University of
Wisconsin-Superior
TED Special Education
Program
Fall, 2006
Designed to develop knowledge in measurement theory, assessment practices, legal and ethical precautions, and familiarization with selected assessment instruments. Preparation for developing the IEP. Prerequisites: TED 688, TED 683, TED 684
Overton, T. (2006).
Assessing Learners with Special Needs: An
applied approach. (5th ed.).
Bateman, B.D. & Linden, M.A. (1998). Better IEP’s: How to develop legally
correct
and educationally useful programs.
(3rd ed.).
Gail Peterson Craig, Ed.D. Office Hours
McCaskill Hall 128-A MTW 1- 3:30 p.m.
715-394-8144 (voice mail) Thurs., F 10-12 noon
FAX: 715-394-8146
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
a. understands how learning occurs – how students 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 influence learning 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 and facilitate higher order thinking skills.
The special educator
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.
Performances
The special educator
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 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.
8. Assessment
The special educator understands and uses formal and informal assessment strategies to access, diagnose and evaluate students for placement and educational planning.
The special educator
a. understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced, norm-referenced, standardized, and performance-based tests, observation systems, and authentic assessment) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth.
b. knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
c. understands the ethical use and potential limitations of various assessments and tools for meeting the legal requirements for identification of students with disabilities, instructional program planning and ongoing monitoring of student progress, behavioral change and intervention, transition planning, and program evaluation and accountability.
Dispositions
The special educator
d. values ongoing assessments as essential to their instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for screening, diagnosing and placing students and also for monitoring and promoting their learning.
Performances
The special educator
e. appropriately uses a variety of formal and informal exceptionality specific assessment instruments and techniques to prepare formal social, behavior and academic assessment reports.
f. uses ecological assessment that includes an analysis of student, environment and task.
g. can select, administer, and interpret if instruments and strategies are valid, reliable, and appropriate to the purpose of assessment.
h. can adapt and modify existing assessment tools to accommodate the unique abilities and needs of students, including skill inventories, portfolio assessments, and classroom tests.
i. can communicate assessment results verbally and in writing to multiple audiences.
j. can incorporate strategies that consider the influence of diversity on assessment, eligibility, programming and placement of individuals with disabilities.
k. can make decisions about the participation of students in state, district and other general education assessments and modification of assessment tools or development of alternative assessments to meet the specific needs of students with disabilities.
10.
Professionalism
The special educator understands the importance of and fosters relationships with school colleagues, parents, and agencies in the larger community to support the highest educational and quality of life potential for all students and practices within the CEC Code of Ethics.
The special educator
a. understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works.
b. understands how factors in the students’ environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students’ life and learning.
c. understands and implements laws related to students’ rights and teacher responsibilities (e.g. for equal education, appropriate education for all students, confidentiality, privacy, appropriate treatment of students, reporting in situation related to possible child abuse).
d. examines acceptable policies for the use and access of technology in schools, including strategies for addressing threats to security of technology systems, data, and information, and examines issues related to equitable access in community and home environments.
Dispositions
The special educator
e. respects the privacy of students and confidentiality of information.
f. appreciates and is concerned about the importance of all aspects of a child’s experience.
g. is willing to consult with others regarding the education and well-being of his/her students.
Performances
The special educator
g. participates in collegial activities designed to make the entire school a productive learning environment.
h. makes respectful and productive links with teachers of other classes and activities within the schools, and professionals in other community agencies.
i. can identify and use community resources to foster learning for students with learning disabilities.
j. talks with and listens to students, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems.
k. acts as an advocate for students with disabilities.
l. employs technology tools to collect, analyze, interpret, represent, and communicate student performance data and other professional tasks.
m. demonstrates awareness and sensitivity to culture, religion, gender, sexual orientation, disability and level of technical knowledge among students, family and colleagues.
n. maintains a sense of professional efficacy by developing high expectations for life span potential of individuals with disabilities.
o. demonstrates accountability for meeting student’s unique needs, supporting students and their families and maintaining a high level of professional knowledge, competence and integrity in the practice of their profession.
p. practices professional conduct that protects the confidentiality of students and their families.
V. GRADING: (Notify me in writing if you will not be able to complete an assignment on time. Grades may be lowered for late assignments. Assignments will not be accepted after one week.)
93 – 100% A
86 – 92% B
78 – 85% C
71 – 77% D
70% Failing
VI. COURSE REQUIREMENTS (Detailed guidelines will be provided.)
1. Attendance and participation are required. If an emergency prevents you from attending class, please notify the professor before class. Absences may cause negative impact on the final grade. If you have three absences, you will be asked to view a video and to meet with the professor to discuss it. No differentiation is made between excused and unexcused absences.
2. Test Analysis Report (150 points). Designated Assignment
3. Woodcock-Johnson III
- Administer and analyze
- Not graded separately. It is incorporated into #4.
4. Assessment and Intervention Project (250 points). Designated Assignment
5. Developing general skills for writing IEPs
6. Assessments over textbook reading assignments. ( 10 point MC quizzes over designated chapters.)
7. Reflection for your Professional Portfolio (20 points).
8. Activities to supplement text.
VII. COURSE SCHEDULE TO BE PROVIDED AND DISCUSSED DURING FIRST CLASS MEETING.
THE INSTRUCTOR RESERVES
THE RIGHT TO EXERCISE PROFESSIONAL JUDGMENT IN ADJUSTING COURSE REQUIREMENTS
Elliott, J., Ysseldyke, J., Thurlow, M., & Erickson, R. (1998). What about assessment and accountability. TEACHING Exceptional Children. 31(1). 20-27.
Elliott, S. N. (1998). Performance assessment of students’ achievement: Research and practice. Learning Disabilities Research & Practice, 13(4), 233-241.
Elliott, S. N., Kratochwill, T. R., & Schulte, A.G. (Nov/Dec 1998). Assessment accommodation checklist. TEACHING Exceptional Children. 10-14.
Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13(4), 204-219.
Hartshorne, T.S. & Boomer, L.W. (1993, Summer). Privacy of school records: What every special education teacher should know. TEACHING Exceptional Children, 32-35.
Idol,
L, Nevin, A., & Paolucci-Whitcomb, P. (1999). Models of
curriculum-based assessment: A blueprint
for learning.
Keefe,
C.H. (1995, Winter). Portfolios: Mirrors of learning. TEACHING
Exceptional Children.
King-Sears,
M., Burgess, M., & Lawson, L. (1999).
Applying curriculum-based assessment in inclusive settings. TEACHING Exceptional Children, 32(1), 30-38.
Kroeger, S., Leibold, C., (1999). Creating a sense of ownership in the IEP process. TEACHING Exceptional Children, 32(1). 4-9.
Entire issue: TEACHING Exceptional Children (Nov/Dec, 1998) Assessment.
Entire issue: Learning Disabilities Research & Practice (1998). 13 (4). Assessment and diagnostic issues in learning disabilities.
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. 4. Bloodborne 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 as 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.