Introduction to Special Education SPED 3001 / 5001 Summer 2014 COE Mission: We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Professor: Christi Kasa, Ph.D. Office: Columbine Hall 3003 Phone: 719-­‐255-­‐4581 E-­‐mail: chendri3@uccs.edu Office Hours: by appointment Required Textbook: Teaching Everyone: An Introduction to Inclusive Education Brookes Publishing 2012 Required Autobiography: Students must choose ONE of the following: Freaks, Geeks and Asperger Syndrome: A User Guide to Adolescence by Luke Jackson Publisher: Jessica Kingsley Publishers (October 2002) Count Us In: Growing Up with Down Syndrome by Jason Kingsley, Mitchell Levitz Publisher: Harvest Books; 1 Reprint edition (March 5, 2007) Life and Spectrum: A revealing look at high functioning autism and asperger’s syndrome by C.G. Meloy Publisher: CreateSpace Independent Publishing Platform; (March, 2013) Emergence: Labeled Autistic by Temple Grandin & Margaret M. Scariano Publisher: Warner Books (September 1, 1996) Reflections from a Unicorn by Richard D. Creech Publisher: R. C. Publishing (May 1992) Only a Mother Could Love Him: My Life with and Triumph over ADD by Benjamin Polis Publisher: Ballantine Books (December 28, 2004) Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Additional Required Readings will be placed on Blackboard. Course Format: This course consists of lectures, use of audio and visual media, readings from required text and supplementary journal articles, and technology-­‐mediated interactions. Course Overview: The purpose of this course is to provide an overview of inclusive education. In classrooms today both general and special education teachers at all grade levels work together to support students with disabilities in the general education classrooms to participate in the general education curriculum. During this course you will learn about inclusive education law, how to see disability from the perspective of the person with a disability, and how to plan lessons that are universally designed to allow access for all students. Course Objectives: 1. The students will be able to describe the Federal Legislation that originally mandated special education services and programs, P.L.94-­‐142, as well as describe the amendments of that legislation to date, the Individuals with Disabilities Education Improvement Act – IDEA 2004. (Performance Based Standards 3,6,8 for Colorado Teachers) 2. The students will be able to describe the Colorado Rules and Regulations that implement IDEA at the state level through the Exceptional Children's Education Act -­‐ ECEA. (Standards 3,6,8) 3. The students will be able to describe the special education process from the first indication of concern to the written Standards Based Individualized Education Plan -­‐ IEP. (Standards 3,5,6,8) 4. The students will be able to identify the disability areas that are protected under federal Special Education legislation, and describe educational considerations for each area. (Standards 1,2, 3,5,6,8). 5. The students will be able to identify the Colorado equivalent of each federal disability category, and understand the identification process used to determine eligibility. (Standards 1,3,5,6,8). 6. The student will be able to describe current trends and issues in the field of special education. (Standards 5,8) 7. The student will be able to utilize and describe differentiated instruction, universal design for learning, and accommodations and modifications. Technology Competencies: It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and using online research databases. Knowledge of the use of technology-­‐
supported multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need assistance with building technological skills should speak with their professor to learn about technology resources in the COE and at UCCS. 2
Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announcements. If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you check daily. Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical and professional conduct. This includes completing weekly assignments, viewing and reading all materials, and submitting high caliber work and representing your own work fairly and honestly. You must actively engage in class work to maximize your learning in this course. All work must be submitted on time, if you feel that you might not make a deadline please email the professor to make arrangements for submitting late work. Work submitted late will result in a lower grade. Professional Behavior: Professional behavior is necessary for you to be a successful member of a learning community. Please monitor your participation to always ensure that you are contributing intelligently in your submission of course work. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your future teaching/counseling career and is often the hallmark of career success. Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of Education. Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation. To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-­‐255-­‐3354 or dservice@uccs.edu . 3
Military Students: Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences. In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful. Student Appeals: Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for an appeal when a student is: (1) denied admission to professional education program (2) denied permission to student teach or complete professional internship (3) removed from a professional education program or internship (4) denied permission to graduate due to missing requirements (5) requesting an exception to specific policies, procedures, or requirements (6) requesting a grade change This form is not to be used for requests to take classes out of sequence or to take a class without the proper prerequisites. Such requests should be initiated with the department chair. UCCS Student Code of Conduct: The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/student-­‐conduct/student-­‐code-­‐of-­‐conduct.html UCCS Student Rights and Responsibilities: http://www.uccs.edu/orientation/student-­‐rights-­‐and-­‐responsibilities.html UCCS Academic Ethics Code: http://www.uccs.edu/Documents/vcaf/200-­‐019%20StudentAcademic%20Ethics.pdf 4
ASSIGNMENTS All written material submitted must be typed, double-­‐spaced, and where appropriate, submitted in APA format. If you have difficulty in the area of written communication skills, you may obtain the assistance of the UCCS Writing Center (Columbine Hall, Room 316, 262-­‐4336). Additional resources include the UCCS Kraemer Library Website and the American Psychological Association website at: http://www.apastyle.org/ and https://owl.english.purdue.edu/owl/resource/560/01/ !Weekly Assignments (20 points each) Your instructor will post weekly assignments that may ask you to answer some questions or complete an activity that relates directly to your future work as a teacher. Weekly assignments are designed to provide strategies and insight that you will use as in your work as a teacher. These assignments will be posted by Monday morning and are due by Sunday night at 11:00pm each week. Details for each assignment will be located in the weekly folder under Course Content in Blackboard. " Foldable Video Review (20 points) After watching the video Including Samuel please read the Foldable booklet located in the week 7 materials folder. Choose a foldable to create in which you can make four parts. For example, a layered look book can have 4 pages or 8 pages, choose a design where you can have four sections. In creating your review you need to respond to the following: 1. What attitudes helped to create success for Samuel and others in the film (please include at least 6 details, provide examples)? 2. What strategies were useful to the people with disabilities in the film (include 7 strategies)? 3. What supports and collaboration strategies were useful in creating successful inclusion (describe at least 4 supports and collaboration strategies)? 4. What materials were helpful in creating access to academics and learning in the classroom (describe at least 4 materials, this can include technology)? Each part of the foldable should respond to the questions above. You may hand write your responses on the foldable or you can type them up and cut and paste them in the correct spots. On the back of the foldable please brainstorm at least 5 ways you could use a foldable to teach academic content for the subject and grade level you wish to teach someday. 5
The following websites have great examples of foldables: http://foldables.wikispaces.com http://foldables.blogspot.com http://www.dinah.com/ http://www.ateacherstreasure.com/p/foldifun-­‐factory.html, http://foldables.wikispaces.com/Foldables. Please also google foldables to find more ideas. You will need to take picture(s) of your foldable, upload them, and submit them as evidence of the completed assignment. !Autobiography Reflection paper (50 points) As a part of your requirements for the class you will be asked to read an autobiography written by a person with a disability. You must choose from an approved list or have your book approved by the professor (please see page one of the syllabus for approved book titles). After reading the book you will be required to write a 4 page reflective paper covering the following topics: • What did the person have to say about their disability? • How did they describe their specific disability? • What insights did you gain about teaching a person with a disability, what worked and what didn’t work for this person? • What strategies for working with this person did you think were the most important? • Talk about inclusiveness and segregation in the person’s life. • Overall lessons learned and reactions A detailed rubric is included on page 10 of the syllabi "Topical Research Paper (75 points) SPED 3001/5001 students will write a research paper on an approved topic of individual interest that is directly related to the focus of this course. This paper can be a literature review, issues paper, position statement, review and creation of curricular materials, etc. All papers must (a) show evidence that the professional literature was reviewed, and (b) be written in a professional manner that complies with the APA (5th edition) guidelines. As a general rule, all papers should have a minimum of 6 pages of text, excluding references. 6
Schedule and Assignments Date Class Topic Reading Due Week 1 History of Special • Textbook: R&A* ch.1-­‐3 Part 1 Education View at least 2 Swift videos:
6-­‐9 http://www.youtube.com/user/theswiftcenter
Special Education and the Law Week 1 IEP’s & Classroom Part 2 Community 6-­‐9 • Textbook: R&A ch. 6&12 • View Documentary: Accessible IEPs for All Week 2 Differentiation & Part 1 Universal Design 6-­‐16 • Textbook: R&A ch. 7 & 8 • View video clips on the teaching channel (links on black board) • Read your autobiography by today Week 2 Part 2 6-­‐16 Week 3 Part 1 6-­‐23 Autobiography and Disability Assessment & Collaboration • Textbook: R&A 9 & 10 Week 3 Teaching Reading & • Textbook: R&A 13 & 14 Part 2 Writing to All Students 6-­‐23 7
Assignment Due Choose and Order your Autobiography: You can order your book online, check it out from a library, or contact me about checking one out from my collection Due: Weekly Assignment 1&2 Due: Weekly Assignment 1&2 Due: Weekly Assignment Due: Weekly Assignment Due: Autobiography Reflection Paper Due Due: Weekly Assignment Due: Weekly Assignment Week 4 Content Area Part 1 Strategies 6-­‐30 Due: Weekly Assignment #1: Foldable Video Review Weekly assignment #2 Week 4 Social and Due: Topical • Textbook: R&A 18 Part 2 Communication Research Paper 6-­‐30 Strategies Due *R & A stands for your textbook: Teaching Everyone: An Introduction to the Inclusive Classroom • Textbook: R&A 15,16&17 • Science Think Tac Toe (on blackboard) • View Documentary: Including Samuel 8
Autobiography Paper Information Autobiography Reflection: (50 points) During the course we will discuss, view, and read autobiographies written by people with disabilities. The goal of this is to attempt to understand disability from a personal perspective. For this assignment you will be required to write a reflection paper based on the autobiography you read for class. In your reflection you will need to describe the person’s disability from their perspective, discuss their experiences in school, and share any strategies they may have for supporting students with disabilities in schools. Your paper should follow APA format when quoting from the book only (please do not follow the entire APA format, just use reference guidelines). Your paper should be about 4 pages in length. This paper is a narrative essay designed to let you reflect on the lessons and insights learned from reading the chosen autobiography. Because of the narrative/reflective style I would like for you to use I am leaving the guidelines open, but will give some ideas for direction below. You should use quotes and stories from the book as examples when making your points and communicating your thoughts. While writing you may want to ask yourself, “After learning about the first hand experiences of a person with a disability, what have I learned that will specifically influence my practice? What will I do differently because of this new insight?” Further because descriptions of people with disabilities are often written from a deficit understanding (that is focuses on what people can’t do rather than on what they can) this reflection should focus on and include what was learned about the strengths of the person with a disability. The following are questions to consider while writing. Please do not answer all of them or feel that you have to respond in order. This paper should be an analysis, please do not re-­‐cap the events of the book. These are simply to help ignite your thinking. • How did this person describe their disability? Is this different than you would have expected? • What was a struggle for this person? What was easy? • What was hard/easy about school? What did this person wish teachers would do? • Please discuss interesting, confusing, or exciting parts of the novel you read. Be sure to talk about favorite passages (explaining why they are your favorite) and quotes (again explaining the meaning and reason for choosing). • What did the book make you think about? Discuss any new insights gained, what you liked/disliked and why. • Further, did reading about the personal experience of disability shift any of your ideas/attitudes regarding disability? If so how? • What strategies did you learn from this person that you will use in your practice? • Discuss general reactions to the book. 9
Rubric: Topical Research Paper (100 points) SPED 3001/5001 students will write a research paper on an approved topic of individual interest that is directly related to the focus of this course. This paper can be a literature review, issues paper, position statement, etc. All papers must (a) show evidence that the professional literature was reviewed, and (b) be written in a professional manner that complies with the APA (5th edition) guidelines. As a general rule, all papers should have a minimum of 6 pages of text, excluding references. You should use at lease 8 peer reviewed journals as references. You may use books and web resources in addition to the peer reviewed journals, but not in place of the peer reviewed journal articles. Examples of Topics • Including students with disabilities in the general education classroom • The over-­‐representation of minority students in special education • Specific disability focus: for example Autism, Learning Disabilities, ADHD, Cerebral Palsy etc (this must include autobiographical information). • Differentiated instruction and/or universal design • Assistive Technology and/ or Augmentative alternative communication • Student led IEPs • Peer tutoring • The successful use of paraprofessionals • Friendship • Creating accommodations and modifications • Co-­‐teaching • Supporting students with challenging behavior The submission of the final written product should represent the student’s best attempt at preparing a professional, quality paper. The final product must be typed and double-­‐spaced. Make sure that you include a title page, page headers, and page numbers (these are part of the APA, 5th edition, format guidelines). The following rubric will be used for evaluation. Unsatisfactory Partially Proficient Outstanding (5 Points) Proficient (15 Points) (25 Points) (10 Points) APA Style No references Incorrect APA Use of APA Use of APA References & or incorrect references references references Grammar/Structure reference Some errors in indicate indicate format grammar some substantial Multiple and/or format research research grammatical that do Few Nearly error-­‐
and stylistic not interfere grammatical free which 10
errors. Unclear, incorrect, and/or ineffective sentence structure with clarity. Simplistic and/or awkward sentence structure Meaningful Development of Ideas Ideas are unclear and/or not well-­‐
developed Unelaborated ideas that are not fully explained or supported; repetitive details Connection to Inclusive Education and IDEA Ideas do not connect to inclusive education and IDEA Ideas connect loosely and a few (2-­‐3) references and examples are used 11
and/or stylistic errors. Organized and complex sentence structure that has some stylistic variation Depth of thought supported by elaborated, relevant supportive evidence provides clear vision of the idea; contains details reflects clear understanding and thorough proofreading. Sentence structure is varied in composition and length Depth and complexity of thought supported by rich, pertinent details; supporting evidence leads to high-­‐level idea development Person first language is used throughout. Connection Connection to to inclusive inclusive education education and and IDEA is IDEA is deeply noted several rooted in the times and paper and several (4-­‐5) complex references analysis exists and examples throughout. are used Many (6-­‐8) examples and references are used. Alignment of Course Objectives, Standards, and Conceptual Framework STANDARDS* Course Objective Assignment, CEC Colorad Colorad INTAS NETS COE Activity, or o o C Conceptu
The students will be Required Standar Generali
al able to… Reading(s) ds st Framewo
rk Describe the Federal Readings: M&S Legislation that Text, Martin, CC1K1 8.3 6d(ii) 3 5(iv) originally mandated J.D. CC1K3 8 special education CC1K6 8a, 8a(i), services and programs, Activities: GC1K3 8a(ii), P.L.94-­‐142, as well as In-­‐class GC1K8 8c(i), describe the Discussion 8c(ii), amendments of that 8c(iii), legislation to date, the Assignments: 8c(iv), Individuals with Portrait 8c(v), Disabilities Education narrative 8c(vi) Improvement Act – Quiz IDEA 2004 Readings: 6d(ii) Describe the Colorado Colorado Rules GC1K3 3.1 8 3 Rules and Regulations & Regulations 3.2 8a(i) that implement IDEA at Activities: 3.3 8a(ii) the state level through In-­‐class 3.4 8c(i) the Exceptional Discussion 3.5 8c(ii) Children's Education Assignments: 3.6 8c(iii) Act -­‐ ECEA Posting 3.7 8c(iv) Portrait 3.8 8c(v) Narrative 8c(iv) Quiz Readings: Describe the special M&S text GC1K5 6.1 3c(ii) 8 1(ii) education process Activities: GC1K8 6.2 5a(i) from the first Class and on-­‐
GC8K2 6.3 5a(ii) indication of concern line 6.4 6d to the written discussions 6.5 6d(i) Standards Based Assignments: 6.7 6d Individualized Portrait 8.3 Education Plan -­‐ IEP Narrative Quiz 12
Readings: M&S Identify the disability textbook areas that are Activities: protected under Portrait field federal Special and library Education legislation, research and describe Assignments: educational Portrait considerations for each Narrative area. Quiz Readings: To identify the Colorado Rules Colorado equivalent of & Regulations each federal disability Activities: Field category, and research understand the Assignments: identification process Portrait used to determine Narrative eligibility. Identify the concerns Readings: M&S that may occur in the text identification and Activities: identification of Guest, students who are Discussions gifted and talented. Assignments: Quiz Readings: M&S Describe current textbook trends and issues in the Activities: field of special Guests, Field education. research Assignments: Portrait Spend 30 hours of field Activities: experience/volunteer Guests, Field time with exceptional research individuals, and Assignments: integrate that Log experience with their discussions and portrait project. CC2K2 CC2K1 3.1; GC1K1 3.2; GC2K2 3.3; GC2K3 3.4; GC2K5 3.5; 3.6 CC5K9 3.7; 3.8 8.3 1b; 2; 3c(ii) 5a(i) 5a(ii) 5a(iii) 5a(iv) 5i(iii) 5i(iv) 6 1,2,3 4i 1b; 3c(ii) 5a(i) 5a(ii) 6, 6a, 6b(ii) CC2K5 3.1;3.2; 3.3;3.4; 3.5;3.6; 3.7;3.8 1b 4b 5a(iv) 6a, 6c 2,3 CC3KC GC4K1 5g; 5h 5i(iii) 1(i) 6(ii) 9 1(vi) 3(i) 4(i) 4(iii) 5(ii) CC2K2 GC2K3 GC2K4 GC2K5 CC3K1 CC5S7 13
8.3 8.1 8.2 8.3 8.4 8.5 8.1;8.2 8, 8a, 8c 8.3;8.4 8d, 8e 8.5 Formulate his/her philosophy of special education. Activities: CC1KS
Field research 1 Class activities & discussions Assignment: Write philosophy 4ci * Teacher candidates can access descriptions of all standards on the COE website 14
2(ii)