| Pellissippi State Community College Summer 2011 ECED 2060 P70 Development of Exceptional Children Tuesday, 6:00 -- 9:00; AL 225 |
 |
| |
 |
| Instructor Catherine Shafer, PhD ctshafer@pstcc.edu catherinejts@yahoo.com catherineshafer.com |
| Course Description A study of the practices that educational professionals can apply to develop an inclusive and accessible environment for all children, including those who qualify for special education services 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, emotional disabilities 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. Entry level standards: Must be able to read and write at the college level. _____________________________________________________________________________________________________________________________ Prerequisites: None _____________________________________________________________________________________________________________________________ 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. _____________________________________________________________________________________________________________________________ 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. _____________________________________________________________________________________________________________________________ |
| Course Schedule Tuesday, May 31 Introductions, review syllabus, sign up for presentations What is a disability? Disability Category activity History of Disabilities Christmas in Purgatory Tuesday, June 7 Labeling/ Laws/ Pivotal Cases IDEA, NCLB Inclusion (Least Restrictive Environment) Tuesday, June 14 Autism group presentation Roots and Causes of Disabilities Normal vs. Abnormal Development Assessment (Juan case study) Tuesday, June 21 Specific Learning Disabilities group presentation Emotional Disorders group presentation Deadly epidemics, moral dilemmas Abuse and attachment issues Tuesday, June 28 Traumatic Brain Injury group presentation Speech and Language Disorders group presentation Deaf and Hearing Impaired (2 categories, 1 presentation) group presentation Multiple Impairments group presentation Tuesday, July 5 Test (combination midterm and final) will be available in class tonight Deaf/Blind group presentation Orthopedic Impairment group presentation Other Health Impairment group presentation Intellectual Disability group presentation Tuesday, July 12 Families and Professionals IEP, IFSP, transitions IEP forms (KNOX), IFSP forms TIA case study Tuesday, July 19 Visually Impaired, Including Blindness group presentation Early Intervention Classroom Environments Universal Design Tuesday, July 26 Student presentation of individual disorders TEST due tonight!!! (no later) |
| 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 1 test, but it will be worth two test grades (midterm and final). The test will be available in class on July 5. It will be due NO LATER than the last class session (July 26). You will take the test home and may use my website, your notes, and most of all, your intelligence to complete the test! Rely on yourself. 200 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 the disorder and pass out the handout. These will be presented on the last day of class, July 26. 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 can work with 1 other student or work alone. Your presentation will be given as indicated in the syllabus, starting with "AUTISM" on June 14th. Your group should take about 30 -- 45 minutes on your particular day and your presentation must include: ~a preassessment of the class: a teaser, to introduce key points and to assess present knowledge; ~a thorough description of the category from sources ADDITIONAL to your notes 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 (this is not the same as your sources of information); ~an activity for class participation; ~a list of your sources (different than resources) (for me). 200 points 4. FOR SUMMER TERM ONLY: If you can find a classroom setting (such as at Fort Sanders) that continues to meet over the summer, observe the classroom for 2 hours. Watch how the classroom and teacher include children with disabilities into the curriculum. Write a response paper from your experience, at least 3 pages long. Describe your visit, your perceptions of classroom activities, and your thoughts. You may do this in lieu of the personal presentation of the disorder for 100 points. NOTE!!! This is NOT extra credit. It is an option to number 2 above. 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: 600 points total possible 200 points – exam 100 points – presentation (disorder) 200 points -- presentation (category) (or observation report) 100 points – attendance and participation 540 -- 600 points = A 480 -- 539 points = B 420 -- 479 points = C 360 -- 419 points = D Below 359 = F Below 50 = G |
| MATRIX FOR STUDENT PRESENTATION OF A DISORDER Disorder___________________________________________________________ Name_____________________________________________________________ |
|
| 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 |
