Accelerated Teacher Certification Program
Houston Community College
Special Populations & Student Motivation Syllabus
ATCP 1005
CRN 59942 - Summer 2015
Online Course
12 clock hours/3 weeks
July 20, 2015 – August 9, 2015
Assignments are due by 11:55 pm by their due date.
No late assignments are accepted after the module closes.
Instructor: Dr. Terri Bubb
Instructor Contact Information: terri.bubb@hccs.edu
Contact Information
Please feel free to contact me concerning any problems that you are experiencing in this course. You do
not need to wait until you have received a poor grade before asking for my assistance. Your performance
in my class is very important to me. I am available to hear your concerns or to discuss course topics in
general. Feel free to email me at any time. For further concerns, please contact the ATCP office at 713-7182856 M-F, 8:00AM – 5:00PM or email at atcp@hccs.edu.
How to use the eMail list tool in Eagle Online:
On the top left corner of the course, click on Compose > Browse through the Contacts to add Recipients >
type in subject > attach file or type in message and then Send.
Course Description
This module focuses on four general topics: Individuals with Disabilities Education Improvement Act of
2004 (IDEA), the Individualized Education Program (IEP), Gifted and Talented Program, English Language
Learners and the achievement gap of student performance by race, gender and SES.
Prerequisites
Must be a participant of the Accelerated Teacher Certification Program, in good standing, have completed
the minimum of the first semester of ACP 1000, the face-to-face training course, and have passed the
content exam in your certification area.
Course Goal
The primary goal of this course is to help pre-service teachers translate developmental theories into
practical solutions to become engaged professionals who nurture the development of young people. In
past years, the developmental study part of teacher preparation programs were quite thorough in their
description of theory and research, but it offered few concrete suggestions for working with infants,
children, and adolescents in applied settings. The Texas Education Agency (TEA) has mandated specific
Professional Preparation Requirements that state what teachers should know and what teachers should be
ATCP 1005: Special Populations – page 2
able to do (TEA 2009). This shift from theoretical study to theoretical practice is most vividly apparent in
the requirement of intern participation of collaborative activities and use of discussion board postings.
With this updated and challenging online pedagogy course, the Accelerated Teacher Certification Program
(ATCP) online program bridges the gap between theory and practice. It draws upon innumerable
theoretical concepts gathered from research studies in education, psychology and online learning theory,
TEA TAKS and TEKS standards and the PPR recommendations to identify strategies for promoting children's
cognitive, and social-emotional growth. (See the references section for full bibliography with links to
selected articles.) When we discuss development throughout the course, we are referring to children's
development and their capacity of becoming increasingly proficient and responsible. As you work through
the lessons in this module and subsequent modules in the program, you will be asked to apply many
strategies to support developmentally appropriate practice to TEKS based activities while broadening your
understanding of educational pedagogy.
Student Learning Outcomes
Teachers will
1. Design effective instruction based on state and national standards for all learners in the classroom
2. Select appropriate instructional materials for students with special needs
3. Understand the different populations that can make up a general education classroom
Learning Objectives
Upon completion of this module the program participant will be able to demonstrate understanding of
 Texas's special education admission, review and dismissal process (ARD) and how it complies with
IDEA
 Individualized Education Plan (IEP)The description of programs offered by Texas meeting special
needs students
 Texas Special Education Programs and eligibility criteria
 Adaptive instructional strategies for teaching a diverse student population
 Demographic factors associated with student performance in K-12.
 The Achievement Gap in student performance for race, gender and SES.
 Knowledge of the Gifted and Talented program in Texas
 English Language Acquisition programs
 Engaging students in continuous monitoring of instructional effectiveness
 Effective motivational strategies and encourages students' self-motivation
 Social Intelligence defined as an individual's fund of knowledge about the social world, their ability
to act wisely in human relations, to get along with others, and to interact with skill and ease in
social matters
 The theory of multiple intelligences and the eight intelligences identified by Howard Gardner
Professional Preparation Standards Addressed:
Readings
 Zittleman, K., & Sadker, D.M. (2010). Teachers, schools, and society (9th ed.). New York, NY:
McGraw Hill.
 Wong, H.K., & Wong, R.T. (2009). The first days of school: How to be an effective teacher. Mountain
View, CA: Harry K Wong Publications
 Other readings may be provided throughout the course.
3 Week Calendar
ATCP 1005: Special Populations – page 3
The course is designed to take two weeks to complete (2-3 lessons per week). Students are expected to
spend 4 to 6 hours per week of study on the module (must spend a minimum of 21 hours online to receive
full attendance credit). The course calendar below gives you the suggested schedule to complete this
course in 3 weeks (21 days). You may find you want to schedule your progress differently. On the thirteenth
day let your instructor know that you are done by completing all your assignments.
Please note, that after the final day you will no longer be able to access your assignments or the content.
Save all your work and any notes as they can be useful to continue to prepare for your other module
courses and the TExES Pedagogy Professional Responsibilities EC-12 exam.
Course Points Overview
Module 1
100 Points
Module 2
100 Points
Module 3
100 Points
Module 4
100 Points
Module 5
100 Points
Module 6
100 Points
Module 7
100 Points
Module 8
100 Points
Total Points
800 Points
Overview of Module Activities
Standards Addressed
Domain I: Standard I
Domain II: Standard II
Domain III: Standard III
Domain III: Technology
Applications
Standard I
Standard Description
Activity
The teacher designs instruction appropriate
for all students that reflects an
understanding of relevant content and is
based on continuous and appropriate
assessment.
5, 6, 7,
10, 12
The teacher creates a classroom
environment of respect and rapport that
fosters a positive climate for learning, equity
and excellence.
4, 9, 11,
The teacher promotes student learning by
providing responsive instruction that makes
use of effective communication techniques,
instructional strategies that actively engage
students in the learning process and timely,
high-quality
feedback
5, 6, 7,
10, 12,
All teachers use technology-related
items, concepts, data input strategies
and ethical practices to make informed
decisions about current technologies
and their applications.
1, 2, 3,
8, 13,
14, 15
ATCP 1005: Special Populations – page 4
Domain III: Technology
Applications
Standard II
All teachers identify task requirements;
apply search strategies and ethical
practices to make informed decisions
about current technologies and their
applications.
4, 9, 11,
16
Domain III: Technology
Applications
Standard III
All teachers use task-appropriate tools to
synthesize knowledge, create and modify
solutions and evaluate results in a way
that supports the work of individuals and
groups in problem-solving situations.
6, 7,
10, 12
Domain III: Technology
Applications
Standard IV
All teachers communicate information
in different formats and for diverse
audiences.
Domain III: Technology
Applications
Standard V
All teachers know how to plan, organize,
deliver and evaluate instruction for all
students that incorporates the effective use
of current technology for teaching and
integrating the Technology Applications
Texas Essential Knowledge and Skills (TEKS)
into the curriculum.
Domain IV: Standard IV
WEEK ONE
1. Special Education Quiz
2. IEP Quiz
3. Creating a Safe Environment
4. Inclusion Discussion
5. Create a Safe Environment Quiz
WEEK TWO
1. Achievement Gap
2. Gifted and Talented
3. Special Population Quiz
4. Effective VS Ineffective Praise
5. Lesson Plan Analysis
6. Diverse Learners
WEEK THREE
1. Multiple Intelligences
2. Journal
3. Diverse Learners and
Motivation Quiz
4. The Digital Divide
The teacher fulfills professional roles and
responsibilities and adheres to legal and
ethical requirements of the professions
13, 14
4, 16
2, 11
ATCP 1005: Special Populations – page 5
Online Portfolio
Additionally, you will be asked to create and maintain an online portfolio. To make sure that you do not
forget about this project, please upload all of your assignments from each module to your portfolio. Don’t
wait until the last week of the course to complete this assignment. You need to begin researching an online
portfolio site to house your portfolio. There are several free sites like Mahara (www.mahara.org) and
Google Sites (sites.google.com) that work well. Google on the Internet videos and tutorials on how to
create a free electronic portfolio. Pick a software/site to build your efolio and setup your account. Then
begin uploading your assignments to your efolio to share with principals as you interview for jobs. I have
had several students tell me that showing their efolio on interviews helped them get a teaching position.
Instructional Methods
As an instructor, I want my students to be successful. I feel that it is my responsibility to provide you with
knowledge concerning the field of education, strategies for promoting children’s cognitive, and socialemotional growth, and to connect the information that you learn in this course to the real world of
education.
As a student wanting to learn about the field of education, it is your responsibility to read the textbook,
submit assignments on the due dates, study, participate in discussions, and complete activities. I hope you
enjoy yourself while experiencing the real world of education.
Instructor Requirements
As your instructor, it is my responsibility to facilitate effective learning by responding to your email
questions and participating in all forum discussion. This course is a foundation for your continued success
as an effective teacher.
To be successful in this class, it is your responsibility to complete the topics in numbered order within the
21-day timeframe, and to ask questions and comment as needed via email to the instructor and in the “All
Topics Discussion Forum” to all participants. Complete all assignments before the end of the last day
(midnight). The course will be closed at midnight of day 21, August 9, 2015.
Student Assignments
Assignments have been developed that will enhance your learning. To better understand a topic, you will
be given assignments on key information that you will need to remember for your success in your career as
an educator that will consist of short answers, essays, discussion forums, and a culminating exam that will
assess your overall knowledge of what you read and learned in this module. Students will be required to
successfully complete the following:
Assignments or Activities: (Please view the Assignments area to determine due dates. Late work will be
assessed 5% each day submitted late. Late work submitted after 7 days of the due date will NOT be
accepted.)
Grading Rules and Policy
Your instructor will conduct quizzes, exams, and assessments that you can use to determine how
successful you are at achieving the course learning outcomes (mastery of course content and skills)
outlined in the syllabus. If you find you are not mastering the material and skills, you are encouraged to
reflect on how you study and prepare for each class. Your instructor welcomes a dialogue on what you
discover and may be able to assist you in finding resources on campus that will improve your
performance.
1. All module work and assignments must be submitted by the due date. After the end date of the
ATCP 1005: Special Populations – page 6
module, you will not be able to access/re-enroll until the next semester.
2. Late work will NOT be accepted.
3. Grading system is based on 80% or higher passing grade for each module/course.
4. All questions or concerns related to module work must be directed to the instructor in Eagle
Online eMail.
5. Each of the eight modules/courses must be completed with an 80% or higher grade for TExES
PPR EC-12 exam release and Texas standard classroom certification recommendation.
Assessments
The following assignments will be submitted for a grade. See the above section for specific rules regarding
assignments and grading.
The following breakdown is how your grade will be computed:
Discussions ..................................................................................... 10% of your final grade
Assignments ................................................................................... 75% of your final grade
Exams ............................................................................................. 15% of your final grade
Instructional Materials
In order to be successful in an online environment, you need the right tools. The following programs,
materials, and hardware are needed for you to complete your course.
Computer Requirements:
Computer/Laptop
Internet Connection
Internet Web Browser: Firefox is recommended. Download at
http://www.mozilla.org/en-US/firefox/fx/
Adobe Acrobat Reader: Download at http://www.adobe.com/products/reader.html
Windows Media Player: Download at http://windows.microsoft.com/enUS/windows/downloads/windows-media-player
Quicktime: Download at http://www.apple.com/quicktime/download/
Microsoft Word
Microsoft Excel (optional)
Microsoft PowerPoint (optional)
Textbooks:
Zittleman, K. & Sadker, D. M. (2009). Teachers, schools, and society (9th ed.).
New York, NY: McGraw-Hill.
Wong, H. K. & Wong, R. T. (2009). The first days of school: How to be an effective
teacher. Mountain View, CA: Harry K Wong Publications.
Other readings may be provided throughout the course.
ATCP 1005: Special Populations – page 7
Virtual Classroom Behavior
You are required to follow all HCC Policies & Procedures, the Student Code of Conduct, the Student
Handbook, and relevant sections of the Texas Education Code when interacting and communicating in a
virtual classroom with faculty and fellow students. If you violate these policies and guidelines you will be
subject to disciplinary action that could include denial of access to course-related email, discussion
groups, and chat rooms or being removed from the class.
Instructor Requirements
As your instructor, it is my responsibility to facilitate effective learning through class activities,
discussions, and lectures. Additionally I will provide the grading scale and detailed grading
formulas explaining how students’ grades are derived. I will also respond to your email questions
and participate in all forum discussions. This course is a foundation for your continued success as an
effective teacher. To sum, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades are to be
derived
 Facilitate an effective learning environment through class activities, discussions, and lectures
 Description of any special projects or assignments
 Inform students of policies such as attendance, withdrawal, tardiness and make up
 Provide the course outline and class calendar which will include a description of any special
projects or assignments
To be successful in this class, it is your responsibility to complete the topics in their presented order
within the 21-day timeframe, and to ask questions and comment as needed via email to the instructor
and in the “All Topics Discussion Forum” to all participants. Complete all activities by their due dates.
You may turn in late work (for a penalty) but no work is accepted after the module closes. All work is
due the end of the last day (11:55PM). The course will be closed at 11:59 p.m. of Day 21, August 9,
2015. To sum, it is your responsibility to:
 Attend online class and participate in class discussions and activities
 Read and comprehend the textbook (if applicable)
 Complete the required assignments and exams
 Ask for help when there is a question or problem
 Keep copies of all paperwork, including this syllabus, handouts and all assignments
HCC Grading Scale
A = 100 – 90; …………………………… ..................................................
B = 89 – 80: …………………………… ....................................................
C = 79 – 70: ………………………… .......................................................
D = 69 – 60: ………………………….......................................................
59 and below = F…………………….....................................................
IP (In Progress) …………………… .......................................................
W(Withdrawn)……………………… .....................................................
I (Incomplete)…………………………………… .........................................
AUD (Audit) …………………………………… ..........................................
4 points per semester hour
3 points per semester hour
2 points per semester hour
1 point per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive
credit. COM (Completed) is given in non-credit and continuing education courses. To compute grade
point average (GPA), divide the total grade points by the total number of semester hours attempted. The
grades “IP,” “COM” and “I” do not affect GPA.
HCC Policy Statement: Academic Honesty
ATCP 1005: Special Populations – page 8
A student who is academically dishonest is by definition not showing that the coursework has been
learned, and that student is claiming as advantage not available to other students. I am responsible for
measuring your achievements and also for ensuring that all students compete on a level playing field.
Thus, in our system I have teaching, grading, and enforcement roles. You are expected to be familiar
with the college’s policy on academic honesty found in the catalog. What that means is that you are
charged with conducing yourself in a manner befitting an educator. Will it be OK for your future
students to cheat? If it is not acceptable for them, it is not acceptable for you. If you are charged with an
offense regarding cheating, pleading ignorance of the rules will not help you. You are responsible for
conducting yourself with honor and integrity appropriate for those entering the education profession.
Penalties and or disciplinary proceedings may be initiated by Houston Community College against a
student accused of scholastic dishonesty. Scholastic dishonesty is defined as you cheating on a test,
plagiarism, and collusion. This list is not limited to the following items and may include other definitions.
• Cheating on a Test or Quiz includes:
o Copying rom another student’s paper
o Using materials not authorized by the person giving the test
o Collaborating with another student during a test without authorization
o Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part
the contents of a test that has not been administered
o Bribing another person to obtain a test that is to be administered
• Plagiarism means the appropriation of another’s work and the unacknowledged
incorporation of that work in one’s own written work offered for credit
• Collusion means the unauthorized collaboration with another person in preparing written
work offered for credit.
Possible punishments for academic dishonesty may include a grade of a 0 or F in the particular
assignment, failure in the course, and or recommendation for probation or dismissal from Houston
Community College.
HCC Policy Statement: ADA
Students with Disabilities: Any student with a documented disability (e.g. physical, learning, psychiatric,
vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the appropriate
HCC Disability Support Service (DSS) Counselor at the beginning of each semester. Faculty is authorized
to provide only the accommodations requested by the Disability Support Services Office.
Students who are requesting special testing accommodations must first contact the appropriate (most
convenient) DSS office for assistance:
Disability Support Services Offices:
System: 713.718.5165
Central: 713.718.6164 – also for Deaf and Hard of Hearing Services and Students Outside of the HCC
District service areas.
Northwest: 713.718.5422
Northeast: 713.718.8420
Southeast: 713.718.7218
Southwest: 713.718.7909
HCC Policy Statement: Class Attendance
You will be attending this course online. It is important that you participate in class. This is how you will
be graded for attendance. Attending class regularly is the best way to succeed in this course. If you are
ATCP 1005: Special Populations – page 9
not logging into the course, you are not learning the information. Poor participation tends to correlate
with poor grades. You are responsible for all work in each module. Try to keep current in all due
assignments. Class participation equals class success.
HCC Course Withdrawal Policy
If you feel that you cannot complete the module or course you will need to contact me or the ATCP
Director immediately. The reason why is that you must complete all modules of this course. When you do
not complete a module, it will affect your passing this course. Withdrawals will be dealt with on a personto-person basis.
HCC Policy Statements
Access Student Services Policies on their Web site: http://hccs.edu/student-rights
Access DE Policies on their Web site:
All students are responsible for reading and understanding the DE Student Handbook, which contains
policies, information about conduct, and other important information. For the DE Student Handbook click
on the link below or go to the DE page on the HCC website.
The Distance Education Student Handbook contains policies and procedures unique to the DE
student. Students should have reviewed the handbook as part of the mandatory orientation. It is the
student's responsibility to be familiar with the handbook's contents. The handbook contains valuable
information, answers, and resources, such as DE contacts, policies and procedures (how to drop,
attendance requirements, etc.), student services (ADA, financial aid, degree planning, etc.), course
information, testing procedures, technical support, and academic calendars. Refer to the DE Student
Handbook by visiting this link: http://de.hccs.edu/student-services/
Access CE Policies on their Web site: http://www.hccs.edu/continuing-education/students/studenthandbook/
The ATCP Educator Candidate Handbook contains policies and procedures unique to the ATCP participants.
Educator Candidates should have reviewed the handbook as part of the orientation. It is the candidate’s
responsibility to be familiar with the handbook’s contents. The handbook contains valuable information,
answers, and resources, such as ATCP contacts, policies and procedures; student services (counseling,
library resources, ability services, etc.), program requirements, and how to complete the internship and
obtain certification. Refer to the ATCP Office for a copy of the handbook.
Classroom Conduct:
All educator candidates are required to follow all HCC Policies & Procedures, the Student Code of Conduct,
the Educators’ Code of Conduct, the Student Handbook, and the Educator Candidate Handbook.
Scholastic Dishonesty:
Educator candidates are responsible for conducting themselves with honor and integrity in fulfilling course
requirements. Penalties and/or disciplinary proceedings may be initiated by the college district officials
against a student accused of scholastic dishonesty. “Scholastic Dishonesty” includes, but is not limited to,
cheating on a test, plagiarism and collusion. Possible punishments for academic dishonesty may include a
grade of “0” or “F” on the particular assignment, failure in the course, and/or referral to the college Dean
of Student Services for disciplinary action up to including expulsion. Candidates have the right to appeal the
decision. See Student Handbook and Educator Candidate Handbook for further details. All answers to the
projects and discussion questions will be original, not copied from the internet or textbook. If you are using
a reference from the test, put it in quotes and limit it to one sentence.
HCC Policy Statements
ATCP 1005: Special Populations – page 10
Access Student Services Policies on their Web site: http://hccs.edu/student-rights
Virtual Classroom Conduct: All students are required to follow all HCC Policies & Procedures, the Student
Code of Conduct, the Student Handbook, and relevant sections of the Texas Education Code when
interacting and communicating in a virtual classroom with faculty and fellow students. Students who
violate these policies and guidelines will be subject to disciplinary action that could include denial of
access to course-related email, discussion groups, and chat rooms or being removed from the class.
Student Work/Academic Dishonesty: Students are responsible for conducting themselves with honor and
integrity in fulfilling course requirements. Disciplinary proceedings may be initiated by the college system
against a student accused of scholastic dishonesty. Penalties can include a grade of “0” or “F” on the
particular discussion question or assignment, failure in the course, academic probation, or even dismissal
from the college. See Student Handbook for further details. All answers to the projects and discussion
questions will be original, not copied from the internet or textbook. If you are using a reference from the
text, put it in quotes and limit it to one sentence.
EGLS3 -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to
improve teaching and learning. During a designated time, you will be asked to answer a short online
survey of research-based questions related to instruction. The anonymous results of the survey will be
made available to your professors and division chairs for continual improvement of instruction. Look for
the survey as part of the Houston Community College Student System online near the end of the term.
Syllabus Modification
I will make every effort to adhere to the requirements in this syllabus during the semester. I reserve the
right to make any necessary changes. Students will be notified in a timely manner of any such change by
Eagle Online email.