| Pellissippi State Community College Spring 2012 ECED 2060 PO3 Development of Exceptional Children MWF 11:50 -- 12:45 AL225 (For the TTh class, click here) (For the Thursday evening class, click here) Course hours: 3.0; Credit hours: 3.0; Laboratory hours: 0; Date revised: August 2011 |
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| ______________________________________________________________________________________________________________________________________________________ Instructor Catherine T. Shafer, PhD ctshafer@pstcc.edu OR catherinejts@yahoo.com Additionally you can send me a message from my contact me page. ______________________________________________________________________________________________________________________________________________________ Course Description A study of the practices that educational professionals can apply to develop a more inclusive and accessible environment for all children who qualify for special education under IDEA or Section 504. This course includes strategies for developing strong relationships with families and other community agencies. This course is also designed to give a basic introduction of special education and special education laws and regulations. Catalog Course Description This course covers physical disabilities, intellectual disability, sensory impairment, and the accessing and coordinating of community resources to ensure accurate diagnosis and appropriate treatment and services. Students will learn to interpret diagnostic instruments and to write programs to meet the special needs of exceptional children. ______________________________________________________________________________________________________________________________________________________ Entry level standards: Must be able to read and write at the college level. ______________________________________________________________________________________________________________________________________________________ Prerequisites: None ______________________________________________________________________________________________________________________________________________________ Learning Objectives: Students will understand: The roles and responsibilities of special educators with regard to the six principles of IDEA and professional ethics; Exceptionality categories included in IDEA. Students will learn entry-level skills necessary to: Construct and modify learning environments to best meet the needs of each student; Identify and address limitations imposed by school environments on students identified with disabilities; Communicate information related to special education using professional norms. Students will demonstrate: Awareness of potential effects of identified differences and labeling on individuals; Respect for individuals identified with disabilities, such as through use of appropriate and non-biased language. ______________________________________________________________________________________________________________________________________________________ Instructional processes: Students will: 1. Observe classroom dynamics in various educational settings. Active Learning Strategy, Transitional Strategy 2. Utilize reflective inquiry thinking processes to integrate text and classroom observation. 3. Internalize work ethic by demonstrating regular attendance, punctuality, dependability, cooperation with teachers and peers, and professionalism. 4. Use the Internet and other computer programs to communicate with instructor and other class members. Technological Literacy Outcome (Strategies and outcomes listed after instructional processes reference TBR’s goals for strengthening general education knowledge and basic skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process.) ______________________________________________________________________________________________________________________________________________________ Expectations for Student Performance: Upon successful completion of this course, the student should be able to: 1. Gain an understanding of the necessity for early intervention and special education in an inclusive approach to early childhood education and elementary education. 2. Identify recommended practices and elements of an inclusive educational setting. 3. Exhibit knowledge of legislation dealing with special education and early intervention. 4. Exhibit knowledge of the causes and classifications of developmental disabilities. 5. Identify characteristics of developmental disabilities and at-risk conditions. 6. Gain an understanding of the assessment processes for special education and early intervention. 7. Learn how to work effectively with other professionals in an effort to coordinate a developmentally appropriate educational program including parents, school, and community resources. 8. Identify approaches that are used in implementing developmentally appropriate learning experiences in preparing educators in inclusive settings. ______________________________________________________________________________________________________________________________________________________ NAEYC standards: Standard 1: Promoting Child Development and Learning 1a. Know and understand children’s characteristics and needs. 1b. Know and understand the multiple influences on development and learning. Standard 2: Building Family and Community Relationships 2c. Involve families and communities in their children’s development and learning. Standard 3: Observing, documenting, and assessing to support young children and families. 3b. Know about and use observation, documentation, and other appropriate assessment tools and approaches 3d. Know about assessment partnerships with families and other professionals. Standard 4: Teaching and Learning Substandard 4b: Use developmentally effective approaches Know, understand, and use effective approaches, strategies, and tools for early education. Standard 5: Becoming a professional 5d. Integrate knowledgeable, reflective, and critical perspectives on early education. ______________________________________________________________________________________________________________________________________________________ IDEA Course Evaluation Objectives: Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends); Objective 2: Learning fundamental principles, generalizations, and theories; Objective 4: Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course; Objective 9: Learning how to find and use resources for answering questions or solving problems. ______________________________________________________________________________________________________________________________________________________ Course Schedule Friday, January 13 Monday, January 16 Wednesday, January 18 Friday, January 20 Monday, January 23 Wednesday, January 25 Friday, January 27 Monday, January 30 Wednesday, February 1 Friday, February 3 Monday, February 6 Wednesday, February 8 Friday, February 10 Monday, February 13 Wednesday, February 15 Friday, February 17 Monday, February 20 Wednesday, February 22 Friday, February 24 Monday, February 27 Wednesday, February 29 Friday, March 2 Monday, March 5 -- Friday, March 9 Monday, March 12 Wednesday, March 14 Friday, March 16 Monday, March 19 Wednesday, March 21 Friday, March 23 Monday, March 26 Wednesday, March 28 Friday, March 30 Monday, April 2 Wednesday, April 4 Friday, April 6 Monday, April 9 Wednesday, April 11 Friday, April 13 Monday, April 16 Wednesday, April 18 Friday, April 20 Monday, April 23 Wednesday, April 25 Friday, April 27 Wednesday, May 2, FINAL EXAM, 12:30 -- 2:20; AL225 FINAL EXAM TIME IS DETERMINED BY THE COLLEGE -- PLEASE CHECK THERE FOR CHANGES, JUST IN CASE ... ______________________________________________________________________________________________________________________________________________________ Policies Attendance Policy: Pellissippi State Community College expects students to attend all scheduled instructional activities. At a minimum, students in all courses must be present for at least 75% of their scheduled class and laboratory meetings in order to receive credit for the course. I take attendance every day. Academic Dishonesty: Plagiarism, cheating, and other forms of academic dishonesty are prohibited. A student guilty of academic misconduct, either directly or indirectly through participation or assistance, is immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions that may be imposed through the regular PSCC procedures as a result of academic misconduct, the instructor has the authority to assign an F for the exercise, examination, or course. Accommodations for disabilities: Students who need accommodations because of a disability, have emergency medical information to share, or need special arrangements in case the building must be evacuated should inform the instructor immediately, privately after class or in her/his office. Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. SSWD may be contacted by going to Goins 134 or 126 or by phone: 694-6751 (Voice/TTY) or 539-7153. More information is available at www.pstcc.edu/departments/swd/ Extended College Closure: In case of an extended college closure (one week or more), please contact me by email (see above), I will also attempt to contact you. I expect you to be in touch with me while the college is closed. The classes that I can conduct online will be covered in the days that the college is closed. Student presentations will be resumed when we return to campus. If it appears that we will not return to campus before the semester ends, I will contact you with further instructions. Attention Financial Aid and/or HOPE Scholarship Recipients: Maintaining continuous attendance in your classes is very important. If you are considering dropping or withdrawing from a course, please check with the Financial Aid Office before doing so. Dropping or withdrawing from a class can adversely affect your financial aid and/or lottery eligibility. ______________________________________________________________________________________________________________________________________________________ Assignments and Grades: 1. Testing. There will be 2 tests: a mid-term take-home exam and a final. The midterm will be passed out on Friday, March 2 and will be due Friday, March 16. Your exam is due on that day. If you don't turn it in on that day or before, I will drop the grade 5 points per school day that it is late. The final will be in class, open book on May 2, 12:30 -- 2:20. Each test is worth 100 points. 2. Student presentation. Pick a particular disorder (not a category) to research more deeply. I will have a sign-up sheet available starting the first day of class. Only one person can choose a particular disorder, so if you know what you want, sign up early! For this presentation, make a thorough but succinct handout for the class to include in their portfolios (if that is what they are doing ...). For the presentation, you will briefly describe and pass out the handout. These will be presented in class on April 9, 11, 13, 16, 18, 23, and 25 100 points 3. Group presentation. On the first day of class, you will choose a category from the 13 special education categories listed in IDEA. You will be working with 1 or 2 other students. Your presentation will be given as indicated in the syllabus, starting with “Specific Learning Disabilities” on February 3. Your group should take the entire class time on your particular day and your presentation must include: ~a preassessment of the class: a teaser, to introduce key points and to ascertain present knowledge; ~a thorough description of the category from sources ADDITIONAL to my website. ~Include IDEA definition and DSM qualification characteristics (if applicable); ~possible causes; ~interventions available for infants or toddlers; ~classroom strategies to accommodate children; ~a media presentation of the category (i.e., a movie, a website, or some other demonstration) to show how this particular disability category is seen by the general public; ~a list of disorders that may be included in this category; ~a handout of key information; ~a list of area and national resources (agencies, etc.) where parents and professionals can go for help or information; ~an activity for class participation (OUR class); ~a list of your sources (for me). 200 points 4. Visit a special education classroom and observe for at least two hours. (May be done in separate visits.) Visit either a special education classroom or a regular classroom with inclusion. This observation needs to happen THIS semester, not when you were a senior in high school or last year at your practicum. The purpose of this assignment is to consider the things you have learned in the course thus far and observe with a more critical eye. Observe, make notes, and then tell me your thoughts in a response paper (2 -- 3 typed pages). Remember confidentiality! This is due NO LATER than April 27!! If you turn your paper in later, I will count off 5 points per day of being late. I will not accept this paper during final week or any time thereafter, so don't ask. For your safety, give it to me in person. 100 points. 5. Class participation and attendance. This is worth 100 points. If you come to class, you will participate, because that is how life happens. So come to class. This is an easy 100. 6. Grades: 700 points total possible 200 points 2 exams 100 points presentation (disorder) 200 points presentation (category) 100 points classroom observation and response 100 points attendance; participation 630 -- 700 points = A 560 -- 629 points = B 490 -- 559 points = C 420 -- 489 points = D Below 419 = F Below 50 = G |
| MATRIX FOR STUDENT PRESENTATION OF A DISORDER Disorder___________________________________________________________ Name_____________________________________________________________ |
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| Pellissippi State Community College Early Childhood Education Field Experience ECED 2060 The Development of Exceptional Students Confidentiality Statement Form I understand any information regarding this school, center, faculty, staff, and students that I acquire as a result of my fieldwork experience must remain confidential. I promise to safeguard this confidentiality by not revealing, either in or out of class, the identities of any individuals with whom I work or observe in this field experience. Any breach of this agreement may result in dismissal from the fieldwork course and/or the education program. FIELDWORK STUDENT NAME (print)___________________________________________________________________ FIELDWORK STUDENT SIGNATURE __________________________________________________________________ Date___________________________________________________________________ |
| MATRIX FOR DISABILITY CATEGORY PRESENTATION Category ____________________________________________________________________ Group participants____________________________________________________________ Item Comments _________________________________________________________________________________________ Preassessment _________________________________________________________________________________________ Description: _________________________________________________________________________________________ IDEA definition (and DSM if applicable): _________________________________________________________________________________________ Possible causes: _________________________________________________________________________________________ Early interventions: _________________________________________________________________________________________ Classroom strategies: _________________________________________________________________________________________ Media presentation: _________________________________________________________________________________________ Disorders in category: _________________________________________________________________________________________ Handout of key information: _________________________________________________________________________________________ Local and national resources: _________________________________________________________________________________________ Activity: _________________________________________________________________________________________ Sources: _________________________________________________________________________________________ TOTAL |
| Possible Points ________________ /10 ________________ /50 ________________ /10 ________________ /10 ________________ /10 ________________ /20 ________________ /10 ________________ /10 ________________ /20 ________________ /20 ________________ /20 ________________ /10 ________________ /200 |
Introduction, syllabus
Sign up for disability category presentations and disorders
No school -- MLK Jr. Day
Disability category activity
What is a disability?
Christmas in Purgatory
History of Disabilities
Laws/History of Special Education/ Pivotal cases
first chance to observe a classroom; no class
IDEA, NCLB, 504
Inclusion (Least Restrictive Environment)
Specific Learning Disability (teacher)
Assessment, Juan case study
Emotional Disorder (Chelsie, Alisha, Caroline, Christi)
IEP. IFSP, Transitions; IEP Forms (Knox County), IFSP forms
Intellectual Disability (Stephanie, Kelsey, Jessica, Brittany)
Roots, Causes of Disabilities
Deadly Epidemics and Ethical Dilemmas
Traumatic Brain Injury (Tyra, Joyce, Bailee, Kris, Rachel)
"Normal" vs. "Abnormal" Development
Families and Professionals
Tia case study
Classroom environments
RECEIVE MIDTERM IN CLASS TODAY
No school -- Spring Break
Universal design
Early intervention
Autism (Luakia, Katherine, Samantha, Lauren)
MIDTERM IS DUE TODAY
Speech and Language Impairment (Leigh Anne, Brittany)
Deaf and Hearing Impairment (Jacky)
Orthopedic Impairment (teacher)
second chance to observe a classroom; no class
Deaf/Blind (Katelyn, Jessica)
Multiple Disability (Hannah, Sara, Lesley)
Visual Impairment Including Blindness (Madeline, Sara Beth)
Other Health Impairment (Chris, Ashley)
attachment and abuse issues
student presentations of disorders
student presentations of disorders
student presentations of disorders
student presentations of disorders
student presentations of disorders
school observation -- 3rd chance; no class
student presentations of disorders
student presentations of disorders
review for final exam
OBSERVATION PAPERS ARE DUE TODAY
Sign up for disability category presentations and disorders
No school -- MLK Jr. Day
Disability category activity
What is a disability?
Christmas in Purgatory
History of Disabilities
Laws/History of Special Education/ Pivotal cases
first chance to observe a classroom; no class
IDEA, NCLB, 504
Inclusion (Least Restrictive Environment)
Specific Learning Disability (teacher)
Assessment, Juan case study
Emotional Disorder (Chelsie, Alisha, Caroline, Christi)
IEP. IFSP, Transitions; IEP Forms (Knox County), IFSP forms
Intellectual Disability (Stephanie, Kelsey, Jessica, Brittany)
Roots, Causes of Disabilities
Deadly Epidemics and Ethical Dilemmas
Traumatic Brain Injury (Tyra, Joyce, Bailee, Kris, Rachel)
"Normal" vs. "Abnormal" Development
Families and Professionals
Tia case study
Classroom environments
RECEIVE MIDTERM IN CLASS TODAY
No school -- Spring Break
Universal design
Early intervention
Autism (Luakia, Katherine, Samantha, Lauren)
MIDTERM IS DUE TODAY
Speech and Language Impairment (Leigh Anne, Brittany)
Deaf and Hearing Impairment (Jacky)
Orthopedic Impairment (teacher)
second chance to observe a classroom; no class
Deaf/Blind (Katelyn, Jessica)
Multiple Disability (Hannah, Sara, Lesley)
Visual Impairment Including Blindness (Madeline, Sara Beth)
Other Health Impairment (Chris, Ashley)
attachment and abuse issues
student presentations of disorders
student presentations of disorders
student presentations of disorders
student presentations of disorders
student presentations of disorders
school observation -- 3rd chance; no class
student presentations of disorders
student presentations of disorders
review for final exam
OBSERVATION PAPERS ARE DUE TODAY