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EDU 375 Exceptional Children
Seybert, Linda


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDU 375 Exceptional Children

Semester

SP 2006 HO

Faculty

Seybert, Linda

Title

Associate Professor - Special Education

Degrees/Certificates

Ph.D.

Office Location

Copley, room 3:15

Office Hours

Tuesdays, 12:30 – 1:45, 3:45 – 5:00; Thursday, 12:30 – 1:45, 3:45 – 5:00; OR by appointment

Daytime Phone

816-584-6734

E-Mail

Linda.Seybert@park.edu

Semester Dates

January 9 – May 7, 2006

Class Days

--T-R--

Class Time

2:25 - 3:40 PM

Perquisites

PS 101 Introduction to Psychology OR ED 203 Educational Psychology, and admission to the School of Education. To be taken simultaneously with Practicum.

Credit Hours

3


Textbook:
Required Texts/Materials:  

Heward, W. (2006). Exceptional children: An introduction to special education (8th ed.).
Columbus, OH: Merrill Prentice Hall.
-- ISBN # 0-13-119170-5
Note: Students are encouraged to use resource materials (e.g., "Chapter-at-a-Glance", "Essential oncepts", “Guided Review”, “Web Links”) provided by the author and publisher, which may be accessed at www.prenhall.com/heward.

Missouri Department of Elementary and Secondary Education. (2005). Individual education Plan (IEP). Retrieved September 23, 2005, from
http://www.dese.state.mo.us/divspeced/Compliance/IEP/IEP_FORM.pdf
      Note: students are responsible for making themselves a copy of Missouri's Individual Education Plan (full version – 15 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education (DESE) website.

Missouri Department of Elementary and Secondary Education. (2004). Regulation III identification and evaluation.  In Missouri state plan for part B of the individuals with
disabilities act (pp. 11-27).  Jefferson City, MO: Author.
- May be accessed at http://www.dese.state.mo.us/divspeced/stateplan/FY2005/2005version.html
Note: students are responsible for making themselves a copy of section “Regulation III” of the Missouri State Plan for Special Education (17 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education (DESE) website.

Tomlinson, C.A. (2005). The differentiated classroom: Responding to the needs of all learners.
Upper Saddle River, NJ: Pearson Education, Inc.
- ISBN # 0-13-119502-6
- Note: The Association for Supervision and Curriculum Development (ASCD) has created a study guide to accompany The Differentiated Classroom and students will need to download a copy of this Study Guide to use as they complete their reading assignments. http://www.ascd.org/portal/site/ascd/menuitem.8f136d86e0aa2b9cdeb3ffdb62108a0c/template.article?articleMgmtId=b2ff0f05c1520010VgnVCM1000003d01a8c0RCRD

Recommended Text (not required):

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
- See http://captain.park.edu/education/Resources/resources.htm for general info about APA guidelines


Course Description:
(PS321) A course designed to study the varied educational, developmental, and  behavioral characteristics of children with special intellectual, physical,  emotional, or social needs. This course includes completion of out-of-class  experiences such as visits to inclusion classrooms in area schools, and home  visits with families. Prerequisite: PS101 or EDU203, and admission to the  School for Education. To be taken simultaneously with Practicum.  3:0:3

Educational Philosophy:
The instructor's educational philosophy is to encourage learners to interact with one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills. A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, Internet, videos, web sites, and writings, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.

Class Assessment:
Core Learning Outcomes:

After successful completion of this course, students will be able to:

1.Analyze political, philosophical, and legal issues that influence general/regular and special education for students with disabilities (MoSTEP 1.2.1);

2.Describe the characteristics of identified students with disabilities and discuss how these characteristics may impact their learning (MoSTEP 1.2.3);

3.Analyze the process of special education, including prereferral interventions, referral, evaluation and identification, program planning (IEP/504 Plans), placement, and instruction/services for students with exceptionalities (MoSTEP 1.2.3.3, 1.2.8, and 1.2.10);

4.Explain the role and responsibilities of the general/regular education teacher in the special education process (MoSTEP 1.2.3.3 and 1.2.10);

5.Compare and contrast the roles of the regular and special educator within the school system and discuss how they work as a collaborative team (MoSTEP 1.2.3.3 and 1.2.10);

6.Describe and assess differentiated instructional strategies designed and implemented to successfully include students with disabilities in a regular classroom (MoSTEP 1.2.3); and

7.Practice reflective analysis to increase one's professional knowledge, skills, and dispositions (MoSTEP 1.2.9).

Note: A copy of the Missouri Performance Standards for Education Professionals may be accessed at http://dese.mo.gov/divteachqual/teached/standards.htm



COURSE REQUIREMENTS:

1.Maintain a Learning Journal. For each chapter assigned in Exceptional Children, you are to read and complete a reflective entry (2+ pages) for your Learning Journal. For your reflective entry, you should select and discuss two (2) key elements from the assigned reading; your discussion should focus on how these key elements will help and enhance your teaching of students with special learning needs in an inclusive classroom. For each chapter assigned in The Differentiated Classroom, you are to select and answer two (2) questions from the study guide, which will also become a part of your Learning Journal.

2.Complete a reflective essay on the general education teacher's responsibility for creating success for ALL students, particularly for students with special learning needs. Your essay should include an analysis of the information learned from the textbooks/materials, class presentations, class discussions and activities, assignments, etc. AND evaluation of the critical knowledge and skills a regular education teacher must know and be able to do to successfully include students with special learning needs in the regular classroom. Your essay should be 3+ pages in length and follow APA's recommendations for formatting (e.g., 1" margins, double-spaced, 12-pt font). You may wish to reference the following information BEFORE writing your reflection essay:

•Missouri Standards for Teacher Education Programs (MoSTEP), especially MoSTEP quality indicator 1.2.3 and its performance indicators 1.2.3.1, 1.2.3.2, 1.2.3.3, and 1.2.3.4.
•Council for Exceptional Children (CEC) Code of Ethics for Educators of Persons with Exceptionalities (may be accessed at http://www.cec.sped.org/ps/ps-ethic.html)
•Heward, W. (2006). Postscript: Developing your own personal view of special education. In Exceptional children: An introduction to special education, 8th ed.  (pp. 635-637). Columbus, OH: Merrill Prentice Hall.

3.Complete exams and “pop” quizzes. Note: the Core Learning Assessment and an essay over MoSTEP 1.2.3 will be included as part of the course exams.

Core Learning Assessment:

All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Lesson Plan Adaptation Project, which will be included as a major portion of the final exam and account for at least 20% of the total grade. To complete the Lesson Plan Adaptation Project, you must:

A.)Submit a lesson plan for a general education classroom that covers approximately 45-60 minutes of instruction. The Lesson Plan Outline will be provided by the Instructor (see page 18 of the syllabus). The lesson plan may be at any level (e.g., grades K-12) and subject (e.g., math, communication arts, social studies, science) of your choosing. In designing your lesson plan, you should assume that you will be teaching students representing different cultural and linguistic backgrounds, as well as the complete range of diversity present in most urban school districts.
B.)Given the inclusion of three students with special learning needs (descriptions of students with SLN will be provided by the Instructor) in your general education classroom, you are to analyze the characteristics of these students' particular disabilities and special learning needs and examine how these characteristics might impact their learning in the general education classroom. In addition, examine how those students' readiness levels, interests, and learning profiles might impact their learning needs.
C.)Based on your examination and analysis above (see B), you are to propose accommodations for each of these given students with SLN in each of the following areas of the lesson plan you developed, including the content (i.e., “what” you teach; materials used), process (i.e., “how” you teach; student learning activities), AND product (i.e., students' summative evaluation).
D.)Furthermore, you must justify and evaluate how each of the accommodations your proposed will benefit each of these three students with SLN.
E.)You are also to discuss how you plan to work with or collaborate with at least two (2) other collaborative partners, such as special education teachers, teacher's aides, parents, volunteers, co-teachers, peer/cross-age tutors, in meeting the needs of these three students with SLN included in your general education classroom.

The Core Assessment Rubric (CAR) has been provided for your information. The CAR will be used to report data to the Park University Assessment Committee for North Central Accreditation requirements, but WILL NOT BE USED to calculate students' grades. The Instructor will provide students with a scoring guide for their Lesson Plan Adaptation Project that WILL BE USED to calculate students' grades.

4.Locate, read, and summarize articles from professional educational journals related to current educational practices involving the assigned topics. There are six (6) articles summaries due over the course of the semester (refer to the syllabus course map for specific due dates). Note: except for the title, each section of the article should start with a heading.

Specifically, the article summary (3+ pages) must include the following components:

1.Title (worth 10% of total points). The title of the article summary IS the APA citation of the article being summarized. Note: The title (i.e., citation) should appear on the first line of the first page with a left-flush alignment.
2.Description (worth 10% of total points). Describe the article's content.
3.Key points (worth 30% of total points). Discuss the key points and reasons why they are important.
4.Reflection **** (worth 50% of total points). Analyze, evaluate, and reflect on how the information in the article has increased your professional knowledge, skills, and/or dispositions to be an effective teacher for students with special learning needs in the general education classroom.
 
Articles: Articles must be selected from current (i.e., published within the past 5-years) professional educational journals related to students with disabilities or exceptionalities. There are many “acceptable” professional educational journals related to students with students with special learning needs, including TEACHING Exceptional Children, Exceptional Children, Journal of Learning Disabilities, Learning Disabilities Research and Practice, Learning Disabilities Quarterly, Intervention, Remedial and Special Education, Journal of Vocational Rehabilitation, Behavioral Disorders, and Educational Leadership. Park University's online library is a very good source to access these types of professional education journals. If you are unfamiliar with using the various online databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), then it would be wise to schedule an appointment to meet with one of Park's Reference Librarians for some instruction and guidance.

Note: a copy of the article must be turned in with the written summary. Please be prepared to share information from your article summaries with other members of the
class.

5.Complete one Field Experience, which may include:

a.an interview of a Special Education Teacher,
b.an interview of a Regular Education Teacher working in an inclusive classroom,
c.an interview of a student with an exceptionality,
d.an interview of a parent/caretaker of a child with an exceptionality or disability,
e.an observation of a classroom experience involving students with disabilities (e.g., inclusive classroom, resource room, special classes at a special school, residential school, or home-or hospital-based instruction),
f.an observation of an IEP meeting, OR
g.other, with approval from Instructor.

NOTE: Assure all people involved in an interview/observation that NO identifying information about students/parents will be used in order to protect rights of privacy and confidentiality.

The purpose of the Field Experience is to enrich your knowledge and understanding of the professional dynamics involved in the education of children and youth with exceptionalities. To complete the assignment, you must…

?Submitted interview questions OR observational key points to the instructor PRIOR to the interview or observation for Instructor approval (worth 10% of total points)
(Note: a copy of the pre-approved interview questions/observational key points MUST be attached to your written report);

? Complete a 4+ page written report that includes the following:
- Introduction - describe your field experience project (e.g., Who, What, When, Where, How) and discuss what your purpose (i.e., Why) was for selecting this type of field experience  (worth 15% of total points),
-Summary of the interview or observation (worth 25% of total points), AND
-Analysis and reflection**** of how the information learned can lead to you being a more effective teacher when working with students with special learning needs (worth 50% of the total points).

6.Complete Practicum Requirements. Students who are taking this course for EDU 375 (not ED 321) credit must collaborate with the Instructor and the Practicum Supervisor to complete the Practicum/Field Experience requirements.



7.Complete a Disability Awareness Project. To increase your awareness of issues involving students with disabilities and exceptionalities, individually or as a member of a peer team, you must…

a.choose (or be assigned) an area of exceptionality (Chapters 4 – 13). There are ten (10) different exceptionality topics (see page 16 for specific topics and due dates).

b.select, read, and analyze information on the chosen area of exceptionality from at least six (6) difference sources (one source should be the textbook).
Note: use of referenced materials must be cited using APA style in the body of your paper and listed in your References page.

c.summarize information on the exceptionality topic in a formal, written research review paper.

The research review paper must include the following components:

I. Title Page
II.Introduction
-The introduction should capture your audience's attention, give background on your topic, develop interest in your topic, and guide your reader to your thesis (a statement which explicitly identifies the purpose of the paper or previews its main ideas).
III.Definition(s) of exceptionality
-Include definitions provided by Missouri, IDEA, and other professional organizations.
IV.Characteristics associated with the exceptionality
-Discuss how these characteristics might impact a student's performance in a regular classroom.
V.Prevalence
-Discuss the occurrence of the exceptionality.
VI.Types
-Discuss the different types associated with the exceptionality.
VII.Causes
-Discuss the causes associated with the exceptionality.
VIII.Identification and Eligibility
-Discuss how the exceptionality is identified for eligibility of services in Missouri.
IX.Treatment
-Discuss treatment approaches used in working with students with the exceptionality.
X.Instructional Approaches/Strategies ****
-Discuss strategies to differentiated content (i.e., what you teach and what materials you use), process, (i.e., how you teach and what learning activities you engage students), and product (i.e., summative evaluation) that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the genera education curriculum.
-Discuss the use of technologies; auxiliary aids, support services etc. that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the general education curriculum.
XI.Key Resources for Professionals
-List AND describe at least five (5) key resources (e.g., internet sites, Professional Organizations, written materials, etc.) that would serve as valuable resources for the regular education teacher when working with students with the exceptionality.
XII.Conclusion
-The conclusion should stress the importance of the thesis statement, give the essay a sense of completeness, and leave a final impression on the reader. It should summarize the main ideas.
XIII.References
-Using APA format, list the references (at least six different sources) used in compiling your research review.

The research paper must follow APA guidelines and be written in clear, grammatical English that reflects the expected proficiency level of a 300+ level-college student in regards to spelling, grammar, punctuation, composition, word usage, etc. Errors should be eliminated BEFORE the written paper is submitted for grading. Each section (e.g., Definition, Characteristics) of the research paper must be designated with a heading. You are encouraged to use the APA manual to guide your efforts, however, additional information about APA may be accessed at:

•A Guide for Writing Research Papers – The Arthur C. Banks Library, Capital Community College, Hartford, CT
http://webster.commnet.edu/apa/index.htm
•A Quick Orientation to APA – The Writing Center, University of Wisconsin-Madison
 http://www.wisc.edu/writing/Handbook/DocAPAOrientation.html

The written paper is due one (1) week after the presentation (see course map for specific due dates). EACH student will be responsible for submitting his/her own research paper, even if one may be working with a peer group. Students must submit two (2) copies of the paper--one of which will be kept by the Instructor for future reference and the other to be returned to the student with Instructor comments, along with a completed Rubric for the Disability Awareness Project (see page 17 for more detail).

d.summarize the key information from the research paper (sections III - XIII from outline) in a 4-page (i.e., 2 pages front/back) "Fact Sheet" (e.g., Fact Sheet on Students with Learning Disabilities) for other students in the class for their Resource Notebook. The Fact Sheet is NOT a copy of your PowerPoint presentation. The Fact Sheet should be prepared and ready to be handed out to class members on the day of the presentation. Note: If one is working with a peer group, they must work together to prepare one (1) Fact Sheet.

e.use information from your research review and prepare a 30-minute (approximately) interactive presentation on your assigned exceptionality.  Prepare your presentation as if you were invited by your school principal to be the guest speaker on your exceptionality topic at the next faculty meeting in which other professional educators and staff will make up your audience. Therefore, as part of your presentation, you will want to:

-Demonstrate your level of knowledge of your topic by covering the key informational components of the written research review paper and the Fact Sheet;
-Use PowerPoint to highlight key information;
(Note: a "hard" copy of the PowerPoint presentation must be provided to the Instructor on the day of the presentation),
-Engage your audience (i.e., be creative, interactive, and interesting);
You MUST include at least one (1) learning activity to help engage the audience (however, more than one would be better!!!!)
-Make it interesting, beneficial, and worthwhile for your audience (Note: your goal is to increase your audience's awareness of the exceptionality and how to effectively work with students with this exceptionality in a regular classroom); AND
-Professionally present information (e.g., appropriate voice level, eye contact, body language, professional dress).

f.after completing and presenting the exceptionality project, write a self-reflection essay (3+ pages) analyzing the three (3) following components. (Note: each section of your essay should start with a heading):

-What went well
-What didn't go well
-What would you do different next time to make it better - improvement [e.g., the research & written report, fact sheet, presentation, collaboration efforts (if applicable), etc.]

The reflection essay must be attached to the final submitted research review report.

8.Complete a Resource Notebook, which should organize resource information generated during the course (e.g., class lectures/presentations/handouts, article summaries, Fact Sheets, Disability Awareness Project, etc.) in a 3-ring binder.  A Resource Notebook Checklist has been developed and will be used to grade the completed Resource Notebook.

COURSE ASSESSMENTS:

In-class Discussions (Core learning outcomes 1 - 7)
In-class Assignments (Core learning outcomes 1 - 7)
Learning Journal (Core learning outcomes 1 – 7)
Reflective Essay (Core learning outcomes 1, 3, 4, 5, 6, & 7)
Exams (Core learning outcomes 1 - 7)
Article Summaries (Core learning outcomes 1, 2, 5, 6, & 7)
Field Experience Project (Core learning outcomes 1 - 7)
Disability Awareness Project (Core learning outcomes 1 - 7)
Resource Notebook (Core learning outcomes 1 - 7)

Grading:
Course Assessment/Grading Plan:

The final grade will be based on the percentage of total points earned.
A = 90 – 100 %        2700 – 3000 points B = 80 – 89 % 2400 – 2699 points
C = 70 – 79 % 2100 – 2399 points
D = 60 – 69% 1800 – 2099 points
F = 59% or lower 1799 points or less

Points may be earned as follows: ? Attendance/Participation (10%)  300  (30 class sessions)
? Learning Journal (8%)  240  (24 chapters x 10 points)
? Reflective Essay (5%)    150
? Exams (35%) 1050                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
? Article summaries (5%)  150 (6 summaries x 25 points)
? Field Experience (10%)  300
? Exceptionality Project (22%)  660
? Resource Notebook (5%)          150
                                                   TOTAL POINTS:               3000

Late Submission of Course Materials:
All assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points - 10% deduction for each calendar day it is overdue. All late assignments are due the last day of class.

Classroom Rules of Conduct:
CLASSROOM RULES OF CONDUCT:

Students are expected to…

? Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).
? Turn in assignments to the Instructor on time (see course map for more specific information regarding due dates).
? Read, understand, and follow the course syllabus.
? Check your PirateMail on a regular basis for current information about what is happening in the course, the School of Education, and the University in general. With Park moving towards using a "paperless" system, it is critical that you be able to receive and send important communication via Park's PirateMail.
? Complete reading assignments prior to the class session, bring textbook(s) to class, and consistently contribute meaningfully to class discussions. Students are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class activities that may occur.
? Conduct themselves in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors, attending respectfully to others who are sharing information with the class or group, being flexible to unforeseen changes in the course syllabus, etc.
? Use current APA style in all aspects of written assignments (e.g., page set-up/ format, citations, references, etc.).  Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment, as will style, spelling, and format errors. In professional writing, past tense is generally accepted.  Avoid using contractions, personal pronouns, or slang expressions.  Must use people-first language (e.g., individuals with disabilities; students with learning disabilities). Students are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance.  
? Follow academic regulations detailed in Park University's undergraduate catalog.

Course Topic/Dates/Assignments:
Tentative Course Map

Class
Session Date Topics/Assignments
1 Jan 10 Introductions
Review of Course Syllabus
Topic: Intro to Exceptionalities

2 Jan 12 Topic: Defining Special Education
Reading Assignment DUE: Chapter 1

3 Jan 17 Topic: Defining Special Education (continued)

4 Jan 19 Topic: Special Education Services
Reading Assignment DUE: Chapter 2

5 Jan 24 Topic: Special Education Services (continued)
Reading Assignment DUE: Chapter 14

6 Jan 26 Topic: Inclusion
Article Summary #1 DUE: Topic = Inclusion

7 Jan 31 Topic: Differentiated Instruction
Reading Assignment DUE: Chapters 1 - 4 in The Differentiated Classroom

8 Feb 2 Topic: Differentiated Instruction (continued)
Reading Assignment DUE: Chapters 5 - 7 in The Differentiated Classroom

9 Feb 7 Topic: Differentiated Instruction (continued)
Reading Assignment DUE: Chapters 8 - 10 in The Differentiated Classroom

10 Feb 9 Topic: Collaboration
Reading Assignment DUE: Chapter 3

11 Feb 14 Topic: Collaboration (continued)
Article Summary #2 DUE: Topic = Multiculturalism

12 Feb 16 Topic: Collaboration (continued)

13 Feb 21 Exam #1: Chapters 1 – 3, 14 in Exceptional Children, all chapters in The Differentiated Classroom, and class presentations

14 Feb 23 Topic: Learning Disabilities (LD)
Reading Assignment: Chapter 5

15 Feb 28 Topic: Learning Disabilities (continued)
Article Summary #3 DUE: Topic = LD

16 Mar 2 Topic: Learning Disabilities (continued)

Week of March 6 - 10: Spring Recess - NO CLASSES

17 Mar 14 Topic: Mental Retardation (MR)
Reading Assignment DUE: Chapter 4
Disability Awareness Project Presentation: MR
Field Experience Project DUE

18 Mar 16 Topic: Attention-Deficient/Hyperactivity Disorder (ADHD)
Reading Assignment DUE: Chapter 11
Disability Awareness Project Presentation:  ADHD
Article Summary #4 DUE: Topic = ADHD

19 Mar 21 Topic: Emotional and Behavioral Disorders (ED/BD)
Reading Assignment DUE: Chapter 6
Disability Awareness Project Presentation: ED/BD

20 Mar 23 Review of Chapters 4, 5, 6,  and 11
Group Discussion: Study Strategies for Exam #2 (Take-Home)
Group Discussion: Checklist for Resource Notebook

21 Mar 28 Topic: Autism
Reading Assignment DUE: Chapter 7
Disability Awareness Project Presentation: Autism
Article Summary #5  DUE: Topic = Autism

22 Mar 30 Topic: Hearing Impairment (HI)
Reading Assignment DUE: Chapter 9
Disability Awareness Project Presentation: HI

23 Apr 4 Topic: Visual Impairment (VI)
Reading Assignment DUE: Chapter 10
Disability Awareness Project Presentation: VI
Exam #2 DUE

24 April 6 Topic: Physical Disabilities and Health Impairments
Reading Assignment DUE: Chapter 11
Disability Awareness Project Presentation: PD & OHI

25 April 11
NO CLASS – Work on Assignments
26 April 13 Topic: Traumatic Brain Injury (TBI)
Reading Assignment DUE: Chapter 12
Exceptionality Presentation: TBI

27 April 18 Topic: Communication Disorders (CD)
Reading Assignment DUE: Chapter 8
Disability Awareness Project Presentation: CD
Reflective Essay DUE

28 April 20 Topic: Giftedness and Talent (G & T)
Reading Assignment DUE: Chapter 13
Disability Awareness Project Presentation: G & T
Article Summary #6 DUE: Topic = G & T

29 April 25 Topic: Transition to Adulthood
Reading Assignment DUE: Chapter 15

30 April 27 Topic: Resources
Resource Notebook DUE
Preparation for Final Exam


May 1 - 5, 2006:  FINAL EXAM WEEK

Final Exam: May 4, 1:00 – 3:00



Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89
INSTRUCTOR'S ATTENDANCE POLICY: (Attendance Credit = 10% of final grade). Attendance and punctuality are key components of overall professionalism. You are expected to arrive for class on time and attend all class sessions. If you are unable to attend class, you must notify the Instructor the reason for your absence. Attendance will be considered in determining the final course grade. The portion of your final grade for attendance credit will be determined in the following manner: 0-1 unexcused absences = 100% credit, 2-3 unexcused absences = 50% credit, 4 unexcused absences = 20% credit, 5 or more unexcused absences = no attendance credit. Excused absences include: death in the immediate family, illness requiring a hospitalization or doctor's visit, religious holiday, attendance/participation at certain university functions (prior notice required), and circumstances considered adequately extenuating by the Instructor. Documentation must be provided for an absence to be excused. Three late arrivals or early departures will equal one missed class. Unless your absence is due to a medical or other serious emergency, the Instructor will not be responsible for covering missed material again, informing you about any additional assignments or changes to the syllabus, or providing other important information missed during class meetings.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:


Disability Project Assignment Sheet

 



























































Date:


Exceptionality:


Chap:


Presenter(s):


 


Mar 14


 


Mental Retardation


 


 


4


 


 


Mar 16


 


Attention-Deficit/


Hyperactivity Disorder


 


 


11


 


 


Mar 21


 


Emotional and Behavioral


Disorders


 


 


6


 


 


Mar 28


 


Autism


 


 


7


 


 


Mar 30


 


Hearing Impairment


 


 


9


 


 


Apr 4


 


Visual Impairment


 


 


10


 


 


Apr 6


 


Physical Disabilities and Other Health Impairments


 


 


11


 


 


Apr 13


 


Traumatic Brain Injury


 


 


12


 


 


Apr 18


 


Communication Disorders


 


 


8


 


 


Apr 20


 


Giftedness and Talent


 


 


13


 


 




Rubric for the Disability Awareness Project


 


Name:_________________________    Evaluator: __________________


 







Rating Key:    6 = Excellent (100%)          5 = Very Good (90%)          4 = Good (80%)


    3 = Average (70%)      2 = Needs Improvement (60%)           1 = Poor (50%)   


     0 =  Not Present/No Evidence (0%)                   N/A = Not Applicable


 





































































































































Criteria:


Points

Possible


Rating

Points


Earned


Written Report


Title Page (title, student name, course, date)


5


 


 


Introduction


10


 


 


Definitions of exceptionality (e.g., MO, IDEA)


20


 


 


Characteristics associated with exceptionality


20


 


 


Prevalence/Occurrence of exceptionality


10


 


 


Types


15


 


 


Causes


15


 


 


Identification and Assessment/Evaluation (e.g., MO eligibility)


15


 


 


Treatment Approaches


15


 


 


Instructional Approaches****


§  Differentiation Strategies


§  Use of technology/assistive devices/auxiliary aids, etc.


 


60


15


 


 


Key resources for Teachers (at least 4) – listed AND described


20


 


 


Conclusion


10


 


 


References (at least 6)


10


 


 


Quality (i.e., APA  format, well-written)


60


 


 


Self-reflective essay


30


 


 


Fact


Sheet


Information (i.e., key info from sections III-XI)


72


 


 


Quality (e.g., well-written, formatted)


30


 


 


Helpful/Beneficial (e.g., targeted audience's needs)


30


 


 


Oral Presentation


Knowledgeable (i.e., knows subject)


78


 


 


PowerPoint Presentation (i.e., quality, formatted, errorless)


30


 


 


Engagement (i.e., interactive, engaged audience)


30


 


 


Beneficial (enhanced audience's awareness of exceptionality)


30


 


 


Delivery (e.g., voice level, eye contact, body lang., dress)


30


 


 


 


Total:


 


660


 


 


 


Comments (may also use back of page for additional comments):


 


 


 


 


 


Disability Awareness Project = 660 points (Written Paper = 50% = 330 points; Fact Sheet = 20% = 132 points; and Oral Presentation = 30% = 198 points)




Lesson Plan Outline


 
























































Lesson Plan


Introduction


Lesson Title:


Teacher Name:


Date:


Overview:


Grade Levels:


Subject:


Instructional Format: (e.g., one-on-one, small group, whole group, CWC)


Suggested Time:


Content


Overall instructional goal(s):


Accommodations for students with SLN


Objectives: (short-term instructional objectives – must include performance/behavioral indicators, e.g., conditions, in observable terms, & criteria)


Missouri Standards: (lesson goals/objectives tied to MO standards)


Materials: (e.g., texts, materials, AV, technology/multimedia)


Process


Anticipatory set/Advanced organizer: (i.e., introduction to lesson – a focusing event; “hook” students' interest; engage prior knowledge)


Accommodations for students with SLN


Objective and Its Purpose: (i.e., letting students know where they are going)


Teaching – Input: (i.e., teacher provides the information needed for students to gain the knowledge or skill)


Teaching- Modeling: (i.e., showing and demonstrating)


Teaching- Checking: for understanding (i.e., formative assessments)


Guided Practice: (i.e., guided/monitored activity)


Closure: (i.e., wrapping it up)


Independent practice: (i.e., reinforcement practice)


Product


 


 


Evaluation: (i.e., summative assessment) – output – how do students demonstrate what they have learned?


 


 


Accommodations for  Students with SLN


 


 


Copyright:

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