| Pellissippi State Community College Spring 2010 ECED 2060 Development of Exceptional Children; 11082 PO3 96M MWF 11:50 -- 12:45 MC230 (For the TTh 2:00 -- 3:20 class, click here) (For the Thursday evening class, click here) Course hours: 3.0; Credit hours: 3.0; Laboratory hours: 0; Date revised: Spring 2010 |
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| __________________________________________________________________________________________________________ Instructor Catherine T. Shafer, PhD ctshafer@pstcc.edu OR catherinejts@yahoo.com __________________________________________________________________________________________________________ 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, mental retardation, sensory impairment, the gifted child, 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. Laboratory observation and interaction. __________________________________________________________________________________________________________ Text “Young Children with Special Needs” (5th Edition) by Stephen R. Hooper and Warren Umansky, 2009, Merrill __________________________________________________________________________________________________________ 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 communication 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 15 Monday, January 18 Wednesday, January 20 Friday, January 22 Monday, January 25 Wednesday, January 27 Friday, January 29 Monday, February 1 Wednesday, February 3 Friday, February 5 Monday, February 8 Wednesday, February 10 Friday, February 12 Monday, February 15 Wednesday, February 17 Friday, February 19 Monday, February 22 Wednesday, February 24 Friday, February 26 Monday, March 1 Wednesday, March 3 Friday, March 5 Monday, March 8 -- Friday, March 12 Monday, March 15 Wednesday, March 17 Friday, March 19 Monday, March 22 Wednesday, March 24 Friday, March 26 Monday, March 29 Wednesday, March 31 Friday, April 2 Monday, April 5 Wednesday, April 7 Friday, April 9 Monday, April 12 Wednesday, April 14 Friday, April 16 Monday, April 19 Wednesday, April 21 Friday, April 23 Monday, April 26 Wednesday, April 28 Friday, April 30 Wednesday, May 5; 12:30 -- 2:20 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 PSTCC 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. ___________________________________________________________________________________________________________ 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 5 and will be due Friday, March 19. 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. 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 the last 7 days of class. 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 8. 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 your textbook and 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; ~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.) Make your own arrangements to 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 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! Have the form filled out, and attach to your response paper. This is due NO LATER than April 26!! If you turn your paper in later, I will count off 5 points per day of being late. If you have not turned in your paper to me before the final exam, I will not accept it. 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 visit 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 |
Introduction, Syllabus
Sign up for disability category presentations ...
No school -- Martin Luther King, Jr. Day
Disability category activity
What is a disability?
Christmas in Purgatory
History of Disabilities
Labeling
Laws/ History of Special Education/ Pivotal Cases
Laws and History activity
IDEA, NCLB, 504
Inclusion (Least restrictive environment)
Assessment; Juan case study
Specific Learning Disabilities (group presentation)
IFSP, IEP, Transitions; IEP forms (Knox County);
IFSP forms
Emotional Disorders (group presentation)
Roots, Causes of Disabilities
Disability Causes activity
Mental Retardation (group presentation)
Deadly Epidemics
Ethical Dilemmas
Traumatic Brain Injury (group presentation)
"Normal" vs. "Abnormal" Development
Families and Professionals
Functional Behavior Analysis and Applied Behavior Analysis
Receive midterm exam (take-home)
No class -- Spring break
Tia case study
Classroom Environments
Universal Design
Midterm is due today!
Early Intervention
Autism (group presentation)
Speech and Language Disorders (group presentation)
Deaf and Hearing Impaired (two categories; one presentation)
Multiple Disabilities (group presentation)
Visually Impaired Including Blindness (group presentation)
Deaf-Blind (group presentation)
Orthopedic Impairments (group presentation)
Abuse Issues
Attachment Issues
Other Health Impairments (group presentation)
Student presentation of disorders
Student presentation of disorders
Student presentation of disorders
Student presentation of disorders
Student presentation of disorders
Observation papers are due today!!
Student presentation of disorders
Student presentation of disorders
Final exam -- in class examination
Sign up for disability category presentations ...
No school -- Martin Luther King, Jr. Day
Disability category activity
What is a disability?
Christmas in Purgatory
History of Disabilities
Labeling
Laws/ History of Special Education/ Pivotal Cases
Laws and History activity
IDEA, NCLB, 504
Inclusion (Least restrictive environment)
Assessment; Juan case study
Specific Learning Disabilities (group presentation)
IFSP, IEP, Transitions; IEP forms (Knox County);
IFSP forms
Emotional Disorders (group presentation)
Roots, Causes of Disabilities
Disability Causes activity
Mental Retardation (group presentation)
Deadly Epidemics
Ethical Dilemmas
Traumatic Brain Injury (group presentation)
"Normal" vs. "Abnormal" Development
Families and Professionals
Functional Behavior Analysis and Applied Behavior Analysis
Receive midterm exam (take-home)
No class -- Spring break
Tia case study
Classroom Environments
Universal Design
Midterm is due today!
Early Intervention
Autism (group presentation)
Speech and Language Disorders (group presentation)
Deaf and Hearing Impaired (two categories; one presentation)
Multiple Disabilities (group presentation)
Visually Impaired Including Blindness (group presentation)
Deaf-Blind (group presentation)
Orthopedic Impairments (group presentation)
Abuse Issues
Attachment Issues
Other Health Impairments (group presentation)
Student presentation of disorders
Student presentation of disorders
Student presentation of disorders
Student presentation of disorders
Student presentation of disorders
Observation papers are due today!!
Student presentation of disorders
Student presentation of disorders
Final exam -- in class examination
| MATRIX FOR STUDENT PRESENTATION OF A DISORDER Disorder___________________________________________________________ Name_____________________________________________________________ |
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| Pellissippi State Technical 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___________________________________________________________________ RETURN THIS FORM TO YOUR INSTRUCTOR BEFORE BEGINNING YOUR OBSERVATIONS |
| 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 |