Introduction to Addressing Learning Difference
EDS 333-01
Spring, 2004
Mondays 4:10 Ð6:50 229Allyn Hall
Instructor: Dr. Patricia Renick Secretary: Ms. Jackie Stevens
Office: 325 Allyn Phone: 937-775-4472
Office Hours: Tuesdays ÐNoon-2:00 and 3:30 to 5:30 pm
Other times by appointment, before or after class.
E-mail: prenick@aol.com or patricia.renick@wright.edu (Please include course number in subject or I will not open the message.)
*Texts: Salend, S. J. :Effective Mainstreaming: Creating Inclusive Classrooms. New York: Macmillan Publishing Company and Inspiring Active Learning by Merrill Harmin and A Framework for Understanding Poverty by Ruby K. Payne, aha! Process, Inc. If a book is not available go to the Textbook Information desk and fill out a textbook request form, there is a 48-hour turn around for such requests.
Purpose of this Course:
This course is designed as an overview of learning differences resulting from handicapping conditions and at-risk factors. It is intended to provide a pre-professional orientation of the history, laws, and discourse peculiar to special education, as well as the nature of learners with exceptional needs.
Course Objectives: The student will demonstrate:
Knowledge:
1. Knowledge of the historical aspects of educational services to learners with exceptional needs and their relationship to current practices.
2. Knowledge of legal aspects of educational services to learners with exceptional needs.
3. Knowledge of inclusion and the continuum of services delivery models for effecting the least restrictive environment appropriate to learning differences.
4. Knowledge of the Ohio State standards and rules governing the delivery of educational services to all learners.
5. Knowledge of the nature and needs of the wide range of learning differences, from students with multiple handicaps to those with gifted/talented characteristics.
6. Knowledge of the nature and needs of learners with exceptionalities across the life-span.
7. Knowledge of the discourse and terminology peculiar to the practice of inclusion and adaptive (special) education.
Dispositions:
1. Accept, appreciate, and accommodate diversity as found in a multicultural/pluralistic society, especially the diversity of learner differences.
- Affirm the right of all learners, with their numerous inherent differences, to participate and be served as fully as possible in an inclusive environment (i.e., the least restrictive environment).
- Promote and support adaptive educational and instructional practices designed to most appropriately address the differences in learner needs and learning styles.
Performances:
1. Use technology to access library and other research resources.
2. Use technology in the preparation of papers and other course assignments.
3. Prepare and present materials enhanced by multimedia.
Schedule of Classes
Mondays 4:10-6:50
March 29 Overview of Class and Introduction to Special Ed.
Salend: Chap. 1 Understanding Inclusion
Harmin Chap. 1 &2, Payne Chap. 1 & 2
April 5 Alphabet and Due process
Salend: Chap. 2 & 3 diverse learners
Harmin: Chapter 3 &4, Payne chap 3 & 4
April 12 Approaches to teaching and learning
Salend: Chap. 4 & 5 Collaborative relationships &environment
Harmin: 4 & 5, Payne 5 & 6 (Come prepared for Class discussion)
Journal check, Bring the reading assignments assigned thus far to class.
Quiz on alphabet
April 19 Reading & Writing
Salend: 6 & 7 Transition to Regular Ed.
Harmin: Chap. 6 & 7, Payne 7 & 8
Come prepared to discuss the movie: The Mighty
One
lesson plan due
April 26 Salend: Chap. 8 & 9 Differentiating instruction
Harmin: 8 & 9, Payne 9 & Conclusion
May 3 Differentiating instruction
Salend: Chap. 10
Harmin: Chap. 10 & 11
Journal
check, Bring the reading assignments assigned thus far to class.
May 10 Differentiating Instruction
Salend: Chap. 11
Harmin: Chap. 10 & 11
2nd
lesson plan due
May 17 Differentiating Instruction
Salend: Chap. 12
Harmin: Chap. 12 & 13
Discussion of the movie: Radio (Study Sheet for exam)
May 24 Salend: Evaluating Progress/ communication
Harmin: 13 & 14
Portfolio due with all readings and 3 lesson plans
May 31 No Class Memorial Day
June 7 Final
Exam at 5:30-7:30
Course Requirements:
Get a non-slicky folder with butterfly clips and some dividers (absolutely no 3 ring binders of any kind). These are available in the WSU Bookstore. This is to be a Mini Portfolio of your learning for this class. It must have: dividers, a table of contents, projects, a summary of learning for this class and rubrics at the beginning of each section. It must be typewritten and double-spaced with a 12-point font (worth 5 points). All reflections and projects must have appropriate spelling, punctuation, and grammar.
1. 1st Section: (30 points) Read the weekly assignments and write a journal response using the enclosed guidelines for each book. One journal reflection for Salend, one for Harmin and one for Payne are required. If 2 chapters are assigned you may combine them and write one reflection. Reflective Journal Guide:
a. Write a brief summary of the information you have read the content of the chapter what was to be learned form it.
b. Reflect on what this learning means to you. Is it new information, old information, is it Greek and you donÕt understand any of it? Does that chapter overwhelm you or make you think differently about an issue? Do you wonder about something from the chapter?
c. Where do I see evidence of what is in this chapter in my life, my current school experience, and previous school experience. Maybe you never experienced this or even thought of this. Can you think it to previous learning?
d. What action does this reading call
you to? This is a very important question for you to answer. Many people last quarter did not
translate this learning into action ideas or plans and lost points in their
journals for this. SEE RUBRIC
2. 2nd Section Movie: (20 points). I will ask you to rent and view 2 movies: The Mighty and Radio. As you watch the movies there will be questions for you to answer. Write these up and include them in a separate section not more than 1 and 1/2 pages in length. SEE RUBRIC
3. 3rd Section Lesson Plan: (30 points) it is important to read about new strategies and approaches and it is vitally important to practice them. As you read the Salend or Harmin book, choose three simple, but adapted strategies. IÕll provide you with some strategies in class, too. Write a lesson plan and then ask your cooperating teacher if you can use the plan to teach the whole class, a small group of students, or tutor one or two students. Try it out, and then write up what happened when you used the strategy. Create three (3) such lesson plans for several areas of the curriculum like reading, math, and science. If you teach only one area try to develop lesson plans that deal with several strands or areas within your field. The first lesson plan should deal with strategies for the student with Mild/moderate educational needs, the second for the Moderate/intense educational needs, the third with mild/moderate. Do not repeat strategies. The form for the plans is as follows:
Goal-a general long-term projection, (usually covering an academic year) for achievement in any of the academic skill/subject areas and/or affective/behavioral domains.
Objectives: These are specific and sequential steps you plan to employ in pursuit of each goal. A complete instructional objective includes the following four elements:
a. Who: the learner or student or class;
b. Given what: the behavior or performance expected spelled out in clear, specific, observable and operational terms.
c. Does what? the behavior or performance expected spelled out in clear, specific, observable and operational terms; and
d. How well? the minimally acceptable performance or success criterions, state in appropriately measurable terms (i.e., state sometimes in percentages, always thoughtfully in terms well suited to the task, the learner, the setting).
EXAMPLE: The student, given appropriate instruction, will visually and auditory recognize the express the six initial consonant clusters: wh, tr, dr, br, wr, and yu, with at least 70% accuracy. Jaime given an assigned academic task, will reduce the number of times she goes off the subject no more that twice per one-hour instructional period. David, given appropriate instruction, drill, and practice will calculate multi-digit addition and subtraction problems (with and without regrouping), at least 60% accuracy.
Materials and Resources: These are the means-to-your-ends, the actual ÒstuffÓ you need to implement and successfully carry out the lesson, which might include anything from chalk to a computer or scissors to software.
Methods/Procedures/Strategies: Your means of Òtransportation or the steps followed in the implementation of the lesson, which might include any of the following:
a. Key instructional questions;
b. Sequencing of what happens first, second, third;
c. Instruction formatting (e.g., direct instruction, discovery learning, cooperative learning, group size, etc.);
d. Modality of teacher presentation and student performance,
e. Adaptations for students with special needs. This is very important, be
specific and identify the category of student the adaptations will be necessary
for. Be sure to include
adaptations for mild/moderate and Moderate/intense educational needs.
f. Technology, how will you incorporate it and use it in the lesson/
g. Evaluation: what happened as a result of the lesson or during the lesson. Did the student or studentsÕ reach the criteria, what went well, what went wrong, what did you do differently. How did it go was the lesson successful would you change it, if so how?
4. 4th Section (30 points). I want you to pick a day and spend it shadowing the special educator in this building. Talk with this educator, observe the interactions and teaching with the students. See if you can observe an IEP meeting or IT meeting with the special educator. Write your interview and the day you shadowed as one report, 5 pages in length. Ask the Special Educator these questions:
a. What is the buildings approach to inclusive practice?
b. What are kinds of disabilities to the students have who attend school in this building?
c. What disabilities does this teacherÕs students have?
d. How does she/he approach discipline?
e. How many times a year does she/he talk with parents?
f. How does special educator evaluate progress?
g. What does she/he ÒdoÓ inclusive practice?
h. How are proficiency tests handled (who is exempted and how)?
i. Ask for a blank copy of an IEP form and have the special educator go over it with you; include it as the last pages of your report.
You may wish to use one of your lesson plans and spend some time teaching or working with students with special needs as the Intervention Specialist.
5. Final exam. (30 points) Exam will be discussed in class. You must make 85% on this exam or better or you will have to retake it with an Incomplete for your final grade.
6. Attendance
and Participation. (10 points) Very important ! Your presence in class is a gift to us. Your presence, perspective, sharing, and reflection help to
create a learning community in which we all learn from each other and benefit
from each otherÕs perspective and communication. Be with Us. You must sign in each week or
you are absent, do not forget to do so.
The mini-portfolio with everything in it must be given to me the week before the final exam.
Total number of points
possible 155 (double check my math).
Final quarter grades will be assigned based on the following scale of
point earned:
95-100% = A
89-94% = B
83-88% = C
82-70% = D
Below 70% = F
All projects should be grammatically correct with proper spelling, punctuation, and organization. They should be neat and creative. Graphics are fine, but please NO, Lion King, Muppets, Pocahontas, or Jedi Journals!
Please be aware of possible
field trips to be scheduled for the class.
Also I may add some things,
change some things. It is up to
you to be apprised of what is going on in class. We will have at least one quiz over the alphabet. Read this syllabus carefully and
highlight things, you need to remember what is in here.
Accommodation
for Disabilities and Office of Disability information
Students with documented disabilities are encouraged to set up an appointment with your instructor to discuss any reasonable academic adjustments (e.g., test proctoring, in-class writing, alternative formats, etc.) that may be necessary prior to the completion of the second class. If you have questions or concerns about your ability to perform any of the requirements for this course, please contact your instructor immediately so that your learning needs might be addressed appropriately. Wright State UniversityÕs Office of Disability Services is located in room E186 in the Student Union, telephone 937-775-5680.
University Writing Center
You may wish to contact the Writing Center for advice and
assistance with your written assignments.
The Writing Center is located in room 031 Dunbar Library; telephone
937-775-4186, and the WriterÕs Hotline phone number Ð 937-775-2158. The Writing Center has an APA
Mini-manual that is helpful for references and writing.
EDS 333
Learning Differences: Introduction
Reflections Rubric
Spring, 2004 Total
Name: ______________________________________
30 points
Reflections:
1. Synthesis
|
Excellent Clear summary Material in chapters Covered & summarized |
Acceptable Not as clear summary Material sketchy |
Poor Very brief for chapter Not clear |
None |
|||||||
|
8 |
7 |
6 |
5 |
4 |
3 |
2 |
1 |
0 |
||
2. Linkage
|
Excellent Solid link to previous Learning, schooling,
Experience. |
Acceptable Some linkage |
Poor Vague linkage |
None |
|||||||
|
8 |
7 |
6 |
5 |
4 |
3 |
2 |
1 |
0 |
||
3. Call to action
|
Excellent Solid call to action with a plan to implement in classroom or life. |
Acceptable Some action plan, unsure How this will effect teaching |
Poor Vague action, no plan for classroom |
None |
|||||||
|
8 |
7 |
6 |
5 |
4 |
3 |
2 |
1 |
0 |
||
24
points
4. Clarity of Reflections
|
1 |
2 |
3 |
4 |
5 |
6 |
|
Grammar |
Spelling |
Punctuation |
Neat |
Label of action |
Chapter |
6
points
Rubric
for Lesson Plans
EDS
333
Name_________________________________
30 points total
Lesson
Plan 1
|
|
Excellent |
Acceptable |
Poor |
|
Clearly written |
2 |
1 |
0 |
|
Objectives written in behavioral quantifiable terms |
2 |
1 |
0 |
|
Adaptations for students with special needs |
2 |
1 |
0 |
|
Appropriate format+ |
2 |
1 |
0 |
|
Punctuation, grammar, spelling |
2 |
1 |
0 |
Lesson
Plan 2
|
|
Excellent |
Acceptable |
Poor |
|
Clearly written |
2 |
1 |
0 |
|
Objectives written in behavioral quantifiable terms |
2 |
1 |
0 |
|
Adaptations for students with special needs |
2 |
1 |
0 |
|
Appropriate format |
2 |
1 |
0 |
|
Punctuation, grammar, spelling |
2 |
1 |
0 |
Lesson Plan 3
|
|
Excellent |
Acceptable |
Poor |
|
Clearly written |
2 |
1 |
0 |
|
Objectives written in behavioral quantifiable terms |
2 |
1 |
0 |
|
Adaptations for students with special needs |
2 |
1 |
0 |
|
Appropriate format |
2 |
1 |
0 |
|
Punctuation, grammar, spelling |
2 |
1 |
0 |
EDS 333
Rubric
Shadowing A Special Educator/Intervention Specialist
Name_________________________________
30 points total
|
1. What is the buildingÕs approach to inclusive practice? |
3 points |
|
2. What kinds of students with disabilities are served in this building? |
3 points |
|
3. What students with disabilities does this teacher teach? |
3 points |
|
4. How does this teacher approach discipline? |
3 points |
|
5. How does this teacher evaluate progress? |
3 points |
|
6. What is the teacherÕs approach to inclusive practice? |
3 points |
|
7. How are proficiency tests handled and what will happen with the new state standards? |
3 points |
|
8. Blank IEP form. |
3 points |
|
9. Neat, proper spelling, grammar, and complete sentences. |
3 points |
|
10. Discussion and development of visit. |
3 points |
Movie Rubric
Name_________________________
1- Name of Movie: The Mighty
10 Total points
2). Disability that is portrayed in the movie_____________________. 1 point
3). What is MaxÕs area of disability? 1 point
Teachers learn to observe carefully and intently the needs of their students. In a real sense they learn to Òmake the familiar strange and the strange familiar.Ó They stop taking for granted certain ways of being and doing and begin to ask questions and look for the answers their students provide them in their behavior and in their learning. Focus on Max for these questions.
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
Movie Rubric
Name_________________________
1- Name of Movie: Radio
10 Total points
2). Disability that is portrayed in the movie_____________________. 1 point
3). What is Radio's disability? 1 point
Teachers learn to observe carefully and intently the needs of their students. In a real sense they learn to Òmake the familiar strange and the strange familiar.Ó They stop taking for granted certain ways of being and doing and begin to ask questions and look for the answers their students provide them in their behavior and in their learning. Focus on Max for these questions.
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |
|
1 point |