| 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: _________________________________________________________________________________________ More than 30 minutes: _________________________________________________________________________________________ TOTAL |
| Pellissippi State Community College Fall 2013 ECED 2060 PO3 Development of Exceptional Children MWF 9:40 -- 10:35 Blount 223 (TTh Hardin Valley) (Thursday evening hybrid, Magnolia) (MWF Hardin Valley) Course hours: 3.0; Credit hours: 3.0; Laboratory hours: 0; Date revised: May 2013 |
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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 18 -- Snow Day Monday, January 21 -- Martin Luther King, Jr. Day; no class Wednesday, January 23 -- Introduction, syllabus Sign up for disability category presentations and disorders Friday, January 25 -- Disability category activity, Christmas in Purgatory Monday, January 28 -- History of Disabilities Wednesday, January 30 -- Laws/ History of Special Education/ Pivotal cases Friday, February 1 -- IDEA, NCLB, 504 Monday, February 4 -- Inclusion (Least Restrictive Environment) Wednesday, February 6 -- Autism category presentation Friday, February 8 -- Assessment, Juan case study Monday, February 11 -- observe a classroom; work on presentations; no class Wednesday, February 13 -- Emotional Disorder category presentation Friday, February 15 -- IEP, IFSP, Transitions; IEP form; IFSP form Monday, February 18 -- Intellectual Disability category presentation Wednesday, February 20 -- teacher sick Friday, February 22 -- teacher sick Monday, February 25 -- Traumatic Brain Injury category presentation Wednesday, February 27 -- Specific Learning Disability category presentation Friday, March 1 -- Roots, Causes of Disabilities Monday, March 4 -- Deaf and Hearing Impairment categories presentation Wednesday, March 6 -- "Normal" v. "Abnormal" Development Friday, March 8 -- Speech and Language Impairment disability category presentation RECEIVE MIDTERM IN CLASS TODAY Monday, March 11 -- Friday, March 15 -- SPRING BREAK (no school) Monday, March 18 -- Families and Professionals Wednesday, March 20 -- Tia case study Friday, March 22 -- Universal Design MIDTERM IS DUE TODAY Monday, March 25 -- Deaf/Blind category presentation Wednesday, March 27 -- Early Intervention Friday, March 29 -- Multiple Disability category presentation Monday, April 1 -- attachment and abuse issues Wednesday, April 3 -- Other Health Impairment category presentation Friday, April 5 -- Classroom Environments Monday, April 8 -- Orthopedic Impairment category presentation Wednesday, April 10 -- observe a classroom; work on presentations; no class Friday, April 12 -- Visual Impairment category presentation Monday, April 15 -- student presentations of disorders Wednesday, April 17 -- student presentations of disorders Friday, April 19 -- student presentations of disorders Monday, April 22 -- student presentations of disorders Wednesday, April 24 -- student presentations of disorders Friday, April 26 -- student presentations of disorders Monday, April 29 -- student presentations of disorders Wednesday, May 1 -- student presentations of disorders Friday, May 3 -- review for final exam OBSERVATION PAPERS ARE DUE TODAY Monday, May 6 FINAL EXAM, 12:30 -- 2:20, in class, open notes ______________________________________________________________________________________________________________________________________________________ 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 8 and will be due Friday, March 22. 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 Monday, May 6, 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 15, 17, 19, 22, 24, 27, 29 and May 1. 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 “Autism” on Wednesday, February 6. 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 (early intervention); ~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 or general 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 what happened and WHAT YOU LEARNED in a response paper (2 -- 3 typed pages). Remember confidentiality! This is due NO LATER than Friday, May 3. 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 |
| Possible Points ________________ /10 ________________ /50 ________________ /10 ________________ /10 ________________ /10 ________________ /20 ________________ /10 ________________ /10 ________________ /20 ________________ /10 ________________ /20 ________________ /10 ________________ /10 ________________ /200 |
| MATRIX FOR STUDENT PRESENTATION OF A DISORDER Disorder ___________________________________________________________ Name______________________________________________________________ |
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