Master’s of Elementary Education
SPED 5023 Planning Instruction for Children with Exceptionalities
Special Education Option
CEC: 4 & 7
Dr. Sid T. Womack, Professor of Secondary Education
Email: swomack@atu.edu
Phone: (479) 968-0423 Fax: 964-0811
Class webpage outside of Blackboard: http://faculty.atu.edu/swomack/5023news.html
Students should check the 5023news.html page daily for any new news, given the brevity of the
course. This page is intentionally maintained outside of Blackboard in order to give redundancy
and security.
Most class materials are also available at ftp://tdata.atu.edu
Office hours for Summer I: 9-10, 2-4 MTWRF. Actually I will be in the office much more time
than those “declared” hours, and it is all right to call anytime from 7: 30 to 5:00 PM to see if I
am available.
Course: SPED 5023
Title: Planning Instruction for Children with Exceptionalities
Credit: 3 Semester Hours
Major Artifact: Unit Plan for Inclusive and Self-Contained Settings
Catalog Description: This course is a study of current theories utilized in the development of
programs for children with exceptionalities. The focus is on disciplines, strategies, and materials
involved with special needs collaboration, planning, and implementation.
Text Required for Course: Characteristics of and Strategies for Teaching Students with
Mild Disabilities, Sixth Edition. (2009). Martin Henley; Roberta S. Ramsey; Robert F.
Algozzine. (2009). Merrill. eText ISBN-10: 0-13-714722-8 eText ISBN-13: 978-0-13714722-9
Supplemental Reading List:
Adelson, R. (2004). Instruction versus exploration in science learning. Monitor on Psychology,
35(6) 34-36.
Alberto, P.A. & Toroutman, A.C. (2003). Applied behavior analysis for teachers (7th ed.).
Columbus, OH: Prentice Hall.
Alloway, T. P., Archibald, L., & Ragendran, G. (2009). Working memory in children with
developmental disorders. Journal of Learning Disabilities, 42 (4), 372-381.
Allsopp, D.H. Santos, K.E., & Linn, R. (2000). Collaboration to teach prosocial skills.
Intervention in School and Clinic, 35, 141-46.
American Association of Colleges for Teacher Education, Commission on Multicultural
Education. (1973) No one model American. Journal of Teacher Education, 24, 264-265.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental
disorders (4th ed.), Washington, DC: Williams & Wilkins.
SPED 5023
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Bergan, J.R., & Kratochwill, T.R. (1990). Behavioral consulting in applied settings. New York:
Plenum Press.
Bauwens, J. & Hourcade, J. J. (1995). Cooperative teaching: Rebuilding the schoolhouse for all
students. Austin, TX: ProEd.
Bradley-Johnson, S., & Lesiak, J. L. (1989). Problems in written expression. New York:
Guilford.
Coates, J., & Vickerman, P. (2008). Physical education and SEN let the children have their say:
Children with special educational needs and their experiences of physical education—a
review. Support for Learning, 23 (4), 168-175.
Cegelka, P.T. (1995). Effective instruction for students with learning difficulties. Boston, MA:
Allyn & Bacon.
Council for Exceptional Children (1998). CEC policy on inclusive schools and community
settings. Teaching Exceptional children, 25(4) supplement.
Coleman, L.J., & Cross, T.L. (2001). Being gifted in school: An introduction to development,
guidance, and teaching. Waco, TX: Prufrock Press.
Cook, B.G. (2001). A comparison of teachers’ attitudes toward their included students with mild
and severe disabilities. Journal of Special Education, 34, 203-213.
Cramer, S. F. (1998). Collaboration: A success strategy for special educators. Boston: Allyn and
Bacon.
Dettmer, P., Dyck, N. & Thurston, L.P. (2002). Consultation, collaboration and teamwork for
students with special needs. (4th ed.) Boston: Allyn & Bacon.
Doyle, M. B., & Gingreco, M. (2009). Making presentation software accessible to high school
students with intellectual disabilities. Teaching Exceptional Children, 41 (3), 24-31.
Dyhes, T.T. , & Burrow, E. (2004) Using children’s books with characters with disabilities. CEC
Today, 10(6), 13.
Edyburn, D. L. (2000). Assistive technology and students with mild disabilities. Focus on
Exceptional Children, 32(9), 1-24.
Frenkel, S. (2009). Verbal, visual, and spatio-sequential short-term memory: Assessment of the
storage capacities of children and teenagers with Down syndrome. Journal of Intellectual
Disability Research, 53 (2), 152-160.
Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. (4th
ed.). New York: Longman.
Heilman, A. W. (1988). Phonic in proper perspective (6th Ed.). Columbus, OH: Charles E.
Merrill Publishing.
Heron, T.E., & Harris, K.C. (2001). The educational consultant: Helping professionals,
parents, and mainstreamed students in inclusive classrooms. (4th ed.). Austin, TX: Pro-Ed.
Idol, L., & West, J.F. (1992). Effective instruction of difficult to teach students. Austin, TX:
Institute for Learning and Development.
Menziner, B. (2009). The effect of noise on the behavior of pupils with Asperger’s Syndrome.
International Journal of Special Education, 24 (2), 77-81.
Mishna, F. (2003). Learning disabilities and bullying: double jeopardy. Journal of Learning
Disabilities, 36 (4), 336.
Meyers, M. J., & Burton, G. M. (1989). Yes you can plan appropriate instruction for learning
disabled students. Arithmetic Teacher, 36(7), 46-50.
Pugach, M. C. & Johnson, L. J. (2002). Collaborative practitioners, collaborative schools (2nd
ed). Denver: Love.
SPED 5023
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O’Shea, D.J., O’Shea, L.J., Algozzine, R., & Hammitte, D.J. (2001). Families and teachers of
individuals with disabilities: Collaborative orientations and responsive practices. Boston:
Allyn & Bacon.
Slade, J. C., & Conoloy, C. W. (1990). Multicultural experiences for special educators.
Teaching Exceptional Children, 22(1), 60-64.
Sloane, E. (1989). Technology - the equalizer. Instructor, 34-36.
Walther-Thomas, C., Korinek, L., McLaughlin, V.L., & Williams, B.T. (2000). Collaboration
for inclusive education: Developing successful programs. Boston: Allyn & Bacon.
West, J. F. (1990). Educational collaboration in the restructuring of schools. Journal of
Educational and Psychological Consultation, 1, (1), 23-40.
Justification/Rationale:
To effectively meet Exceptional Learner Needs (ELN), special educators must plan and
implement curriculum for inclusive and self-contained settings, act as advocates for learns, and
successfully collaborate with administrators, teachers, parents, and the community.
Course Objectives:
Council of Exceptional Children (CEC)
[Arkansas] State Standards (SS)
Internet Society for Technology in Education
Upon completion of this course, special educators will be able to:
1. Demonstrate an application of the current theories, laws, and policies for the education of
exceptional learners. (SS: 3 & 5; CEC: 1, 4, 7 & 8)
2. Demonstrate advocacy with parents and the community in responding to the varying
abilities and behaviors of exceptional learners. (SS: 3, 4; & 5 CEC: 2)
3. Demonstrate the use of Individual Family Service Plans (IFSP) and (Individualized
Education Plans) (IEP) goals and objectives to impact individual academic and social
abilities, attitudes, values, interests, and career options. (SS: 2 & 3; CEC: 3 & 7)
4. Demonstrate knowledge of a range of teaching strategies for improving reading,
mathematics, spelling and written language skills for students with disabilities. (SS: 1 &
2; CEC: 4 & 7)
5. Demonstrate knowledge of a range of behaviors strategies for improving social behavior
at school, teaching all students to live harmoniously and productively in a culturally
diverse world in inclusive and/or self-contained classrooms. (SS: 1 & 2; CEC: 3, 4 & 5)
6. Demonstrate augmentative, alternative, and assistive technologies to support and enhance
communication of individuals with exceptional needs. (SS: 3; CEC: 4 & 6; ISTE: I, IV &
V).
7. Develop lesson plans that are appropriate for use with the collaborative consultative
model using multiple assessments. (SS: 4; CEC: 7 & 8)
SPED 5023
3
8. Demonstrate the development and implementation of individualized instructional
programs following legal policies and ethical principles. (SS: 2; CEC: 1, 3, 4, 7, & 8 )
9. Demonstrate knowledge of current issues in special education and the applications of
those issues. (SS: 5; CEC: 9)
10. Demonstrate the role of the special educator in working with administrators to facilitate
the successful transition and maintenance for exceptional learning needs in inclusive and
self-contained classrooms. (SS: 4 & 5; CEC: 10)
Methods of Instruction:
A variety of instructional strategies will be used with Blackboard such as direct instruction,
modeling and demonstrations, focused observations, guided class discussions, printed
materials with textbooks that are both electronic and hard copies, supplemental materials
for professional reading and reflection, and application exercises using technology.
Assessment Methods:
Written examinations and assignments will be given on Blackboard. Assessments will serve as
formative and summative evaluations to determine the extent to which you can demonstrate what
you know and are able to do. Course and program changes will be based on the assessment
findings.
Grading:
Course grades will be based on dispositions, accuracy, and professional quality as demonstrated
in examinations and assignments.
Scale:
A = 720-800
B = 640-719
C = 560-639
D = 480-559
F = below 480
Assignments:
1.
Written Examinations: (3 at 100 points each)
2.
Discussion Board over textbook readings: 10 at ten each, 11 possible (bonus
points) due to eleven chapters in the book.
3.
Reaction Paper: This is a review of articles on current issues in special education
with your reactions to what has been written. The strengths and weakness of the ideas
and how you would or would not make use of the information (4 at 25 each)
See an example at http://faculty.atu.edu/swomack/GoodReading.rtf
4.
Journal Reports: Observations/Discussions with Special Educators (3 at 33.3 each)
5.
Unit Plan: For Inclusive and/or Self-Contained Settings (1 at 200 each) NCATE and
CEC artifact, essential for course mastery.
SPED 5023
4
a. Collaboration
i. Administrators/Teachers/Paraprofessionals
ii. Students/Parents/Community
b. Curriculum Planning
i. Academics
1. All Disciplines
2. Policies/Historical Influences
ii. Social/Emotional
iii. Environment
iv. Cultural
v. Medical
vi. Students/Parents/Community
c. Observations/Discussions
i. Classrooms
ii. Interviewing Educators and Theorists
d. Professionalism
i. Current Practices/ Policies/Historical Influences
ii. Philosophy/Ethics—Developmentally Appropriate Best Practices
iii. Future Professional Development Plans
iv. Reflections
The unit will be the major artifact for the course, SPED 5023 Planning Instruction for Children
with Exceptionalities. The unit will cover all 10 CEC Standards with an emphasis on Standards 4
and 7. Further information on how to create the unit will be present on Course Documents.
Policy on Cheating, Plagiarism, Late Work, etc: Frequent late work will result in the lowering
of the student’s final grade. Your active participation through discussion board is vital to your
growth and development as reflective practitioners and decision-makers. Please refer to the
Arkansas Tech University Student Handbook policy concerning cheating, plagiarism, and
misconduct in class.
Course Content:
I.
Field of Special Education
a. History
b. Theories
c. Ethics
d. Professional Growth
II.
Exceptional Learning Needs (ELN)
a. IFSPs and IEPs
b. Family
c. Community
d. Culture
III.
Planning for Individual Learning Differences
a. Social/Emotional
b. Academics
c. Background
SPED 5023
5
d. Assistive Technology
IV.
Assessment/Instruction
a. Individualized
b. Group
c. Environments
i. Inclusion
ii. Self-Contained
Schedule for Summer I, 2011:
TESTS
CHAPTERS
In Blackboard
DUE DATES
Test 1
Chapters 1-5
Test Section
June 9th (12:00AM) until
June 10th
Test 2
Chapters 6-8
Test Section
June 16th (12:00AM) until
June 17th
Chapters 9-11
Test Section
(Midnight)
(Midnight)
Test 3
Final is not comprehensive
REACTION
PAPERS
Reaction Paper 1
ARTICLES
June 23rdth (12:00AM) until
June 24th
(Midnight)
In Blackboard
DUE DATES
Curriculum for Exceptional
Learners
Send as attached
email to
swomack@atu.edu
Word document in
any version of Word
from ’97 onward or
in .rtf; same for all
other papers in the
course.
June 9th (Thursday)
Reaction Paper 2
Find and report on a type of
electronic software used for
writing IEPs
Email attachment to
swomack@atu.edu
June 13th (Monday)
Reaction Paper 3
Twice Exceptional Students
Email attachment to
swomack@atu.edu
June 15th (Wednesday)
Email attachment to
swomack@atu.edu
June 20th (Monday)
Reaction Paper 4
JOURNAL
SPED 5023
Co-teaching model
Discussions with
6
Email with Word
(First thing to do---look in
your textbook)
DUE DATES
REPORTS
Reports 1-3
UNIT PLAN
One Child
Child/Parent/Teacher
or .rtf attachments
to
swomack@atu.edu
Report on each of your three
observations/ discussions
with exceptional children or
someone directly connected
to the exceptional children.
Email attachments
to
swomack@atu.edu
PARTS AS REQUIRED
See Rubric as listed below.
Use the rubric as your
outline for the unit plan,
parts one through nine.
In Blackboard
Discussion Board
This assignment
will be posted for
your peers to read
and make
appropriate
comments. Also
please email it in
Word or .rtf to
swomack@atu.edu.
June 8, June 15, June 22
DUE DATE
June 24th
The copy that is
emailed to me is
the copy that will
be graded. Be sure
to email it to me no
later than
midnight June 24th.
ASSIGNMENT DESCRIPTIONS
TESTS
REACTION PAPERS
JOURNAL REPORTS
Unit Plan
SPED 5023
Tests will be opened in the test section by 12:00AM of the first
day and will close at midnight of the second day. Turn off
popup blockers and email if a problem arises with the test.
Problems with on-line tests do not usually occur unless there is
a weather-related interruption of Internet services. Do not click
on the “Save” box on the test, just click on “next” or an arrow
going to the next question. Tests will be timed and you cannot
backtrack.
The reaction papers follow the usual format for article readings
in the College of Education at Arkansas Tech. See an example
at http://faculty.atu.edu/swomack/GoodReading.rtf .
Your name at the top: Approximately one-half page in length
for each of the observations/discussions. The date of the
experience must be documented before each report. (Single
spaced, 12 point font). All reports come in together on post.
This is a unit for instruction for the child whose IEP was
7
uploaded to Blackboard for this summer session. The unit
should include content, learning activities, assessments,
instructional technology, and modifications for the child’s
special learning needs, to encompass at least five days of
instruction. The elements stated in the Unit Rubric should be
addressed and in ways that will be obvious. But there are a
multiplicity of ways that this could be done. I am not looking
for “cookie cutter” Unit Plans. As long as the standards
expressed in the rubric are addressed in obvious ways,
creativity in teaching ideas will be appreciated.
RUBRIC: SPED 5023 PLANNING INSTRUCTION FOR CHILDREN WITH
EXCEPTIONALITIES
Alignment with CEC Standards
SPED 5023 Planning
Instruction for Children
with Exceptionalities
CEC Standards
1.
IEP Form and Student
Background
CEC Standard(s)
1,3,4,9
2.
Daily Lesson Plan(s)
CEC Standard(s)
1,2,3,4,5,6,7,8,9,10
3.
Matrix
CEC Standard(s)
1,2,3,4,5,6,7,8,9,10
4.
Collaboration/
Communications
CEC Standard(s)
1,5,7,9,10
5.
Accommodations
SPED 5023
1
Below Target
2
Target
Written
Comments to
Individuals
Written
Comments to
Individuals
An electronic copy of the
IEP with all necessary
information completed.
In-depth information of
the child’s background
Five days of daily lesson
plans in a clearly
understood format using
all subjects to be taught
and special services for
the child.
Matrix schedule of
lessons for the week with
all subjects taught and
goals/objectives for each
lesson.
Collaboration outreach
with other professionals,
student, parents, and/or
members of the
community.
Detailed descriptions of
8
3
Exceeding
Target
Scores
6.
/Modifications
CEC Standard(s)
2,3,4,5,6,7,
Alignment with State
Standards
CEC Standard(s)
4,5,7,8
7.
Implementation of a
Lesson—Meeting Goals
and Objectives
CEC Standard(s)
1,2,3,4,5,6,7,8,9,10
8.
Reflection/Disposition
CEC Standard(s)
1,2,4,5,7,8,9
9.
Professional Development
/References
CEC Standard(s)
1,4,7,9,10
accommodations,
modifications, etc.,
aligned with IEP.
Lesson alignment with the
Arkansas Curriculum
Framework Standards
meeting the IEP’s goals
and objectives.
Provide details of
accommodations,
modifications, etc.
Reflection of the
implementation/assessme
nt of student learning/data
showing next steps to
take.
Reflection on what new
insights on
teaching/learning have
been gained with this
assignment.
Proper grammar, written
clarity, and correct
formatting APA Style
with completed reference
section.
10. Mechanics/Technique
CEC Standard(s)
9,10
SPED 5023
9