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Education Major Version

ED 520 Special Needs in the Classroom
Seybert, Linda


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 520 Special Needs in the Classroom

Semester

S1P 2012 DL

Faculty

Seybert, Linda

Title

Associate Professor

Degrees/Certificates

Ph.D.

Office Location

Copley, room 315

Office Hours

Mondays, 2:30 - 4:30 and Wednesdays, 1:00 - 5:00, or by appointment

Daytime Phone

816-584-6734

E-Mail

Linda.Seybert@park.edu

Semester Dates

January 16 - March 10, 2012

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

Required Texts/Materials:

Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities.

Baltimore, MA: Paul H. Brooks Publishing Co.

      - ISBN #1-55766-522-2

Turnbull, A., Turnbull, H.R., & Wehmeyer, M.L. (2010). Exceptional lives: Special education in

today’s schools, (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

            - ISBN # 0136101410

Missouri Department of Elementary and Secondary Education. (2011). Individual education

Program (IEP) with all of the attachments. Retrieved January 12, 2012, from http://dese.mo.gov/se/compliance/IEP/Index.html

            Note: Students are responsible for making themselves a copy of Missouri’s Individual Education Program with all attachments, including forms A – F and the Data Collection form (19 pages total), which may be accessed at the Missouri Department of Elementary and Secondary Education website (see http link above).

May be found on the DESE website – see http address above - or in the ED 520 Webliography.

Missouri Department of Elementary and Secondary Education. (2010). Regulation III identification and evaluation. In Missouri state plan for part B of the individuals with disabilities act (pp. 18 - 39). Jefferson City, MO: Author.

- Retrieved January 12, 2012 from http://dese.mo.gov/schoollaw/rulesregs/Inc_By_Ref_Mat/IDEAPartB.htm

            Note: students are responsible for making themselves a copy of section “Regulation III dentification and Evaluation” of the Missouri State Plan for Special Education (22 pages), which may be accessed at the Missouri Department of Elementary and Secondary  Education website (see http link above).

May be found on the DESE website – see http address above - or in the ED 520 Webliography.

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

Electronic Portfolio (Foliotek www.foliotek.com) – MAT Students ONLY

MAT students are required to purchase a license to use the Foliotek electronic portfolio to complete their professional portfolio, a graduation requirement; a license may be purchased for 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams at carol.williams@park.edu and provide your full name, student ID number, program (i.e., MAT Program), and # of years you wish to purchase the Foliotek license. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, purchase your Foliotek contract. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams, requesting she provide your current education professors and academic advisor - list them - access to view your portfolio. It is imperative you complete this final step!!

Students will also need copies of the following documents, which may be found on the Missouri Department of Elementary and Secondary Education (DESE) website http://dese.mo.gov/

• Missouri Show-Me Standards (both Knowledge and Performance Standards)

• Subject-specific competencies related to content area taught

• Grade-level expectations (K-8) or Course-level expectations (9-12) related to content area taught

Recommended Text (not required):

 American Psychological Association. (2009). Publication manual of the American Psychological

Association 6th ed.). Washington, DC: Author.

     - A good ‘free’ online resource for guidance on APA style may be found at the Purdue Online

       Writing Lab at http://owl.english.purdue.edu/owl/resource/560/01/

Note: In general, education students are expected to know and follow APA guidelines; therefore, access to an APA manual is a valued resource.



Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED 520 Special Needs in the Classroom: This course is designed to address the special needs of students being mainstreamed into the traditional classroom. A minimum of ten (10) hours of practicum experience in the field is required.

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.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze political, philosophical, and legal issues that influence general and special education for students with disabilities and exceptionalities;
  2. 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;
  3. Explain the role and responsibilities of the general education teacher in educating students with special learning needs;
  4. Compare and contrast the roles of the general and special educator within the school system and how they work as a collaborative team;
  5. Describe the characteristics of students with various types of special learning needs and discuss how these characteristics may impact their learning;
  6. Describe and assess differentiated instructional strategies designed and implemented to successfully include students with special learning needs in the general education classroom;
  7. Analyze current instructional strategies and programs designed to enhance student learning and success in the classroom; and
  8. Practice reflective analysis to increase one's professional knowledge, skills, and dispositions.


Core 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 and will account for 20% of the total grade. To complete the Lesson Plan Adaptation Project, students must:

 

A.)     Submit an instructional unit for a general education classroom that covers a minimum of one week or five individual lessons plans. A Lesson Plan Outline will be provided by the Instructor (see p. 14 of syllabus). The instructional unit 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 instructional unit, 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 (SLN) (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 classroom. In addition, examine how each student's readiness levels, interests, and learning profiles might impact their learning.

C.)     Based on your examination and analysis above (see B), you are to propose accommodations for each of these given students with SLN in all of the following areas on the (5) lesson plans you developed for your instructional unit, including 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 evaluation how each of the accommodations you proposed will benefit each of these 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, teachers' aides, parents, volunteers, co-teachers, peer/cross-age tutors), to meet the needs of these students with SLN.

 

You should be prepared to present your Lesson Plan Adaptation Project and defend your analysis to other students in class.

 

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

Note: You must submit a hard copy AND an electronic document (i.e., Word file) of your Lesson Plan Adaptation Project to the Instructor. The hard copy will be returned to the student with Instructor comments and scoring and the electronic version will be submitted to the UAC for documentation purposes.

Link to Class Rubric

Class Assessment:
 Course Requirements:

You are required to:

1.)   Actively participate in weekly threaded discussions, 14 total, on a variety of topics identified by the Instructor during weeks 1 - 8. To be an active participant, you must post your responses to the question(s) posed by the Instructor and the ongoing discussion at least four (4) times during the week on at least three (3) different days during the week. At a minimum, your responses must include one (1) initial response due by Wednesday, 12:00pm CT to the question(s) posed and at least three (3) responses due by Sunday, 12:00pm CT to comments made or questions posed by the Instructor or peers. The goal is to post your initial response, read the posting of others, allow time for others to respond to your postings, and then post your responses to your peers’ comments after time for reflection and consideration. These strategies lead to a rich, dynamic, and active discussion experience for all. Grading criteria for the threaded discussions may be found in the Rubric for Threaded Discussions, located in document sharing, category Rubrics. DUE: Varies, consult the Course Schedule for due dates.

2.)   Complete review activities, 4 total, on topics presented by the Instructor during weeks 1 – 4. After critically reviewing the PowerPoint presentations on topics identified by the Instructor, you must complete untimed review exams. These review exams consist of five questions about the topic examined. DUE: Varies, consult the Course Schedule for due dates.

3.)   Maintain a Learning Journal. For each chapter assigned (chapters 1-9; 11-16) in the Turnbull, Turnbull, and Wehmeyer text Exceptional Lives, you are to read and complete a reflective entry (1+ page) in response to the Instructor’s prompt for your Learning Journal. For each chapter, the Instructor’s prompt will vary. Grading criteria for the reflective journal entries may be found in the Rubric for Reflective Reading Journal Entries, located in doc sharing, category Rubrics. Each journal entry must be submitted as an attachment (.doc file) to the appropriate dropbox. DUE: Varies, consult Course Schedule for due dates for each of the chapter entries.

Note: You do NOT need to submit a journal entry on the chapter associated with your Exceptionality Awareness Project; you will receive full credit for it.

4.)   Read the Crawford text Embracing the Monster and complete the reflective reading assignment provided by the Instructor. The reflective reading assignment may be found in document sharing, category ED 520 (GR). The completed assignment must be submitted as an attachment (.doc file) to the appropriate dropbox (i.e., Unit/Week 3: Reading Assignment: Embracing the Monster). DUE: Week 3

5.)   Complete study guide questions on Tomlinson’s The Differentiated Classroom. For each chapter assigned in The Differentiated Classroom, you are to select and answer two (2) questions from the study guide provided by the Instructor. The study guide may be found in doc sharing, category ED 520 (GR). The completed assignment must be submitted as an attachment (.doc file) to the appropriate dropbox (i.e., Unit/Week 4: Reading Assignment: Differentiated Classroom). DUE: Week 4

6.)   Complete an Exceptionality Awareness Project (EAP). Using information researched from (at least) five (5) sources of information (e.g., textbooks, journal articles, books, Internet)…

A.) Summarize information from your research on your selected/assigned exceptionality in a Fact Sheet (e.g., Fact Sheet on Learning Disabilities). 

The Fact Sheet (4+ pages) MUST include the following components:

I.               Definition(s) of exceptionality

§ Include key definitions provided by IDEA/Missouri State Plan for Special Education, professional organizations, and/or researchers in the field.

II.            Characteristics associated with the exceptionality

§ Discuss the (a) cognitive and perceptual, (b) language, (c) learning, and (d) social-emotional characteristics associated with this type of exceptionality AND

§ Discuss how these characteristics might impact a student’s learning (e.g., in the general education classroom).

III.          Prevalence

§ Discuss the occurrence of the exceptionality.

IV.          Types

§ Discuss the different types associated with the exceptionality (if appropriate).

V.             Causes           

§ Discuss the causes associated with the exceptionality.

VI.          Identification and Assessment

§ Describe the identification and eligibility requirements for this type of exceptionality to receive SPED or special services (e.g., ESOL, Gifted) in Missouri.

VII.        Treatment

§ Discuss treatment approaches (e.g., medication, therapy) used in working with students with this type of exceptionality (if appropriate).

VIII.      Differentiated Instructional Strategies****

§ Discuss strategies to differentiated (a) content (i.e., what you teach and what materials you use), (b) process, (i.e., how you teach and what learning activities you engage students), and (c) 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 general 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.

IX.           Key Resources for Professionals

§ List and briefly describe at least four (4) key resources (e.g., Internet sites, Professional Organizations, written materials, etc.) that would serve as valuable resources for the general education teacher when working with students with the exceptionality.

X.             References

§ Using APA format, list the (at least five) references used in compiling the information for your fact sheet.

A.    Provide a copy of your "Fact Sheet” to all members of the class to serve as resource material on your assigned exceptionality. The Fact Sheet or information handout will be uploaded to doc sharing, category Exceptionality Awareness Project (as a .doc file). DUE: by Sunday, 11:59pm (CT) the week BEFORE the topic is to be discussed. For example, learning disabilities will be examined on Week 5; therefore, the EAP on LD will be due by Sunday, 11:59 (CT) in Week 4 (see Course Schedule for more information). Thus, students will be able to access the EAP on LD at the beginning of Week 5.

B.    After your presentation, complete a written self-reflection (2+ pages, with appropriate headings, i.e., a, b, & c) in which you comment on: (a) what went well with your project, (b) what did not go as well as you would have liked, and (c) what you learned about yourself that would enhance your performance in the future. The completed EAP self-reflection must be submitted as an attachment (.doc file) to the appropriate dropbox (i.e., Unit/Week 8: EAP Self-Reflection). DUE: the end of the week (by Sunday, 11:59pm, CT) the EAP was examined by the class.  

A Scoring Guide for the EAP may be found in doc sharing, category Exceptionality Awareness Projects.

7.)   Complete a Professional Development Project – Assignment A or B, depending upon the graduate program to which you have been admitted. The purpose of the Professional Development Project, a field-based experience, is to enrich your knowledge and understanding of the professional dynamics involved in the education of children and youth with exceptionalities.

A.) For MAT Students, who are in the post-baccalaureate initial certification program (PDI) (e.g., ED 600 Field Experience): To meet state certification requirements, MAT students who are in the post-baccalaureate initial certification program (PBI) (e.g., ED 600 Field Experience) are required to complete 30-hours of clinical experiences/practicum prior to their directed student teaching (i.e., ED 600 Field Experience). To help students meet this requirement, clinical experiences have been distributed across several courses required in their MAT course of study. To that end, ED 520 requires MAT PDI students to complete 10 hours of clinical experiences (see course description) and create a Reflective Journal documenting and detailing these experiences. All clinical/practicum experiences MUST be approved by the Instructor and/or the Director of Field Experiences.

Note: On the ED 520 online course shell, it states 3 hours of practicum; however, with changes in the 2011-2012 graduate catalog, the practicum hours required in this course have increased to 10.

The Reflective Journal must include:

a.)   Purpose – Why? (5% of total points). Discuss the purpose of this practicum experience in your course of study and this course in particular.

b.)   Description – Where? Who? When? (10% of total grade). Provide a description of this PDP, e.g., where did you complete this assignment (i.e., description of the school or location), who did you worked with (e.g., teachers, students, administrators), when did you completed this project (e.g., dates, days, times).

c.)   Summary – What did you do? (15% of total points). Briefly describe what you did in this project (e.g., tutoring, teaching, classroom observation, assist teacher)

d.)   Reflection – What did you learn? (60% of total points). Discuss what you learned during your field experience(s) and it relates to the topics covered in this course.  Note: This is the most important portion of your PDP reflective journal. This is where you are to critically analyze what you learned during your practicum experience and then connect it course content (e.g., texts, Instructor lectures) and your professional development.

e.)   Appendix (10% of total points). Include completed copies of the MAT Practicum forms (i.e., the MAT Time Sheet and the MAT Practicum Documentation form) as documentation and verification of clinical/practicum hours you completed. Copies of these forms may be found in doc sharing, category PDP.

To be submitted to the Instructor for grading as attachments to the appropriate dropbox (i.e., Unit/Week 1: Field Experience Assignment). You are encouraged to review the PDP Rubric – Assignment A found in doc sharing, category Professional Development Projects. DUE: Week 7

OR

B.) For MED/MEOL Students and MAT Students, who are in the post-baccalaureate alternative certification program (PBA) (e.g., ED 602 Mentorship): To complete the Professional Development Project, you may choose one of the following:

a.       interview a Special Education Teacher,

b.       interview a Regular Education Teacher working in an inclusive classroom,

c.       interview an individual with an exceptionality,

d.       interview a parent/caretaker who has a child with an exceptionality or disability,

e.       observe 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.        observe 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.

To complete the assignment, you must…

§ Submitted a written purpose statement (1+ pages) to the Instructor for approval PRIOR to completing the field experience. The purpose statement is an explanation of what you wish to learn by completing the particular field experience you have arranged. For example, how will the field experience support, expand, or enrich what you are learning in class? How will it help you learn more about working with children with special learning needs? (25% of total points) DUE: Week 2

Note: a copy of the pre-approved purpose statement MUST be attached to your written report; AND

§ Complete a 3+ page written report, with appropriate headings, 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 (10% of total points),

-       Summary of the interview or observation, i.e., describe what happened (15% of total points), AND

-       Analysis and reflection**** Discuss how your field experience met your original purpose. How did what you learn support, refute, and/or expand what you are learning in class? What did you learn from this experience to better prepare you to successful include students with special learning needs in your classroom? What additional questions or concerns do you have after your field experience has been completed? Discuss what additional information you want to learn about (50% of the total points).

Once completed, your Field Experience assignment (pre-approved purpose statement and written report) must be submitted to the Instructor for grading as an attachment to the appropriate dropbox (i.e., Unit/Week 1: Field Experience Assignment). You are encouraged to review the PDP Rubric – Assignment B found in doc sharing, category Professional Development Projects. DUE: Week 7

8.)   Reflective Essay on Professional Standards. Complete a reflective essayon the general education teacher's responsibility for creating success for ALL students, particularly for students with special learning needs. Your essay (3+ pages) 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 teacher or administrator must know and be able to do to successfully include students with special learning needs in the regular classroom. You may wish to reference the following information BEFORE writing your reflection essay.

• Rubric for the Reflective Essay on Professional Standards located in doc sharing, category Rubrics.

• Missouri Standards for Teacher Education Programs (MoSTEP) – Quality and Performance Indicators associated with 1.2.3.1, particularly performance indicator 1.2.3.3.

• MoSTEP 1.2.1.1: Selected SPED Competencies Cross-Categorical Education Competencies for All General Education Majors (found in the Webliography)

• Council for Exceptional Children (CEC) Code of Ethics for Educators of Persons with Exceptionalities (found in the Webliography)

• Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities. Baltimore, MA: Paul H. Brooks Publishing Co.

DUE: Week 7  - Must be submitted to the Instructor for grading as an attachment to the appropriate dropbox (i.e., Unit8/Week 8: Writing Assignment: MoSTEP 1.2.3).

 

Note: On the ED 520 online course shell, the Professional Standards Reflection assignment is differentiated according to the student’s program – MAT or MED; however, the Instructor has made a change and eliminated the two different Professional Standards assignments, so ALL students will now be completing the same assignment – the reflective essay (see assignment 8 description above).

 

9.)   Core Assessment: Lesson Plan Adaptation Project

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 and will account for 20% of the total grade. To complete the Lesson Plan Adaptation Project, students must:

A.)   Prepare and submit a lesson plan for a general education classroom; the lesson plan may cover one class period or multiple class periods. The lesson plan may be a pre-existing one or created from scratch; however, regardless of its source, it must be include all of the elements included in the Lesson Plan Outline provided by the Instructor (see doc sharing, category ED520DL(GR). If you use a pre-existing lesson plan, you must reference your source. The lesson plan may be at any level (grades K-12) or content area (e.g., Language Arts, math, social studies, science) of your choosing; ideally, your lesson plan should address your area of certification.

B.)    Given the inclusion of three students with special learning needs (SLN) (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 classroom. In addition, examine how each student’s readiness levels, interests, and learning profiles might impact their learning.

C.)    Based on your examination and analysis above (see B), you are to propose AND justify the use of at least two (2) accommodations for each of these given students with SLN in each of the following areas on the lesson plans developed for your instructional unit, including:

1.)     content (i.e., “what” you teach; materials used),

2.)     process (i.e., “how” you teach; student learning activities), AND

3.)     product (i.e., students’ summative evaluation).

   Your justification must include a discussion of how each of the accommodations/ 

   modifications/assistive technologies you proposed will aid each of these students be

   successful in the regular education classroom. If you provided no accommodations/  

   adaptations for the students in these sections of the lesson plans, then you must 

   provide justification for your decision.

D.)   You are also to discuss how you plan to work with or collaborate with other collaborative partners, such as special education teachers, teachers’ aides, parents, volunteers, co-teachers, peer/cross-age tutors), to meet the needs of these students with SLN.

You should use the Core Assessment Rubric (attached to syllabus), the Scoring Guide (found in doc sharing, category Rubrics), and the checklist (see Week 8 – Core Assessment: Lesson Plan Adaptation Project) provided by the Instructor to help guide you as you complete the Lesson Plan Adaptation Project. Your completed Core Assessment must be submitted to the Instructor as an attachment (.doc file) to the appropriate dropbox (Week/Unit 8: Core Assessment Lesson Plan Adaptation Project). DUE: Week 8, Wednesday bymidnight (CT) – NO LATE PAPERS ACCEPTED!

Grading:
 

Course Assessment/Grading Plan:

Points may be earned as follows:                                           Points

§ Threaded Discussions (23%)                                700 (14 x 50 points)                  

§ Review Exams (3%)                                             100 (4 x 25 points)

§ Chapter Reflective Entries (15%)                        450 (15 chapters x 30 points)

§ Embracing the Monster Assignment (5%)           150

§ Tomlinson’s Differentiated Instruction (8%)        250 (10 chapters x 25 points)

§ Exceptionality Awareness Project (20%)             400

§ Professional Developmt. Project (6%) (A or B)   200

§ Professional Standards Reflection Essay              250

§ CA: Lesson Adaptation Project (20%)                 600

                                                          TOTAL POINTS:     3100

Course Grading Plan:

The final grade will be based on the percentage of total points earned.

            A = 90 – 100%                        2790 – 3100 points                

            B = 80 – 89%                          2480 – 2789 points

            C = 70 – 79%                          2170 – 2479 points

            D = 60 – 69%                          1860 – 2169 points

            F = 59% or lower                    1859 points or less


Late Submission of Course Materials:
 

ALLassignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days after the due date x total points possible of assignment. It is the student’s responsibility to monitor and comply with assignment due dates.

Note: A class week is defined as the period of time between Monday and Sunday at 12 PM CT (Central Time). The first week begins the first day of the term. Assignments scheduled for completion during a class week should be completed and successfully submitted by the appropriate due dates.

Classroom Rules of Conduct:
 

RULES OF CONDUCT:

You are expected to:

  • Read, understand, and follow the course syllabus.

o   The Instructor is unable to make changes or revisions to the ED 520 online course shell; all changes must be made through Park’s College of Distance Learning, which they will not make while a course is in session. As a result, there may be a few times when the course syllabus and the online information is not the same. Please be sure to contact the Instructor if there is any confusion. In general, the syllabus is the most current document of the course assignments.

o   All changes to the content of the course will be communicated to you through Instructor Announcements and/or email. Thus, it is important to check Announcements and your email frequently.

§ Conduct yourself in a highly-professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism), the SFE Teaching Dispositions, and the core rules of online netiquette (see http://www.albion.com/netiquette/corerules.html for additional information), 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, and so on.

§ Included in professionalism is the use of proper writing skills when you communicate online. You must use graduate-level writing skills (i.e., correct grammar, spelling, and word usage) in all written communication related to this course. In addition, you must use professional language at all times when communicating with others (e.g., peers, Instructor). For good or bad, when teachers ineffectively communicate their intent in writing or make grammatical and spelling errors, they are likely to be perceived by their students, parents, and administrators as incompetent, careless, or unprofessional. Thus, it is important for you to maintain due diligence in using effective writing skills when you communicate with others.

  • Submit assignments to the Instructor on time and follow the appropriate submission directions (e.g., use appropriate dropbox baskets).
    • See Course Schedule for more specific information regarding due dates.
    • All documents uploaded and shared with others in the class must be .doc or .pdf files. Individuals who use the older version of Microsoft Office (2003) are unable to open documents created in the newer version of Office (2007) as .docx or .pptx files; therefore, as professional courtesy to those who are using the older version of Office, all documents shared online must be .doc, .ppt, or .pdf files.

Use the Foliotek electronic student portfolio to submit required portfolio-related assignments for Instructor review. When you have uploaded entries for Instructor review, you must click on ‘Request Review’ (green check mark, upper right-hand corner) and identify the specific Instructor who you wish to review your entry. The Instructor will be notified via email your entry is ready and waiting to be reviewed.

    • Assignments submitted incorrectly will not be accepted. Therefore, it is imperative you learn to navigate the course website. You should reread the syllabus and directions from the Instructor as often as necessary to ensure proper submission!
  • Access the professional education literature to complete research requirements in course assignments. If you are unfamiliar with Library’s educational databases (e.g., Wilson Web and Educational Resources Information Center or ERIC), you are encouraged to make an appointment with one of Park’s Reference Librarians for instruction and guidance.

§ Participate fully and regularly in all class activities, including threaded discussions, demonstrations, presentations, small group projects, and any other type of class activities that may occur.

§ Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, page numbers in upper right corner, correct in-text citations, references). 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). You 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. 

Course Topic/Dates/Assignments:
 

Course Schedule

Note: Park’s College of Distance Learning does NOT allow Instructors to make any changes in e-College to the content of online classes; in essence, the course content is locked in e-College by CDL. Therefore, Instructor changes made to this course will be communicated to students via the Syllabus, announcements, and email. As a result, it is important to follow the weekly agendas on the syllabus as they are the more current ones.

Week:

Topics/Assignments:

 

 

Week 1

(Jan 16 –

Jan 22)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Complete Introduction (see Introductions under Course Home)

§ Review information in Week 1 Agenda in Syllabus

§ Review Topic: Learning Styles (PPt)

§ Complete Activity: Learning Styles

§ Complete Reading Assignment: Read chapter 1 Overview of Special Education in Turnbull, Turnbull, & Wehmeyer text and complete Chapter 1 Journal Entry

·       Submit via dropbox Unit 1: Reading Assignment: Chapter 1 Journal Entry

§ Review Topic: Overview of Special Education (PPt)

§ Complete Activity: Review of IDEA

§ Complete Activity: People-First Language

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm CT

§ Review Exceptionality Awareness Project (EAP) (Assignment #6)

·       Email Instructor top # 1, 2, & 3 topic choices for EAP

§ Review Professional Development Project (Assignment #7 in syllabus, A or B depending upon graduate program)

·       Note: MAT students are now required to complete 10 hours of practicum experience in the field.

Week:

Topics/Assignments:

 

 

Week 2

(Jan 23 –

Jan 29)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Review information in Week 2 Agenda in Syllabus

§ Review Reflective Essay on Professional Standards (Assignment #8)

·       Work on reflective essay

§ Complete Reading Assignment: Read chapter 2 Ensuring Progress in the General Education Curriculum Through Universal Design for Learning and Inclusion in Turnbull et al. text and complete Chapter 2 Journal Entry

·       Submit via dropbox Unit 2: Reading Assignment: Chapter 2 Journal Entry  

§ Complete Reading Assignment: Read chapter 3 Issues and Responses in Today’s Culturally-Diverse Schools in Turnbull et al. text and complete Chapter 3 Journal Entry

·       Submit via dropbox Unit 2: Reading Assignment: Chapter 3 Journal Entry

§ Review Topic: Special Education Process (PPt)

§ Complete Activity: Review of IEP

§ Complete Discussion: Disproportionate Representation

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Work on Exceptionality Awareness Project (Assignment #6)

§ Work on Professional Development Project (Assignment #7)

·       MED/MEOL and MAT-PBA students (Assignment B): DUE - Written Purpose Statement (submit via email to Instructor)

Week:

Topics/Assignments:

 

 

Week 3

(Jan 30 –

Feb 5)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Review information in Week 3 Agenda in Syllabus

§ Complete Reading Assignment: Read chapter 4 Today’s Families and Their Partnerships with Professionals in Turnbull et al. text and complete Chapter 4 Journal Entry

·       Submit via dropbox Unit 3: Reading Assignment: Chapter 3 Journal Entry

§ Review Topic: Inclusion (PPt)

§ Complete Activity: Review of Inclusion, Collaboration, & Co-teaching

§ Complete Discussion: Co-Teaching

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Complete Reading Assignment: Embracing the Monster (Assignment #4)

·       Due by Sunday, midnight (CT)

§ Submit via dropbox Unit 3: Reading Assignment: Embracing the Monster

§ Complete Discussion: First-Person Accounts

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Work on Exceptionality Awareness Project (Assignment #6)

§ Work on Professional Development Project (Assignment #7)

§ Work on Reflective Essay on Professional Standards (Assignment #8)

 

 

Week 4

(Feb 6 –

Feb 12)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Review information in Week 4 Agenda in Syllabus

§ Complete Reading Assignment: Differentiated Classroom (Tomlinson text) (Assignment #5)

·       Due by Sunday, midnight (CT) - Submit via dropbox Unit 4: Reading Assignment: Differentiated Classroom

§ Review Topic: Differentiated Instruction (PPt)

§ Complete Activity: Review of DI

§ Complete Discussion: DI

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

·       Work on Exceptionality Awareness Project (Assignment #6)

·       EAPs on LD, ADHD, & TBI DUE - Must post Fact Sheet by Sunday, midnight (CT) in doc sharing, category Exceptionality Awareness Projects. Note: must be submitted as .doc, not .docx

§ Work on Professional Development Project (Assignment #7)

§ Work on Professional Standards Reflection (Assignment #8)

Week:

Topics/Assignments:

 

 

Week 5

(Feb 13 –

Feb 19)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Review information in Week 5 Agenda in Syllabus

§ Review Overview of Disabilities (LD, ADHD, & TBI)

§ Read chapter 5 Understanding Students with Learning Disabilities in Turnbull et al. text and complete Chapter 5 Journal Entry

·       Submit via dropbox Unit 5: Reading Assignment: Chapter 5 Journal Entry

§ Read chapter 8 Understanding Students with Attention Deficit/Hyperactivity Disorder in Turnbull et al. text and complete Chapter 8 Journal Entry

·       Submit via dropbox Unit 5: Reading Assignment: Chapter 8 Journal Entry

§ Read chapter 13 Understanding Students with Traumatic Brain Injury in Turnbull et al. text and complete Chapter 13 Journal Entry

·       Submit via dropbox Unit 5: Reading Assignment: Chapter 13 Journal Entry  

§ Complete Discussion: LD

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Complete Discussion: Case Study

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Work on Exceptionality Awareness Project (Assignment #6)

·       EAPs on ED/BD & Autism DUE - Must post Fact Sheet by Sunday, midnight (CT) in doc sharing, category Exceptionality Awareness Projects

·       EAPs on LD, ADHD, & TBI – Self-Reflections DUE – submit via dropbox Unit 8: EAP Self-Reflection

§ Work on Professional Development Project (Assignment #7)

§ Work on Reflective Essay on Professional Standards (Assignment #8)

Week:

Topics/Assignments:

 

 

Week 6

(Feb 20 –

Feb 26)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Review information in Week 6 Agenda in Syllabus

§ Review Overview of Disabilities (CD, ED/BD, & Autism)

§ Read chapter 6 Understanding Students with Communication Disorders in Turnbull et al. text and complete Chapter 6 Journal Entry

·       Submit via dropbox Unit 6: Reading Assignment: Chapter 6 Journal Entry

§ Read chapter 7 Understanding Students with Emotional or Behavioral Disorders in Turnbull et al. text and complete Chapter 7 Journal Entry

·        Submit via dropbox Unit 6: Reading Assignment: Chapter 7 Journal Entry

§ Read chapter 11 Understanding Students with Autism in Turnbull et al. text and complete Chapter 11 Journal Entry

·       Submit via dropbox Unit 7: Reading Assignment: Chapter 10 Journal Entry

§ Complete Discussion: Case Study

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Complete Discussion: Case Study

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Review Core Assessment: Overview (Assignment #9)

·       DUE Week 8, Wednesday, by midnight (CT)

§ Work on Exceptionality Awareness Project (Assignment #8)

·       EAP on GT DUE - Must post Fact Sheet by Sunday, midnight (CT) in doc sharing, category Exceptionality Awareness Projects

·       EAPs on ED/BD & Autism – Self-Reflections DUE – Submit via dropbox Unit 8: EAP Self-Reflection

§ Work on Professional Development Project (Assignment #7)

·       DUE Week 7, Sunday by midnight (CT)

§ Work on Reflective Essay on Professional Standards (Assignment #8)

·       DUE Week 7, Sunday by midnight (CT)

Week:

Topics/Assignments:

 

 

Week 7

(Feb 27 –

Mar 4)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Review information in Week 7 Agenda in Syllabus

§ Review Overview of Disabilities (ID, GT, HI, & VI)

§ Read chapter 9 Understanding Students with Intellectual Disability in Turnbull et al. text and complete Chapter 9 Journal Entry 

·       Submit via dropbox Unit 7: Reading Assignment: Chapter 9 Journal Entry

§ Read chapter 14 Understanding Students with Hearing Loss Turnbull et al. text and complete Chapter 14 Journal Entry

·       Submit via dropbox Unit 7: Reading Assignment: Chapter 14 Journal Entry

§ Read chapter 15 Understanding Students with Visual Impairments in Turnbull et al. text and complete Chapter 15 Journal Entry

·       Submit via dropbox Unit 7: Reading Assignment: Chapter 15 Journal Entry  

§ Read chapter 16 Understanding Students Who Are Gifted and Talented in Turnbull et al. text and complete Chapter 16 Journal Entry

·       Submit via dropbox Unit 7: Reading Assignment: Chapter 16 Journal Entry

§ Complete Discussion: Case Study

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Complete Discussion: Case Study

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Work on Exceptionality Awareness Project

·       EAP on GT – Self-Reflection DUE – Submit via dropbox Unit 8: Self Reflection

§ Professional Development Projects (Assignment #7)

·       DUE - Submit via dropbox Unit 1: Professional Development Projects

§ Work on Reflective Essay on Professional Standards (Assignment #8)

·       DUE - Submit via dropbox Unit 8: Writing Assignment: MoSTEP 1.2.3

Week:

Topics/Assignments:

 

 

Week 8

(Mar 5 – Mar 12)

§ Check for Announcements

§ Utilize resources in Course Home as needed (e.g., syllabus)

§ Review information in Week 8 Agenda in Syllabus

§ Review Overview of Disabilities (OHI & PD/OI)

§ Read chapter 12 Understanding Students with Physical Disabilities and Other Health Impairments in Turnbull et al. text and complete Chapter 12 Journal Entry 

·       Submit via dropbox Unit 8: Reading Assignment: Chapter 12 Journal Entry

§ Complete Discussion: Case Study

·       Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§ Core Assessment: Lesson Plan Adaptation Project - DUE Wednesday by midnight CT) – Submit via dropbox Unit 8: Core Assessment: Lesson Plan Adaptation Project



Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2011-2012 Graduate Catalog Page 21

Plagiarism:

Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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. 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Content/Comprehension                                                                                                                                                                                                                                      
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact demonstrated a comprehensive understanding of terminology (15+ words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated an understanding of terminology (10 -15 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated a limited understanding of terminology (5-9 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact failed to demonstrate an understanding of terminology (less than 5 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in all three of the following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in at least two of the three following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's limited ability to identify the learning needs of a given student with SLN by using information in only one of the three following areas, including readiness levels, interests, and learning profile. The artifact failed to demonstrate the student's ability to identify the learning needs of a given student with SLN by using no information in the three following areas, including readiness level, interests, and learning profile. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact provided abundant information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning.  The discussion and diagnosis consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning. The discussion and diagnosis consisted of general statements with little/minimal

detail or elaboration.

 
While there was some information discussing the characteristics of a give disability and diagnosing the impact of those characteristics on a student's learning, the information was vague, unclear, and incomplete. The artifact failed to describe any of the characteristics of a given disability or diagnose the impact of any of those characteristics on a student's learning. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided an accommodation plan that identified  two or more (2+) accommodations in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of  a given student with SLN. The artifact provided an accommodation plan that identified at least one accommodation in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact provided an accommodation plan in which there were no/missing accommodations for one or more of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact failed to provide an accommodation plan that addressed any of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided abundant information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of general statements with little detail/minimal or elaboration. The artifact provided limited information to justify the selection of accommodations to benefit a given student with SLN. The justification was vague, unclear, and incomplete. The artifact failed to provide any justification for the selection of accommodations to benefit a given students with SLN. 
Professional Writing Skills Whole Artifact                                                                                                                                                                                                                 
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (<5 errors). The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). The artifact as a whole demonstrated limited ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (11-20 errors). The artifact as a whole failed to demonstrate the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). 
Professional Writing Skills Component                                                                                                                                                                                                                      
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (No errors). Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (1-5 errors). Various components of the artifact demonstrated limited ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (6-10 errors). Various components of the artifact failed to demonstrate the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (>10 errors). 
Collaboration                                                                                                                                                                                                                                              
Outcomes
3 & 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact demonstrated a comprehensive understanding of the importance collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. Solutions to possible obstacles/barriers to effective collaborative partnerships were also presented and addressed. The artifact demonstrated an understanding of the importance of collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. The artifact demonstrated a limited understanding of the importance collaboration. While it addressed collaboration in general, it did not recognize various types of collaborative efforts and their effects on student learning or offer strategies to establish and maintain collaborative partnerships. The artifact failed to demonstrate any understanding of the importance of collaboration.  It did not address the concept of collaboration nor did it identify the various types of collaborative efforts and their effects on students learning. 

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Last Updated:1/12/2012 2:15:49 PM