation of professional portfolio in special education. (a) Write reflection about one designated assignment. (b) Write current Resume. 30 points
3. Essay test covering content in text, class activities, and class discussions. (Designated Assignment) 60 points.
4. Quizzes over designated chapters. 40 points.
5. Tutoring with a certified teacher of students with learning disabilities: (Designated Assignment). 100 points
6. In-class collaboration project: Sally Simon Case Study (Designated Assignment). 100 points.
7. Participation in the Jigsaw Cooperative Learning activity (Designated Assignment). Participation in weekly activities to supplement text. Attendance: 50 points.
VII. Bibliography
Beckman, P., @ Weller, C. (1990, Winter). Active, independent learning for
children with learning disabilities. TEACHING Exceptional Children,
26-29.
Fox,
L.H., Brody, L., & Tobin, D (1983). Learning-disabled/Gifted Children:
Identification and
Programming.
Connell, D. (2003). The invisible disability. Scholastic Instructor, 21-25.
Jitendra, A.K, Edwards, L.L., Choutka, C.M. & Treadway, P.S. (2002). A collaborative approach to planning in the content areas for students with learning disabilities: Accessing the general curriculum. Learning Disabilities Research & Practice, 17 (4), 252-267.
Kleinheksel, K.A., & Summy, S.E. (Nov/Dec 2003). Enhancing student learning and social behavior through mnemonic strategies. TEACHING Exceptional Children, 30-35.
Morris, S. (2002). Promoting social skills among students with nonverbal learning disabilities. TEACHING Exceptional Children, 66-70.
Stainbeck, W., & Stainback, S. (1990). Support networks for inclusive schooling:
Interdependent integrated education. Paul H. Brookes Publishing Co.
Yell,
M.L. (1998). The law and special education.
Entire May, 2003 issue: Intervention in School and Clinic 38 (2).
Students with Attention Deficit Disorders: An overview
A practical approach to managing the behaviors of students with ADD
Educational interventions for students with ADD
Pharmacological interventions for students with ADD
An interview: Evelyn Green and Perry Green
20 ways to enhance social and friendship skills
20 ways to collaborate with families of children with ADD
Websites:
The instructor reserves the right to exercise professional judgment in adjusting course requirements or the syllabus in the best interests of students, course material or activities.
UNIVERSITY POLICIES: 1. Class cancellations. When weather conditions are dangerous, students will be informed via the media about class cancellations. Please do not call Public Safety. Phone lines need to be open for emergencies. 2. Accommodation of religious beliefs. Students’ sincerely held religious beliefs shall be reasonably accommodated with respect to scheduling all examinations and other academic requirements. 3. Disabilities Accommodation. Adaptations of methods, materials or testing may be made to accommodate educational participation. Students must inform their instructors at the start of the semester of these needs. (d) Blood borne Pathogens. Students who may be exposed to human blood and certain bodily fluids through classroom activities, practicums, or internships must be provided training and information. Contact Carol Lindberg, Campus Industrial Hygienist, ext. 8073. Please see the catalog, class schedule, Gopher, or Social Issues for full descriptions of these policies.
If you are pregnant and/or give birth during the semester that you are a student in this class, or you are the partner/spouse of a person pregnant or giving birth, you are entitled to any necessary physical, curricular, or test accommodations needed due to the pregnancy and or childbirth. Please let me know in advance so that appropriate arrangements can be made.
In the event of bad weather, the Chancellor and Provost may (1) cancel or postpone classes or (2) close the campus. Call the weather hotline for updates: 715-394-8400 or listen to the local radio, do not call campus safety or other major departments. Phone lines need to be kept open for emergency use only.
Call my office phone (715-394-8144). I will leave a message if class is cancelled.