KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 6120: Diversity and Exceptionalities
Department: Secondary and Middle Grades Education
Degree Title (if applicable) Master of Arts in Teaching
Proposed Effective Date Fall, 2010
MAT
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
__ Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III (Informational Only)
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
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Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDUC 6120___________________
Course Title Diversity and Exceptionality______________
Credit Hours 3 Hours
Prerequisites Admission to MAT program
Description (or Proposed Degree Requirements)
This course examines the demographic changes in America’s schools that influence teaching and
learning. Attention is given to assisting candidates in developing a socio-cultural consciousness
and the disposition that all students, including those with disabilities, can learn complex content.
Candidates engage in in-depth study of students with disabilities and their educational needs as
well as the creation of culturally responsive and inclusive classrooms that support all students.
VII. PURPOSE & RATIONALE
III.
Justification
This course is the second of five professional education courses leading to initial
certification through successful completion of the Master of Arts in Teaching degree at
Kennesaw State University. Initially this proposed course and the proposed course
EDUC 6110 were offered as a six-hour block under the labels of EDUC 6100 and EDUC
6100L. After review, faculty and students felt the content could be better delivered as
two separate courses
In 2001, NCLB set the tone of high expectations for all, meaning that schools are
accountable for closing the achievement gap between the subgroup of students with
disabilities and those of the general population. To be successful, educators must first,
and foremost, have a clear understanding of diversity that guides their practice and brings
them to a better understanding of the various constituency groups in their schools.
Second, teachers must demonstrate the ability to foster learning environments that are
culturally responsive, inclusive, caring and accepting of all individuals. This course
prepares prospective content area middle and secondary teachers with a greater
understanding of diversity as well as the collaborative tools necessary to bringing all
students, including those with disabilities, to high educational standards.
EDUC 6120 fulfill the Georgia House Bill 671 requirement as well as the Georgia
Professional Standards Commission Rule 505-2-.20d: Special Georgia Requirement on
Special Education which stipulates that… “Any person certified in a teaching field, the
leadership field of Educational Leadership, the service fields of Media Specialist and
School Counseling, or holders of permits, or Technical Specialist certificates shall
complete course work approved by the Professional Standards Commission (3 semester
hours of college credit or 5 professional learning units) in the identification and education
of children who have special educational needs. Holding National Board for Professional
Teaching Standards (NBPTS) valid certification will satisfy the special education
requirement.” (This requirement was re-stated May 15, 2008.)
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., DarlingHammond, L., Duffy, H., McDonald, M. (2005). Teaching diverse learners in DarlingHammond, L. & Brandsford, J. (Eds.) Preparing Teachers for a Changing World: What
Teachers Should Know and Be Able to Do. San Francisco, CA: Jossey-Bass.
Salend, Spencer J. (2007). Creating inclusive classrooms: Effective & reflective practices. (6th
Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
www.alliance.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf
http://educ6100.wetpaint.com
Chalk and Wire Account. Purchase from the KSU Bookstore. (Note: This must be
purchased immediately so that
you can attend college training on Chalk and Wire.)
Prerequisites: Admission to MAT Program
Objectives and Professional Standards
Course Goals and Objectives:
Upon successful completion of this
course the candidate will
1. Understand how differences in
ethnicity, class, gender,
religion, language and
exceptionality affect the work
of schools and teacher
development.
2.
Articulate the legal and ethical
requirements of their role in the
CPI Outcomes and
(Proficiencies) & NCATE
Standards*
CPI –Subject Matter
Expert (1.3 and 1.4);
Facilitator of Learning
(2.1 and 2.7)
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard II
(Diversity)
Assignments and
Activities
 Ethno-cultural
Heritage Assignment
 Proficiency Exams
 Proficiency Exams
education of students with
disabilities and the ways those
continue to evolve out of
legislative, litigation, and
sociological changes.
3.
Demonstrate an understanding
of the way in which general
characteristics of
exceptionalities are linked to
definitions under state and
federal laws and the attendant
regulations.
Demonstrate an understanding
of due process and their role in
its implementation for parents
and students and their role in
engaging and supporting the
participation of parents of
students with diverse
characteristics (including
disabilities) in the education of
their children.
5. Demonstrate an understanding
of disabilities as lifelong
circumstances requiring
different strategies and
accommodations in various
settings and stages.
CPI – Subject Matter
Expert (1.3 and 1.4);
Facilitator of Learning
(2.1 and 2.7)
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Subject Matter
Expert (1.3 and 1.4);
Facilitator of Learning
(2.1 and 2.7)
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
4.
6.
7.
CPI – Subject Matter
Expert (1.3 and 1.4);
Collaborative Professional
(3.4)
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
CPI – Subject Matter
Expert (1.3 and 1.4);
Collaborative Professional
(3.4)
NCATE – Standard I
(Knowledge, Skills, and
Dispositions), Standard II
(Diversity)
Demonstrate an
understanding of their role in
collaborating and co-teaching
with professional partners.
CPI – Collaborative
Professional (3.4)
NCATE – Standard I
(Knowledge, Skills, and
Dispositions)
Exhibit a commitment to
teaching in a diverse world.
CPI – Collaborative
Professional (3.4)
NCATE – Standard I
(Knowledge, Skills, and
 Read/Review/Respond
 Proficiency Exams
 Read/Review/Respond
 Proficiency Exams
 Read/Review/Respond
 Proficiency Exams
 Read/Review/Respond
 In-class activities
 Read/Review/Respond
 Ethno-cultural
Heritage Assignment
 Professionalism
Dispositions)
Instructional Method: Lecture, collaborative groups, online case studies, cooperative
learning projects, observations
Methods of Evaluation:
Course Requirements and Assignments (to meet course objectives): All work should reflect
thorough editing for accurate grammar, spelling, and punctuation. Excessive errors may
impact the grade for the assignment. Assignments are due at the beginning of class. Timely
completion of work is essential for your continued learning. Late work will not be accepted
unless prior approval from the professor has been granted OR due to excused absences.
Ethno-Cultural Ppt. (75 points): Engage in self-exploration of your ethno-cultural heritage
and how it relates to your decision to become a teacher. Then, using the framework
provided by your instructor, interview an adult of a different race, religion, sexual
orientation, physical ability, cognitive ability, etc. than your own. Reflect on your
experience and what you learned about yourself and create a Power Point presentation
that summarizes your ethno-cultural heritage and how it has affected and influenced your
decision to be a teacher; your approaches and attitudes toward your own learning; and
your expectations for your future students. You will give a ten-minute oral
presentation of your ppt. to the class. Specific guidelines and grading criteria will be
provided by your instructor. (Diversity, Technology)
Research on Collaboration and Co-teaching: (50 points). Locate and read one research
article addressing issues in educating students with disabilities in your content area or
area of interest, e.g. TESOL, Math or English. For example, if you are pursuing an MAT
in TESOL, you must find research on students with identified disabilities who are also
learning English. If you are pursuing an MAT in Mathematics Education, you must find
an article on teaching math to students with disabilities in the general education
classroom. Special emphasize will be placed upon research articles addressing
collaboration and co-teaching with special education teachers. Journal articles can be
located through technology tools such as CD-ROM, WWW, Galileo, ERIC, microfilm or
microfiche, etc. Personal responses to the article will be developed using the rubric
provided in class. (Diversity, Technology)
Special Education Proficiency Exam (100 points): The proficiency examination is a
comprehensive assessment of foundational and pedagogical knowledge of teaching
students with disabilities. It is a take-home examination that is open-book, open-notes.
You must reference your textbook, handouts, wiki or professional literature to
substantiate your answers. To pass this course, you must earn a minimum score of 70%
on the exam. Note: This assignment must be posted on Chalk and Wire. (Diversity)

Part I: Legislation and Litigation: Candidates must demonstrate a clear knowledge
of the federal laws that regulate the provision of educational services to students with
disabilities.
This assessment requires candidates to apply their understanding of laws to authentic
cases of students with disabilities in middle and secondary settings. (50 points)

Part II: Disability Characteristics : It is important that candidates have an
understanding of disability categories contained within the Federal Regulations for
Special Education as well as the characteristics and learning needs of students
identified with those disability categories and most important, how to teach them.
This assessment tests the knowledge of candidates in these areas. (50 points.)
Diversity Survey (15 points): You are required to complete the BCOE on-line Diversity
Survey. This will be done as a class activity.
Participation Points (150 points): Your instructor will do daily homework checks for all
assignments on the class agendas and wiki. These are worth 10 points per session.
Evaluation and Grading:
90% - 100% Excellent
70% - 79% Satisfactory
60% - 69%
V.
A
C
80% - 89%
Good B
Less than satisfactory D (must re-take course)
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
-0- 0-0- 0- 0- 0- 0- 0-
TOTAL
- 0-
Funding Required Beyond
Normal Departmental Growth
-0-
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Masters of Arts in Teaching
EDUC 6120
Diversity and Exceptionalities
3-0-3
Fall, 2010
Regular
N/A
N/A
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attachment: Rule of Georgia Professional Standards Commission
Effective May 15, 2008
505-2-.20 SPECIAL GEORGIA REQUIREMENTS
(1) All applicants for certification in Georgia shall satisfy certain Special Georgia Requirements. These
requirements are in the areas of: content knowledge; standards of conduct; recency of study; special
education; and computer skill competency. Special Georgia Requirements do not apply to individuals
holding Georgia life certificates.
(a) CONTENT KNOWLEDGE ASSESSMENT(S). An applicant for certification in Georgia must pass or
meet exemption criteria for content knowledge assessment(s) appropriate to the field of certification
and/or any other assessment(s) as required by the Professional Standards Commission. Specific content
knowledge assessments have not been developed for all fields.
1. An applicant may be exempt from passing the PSC content knowledge assessment(s) for one of the
following reasons: (i) hold or have held a professional certificate in another state, and have passed the
appropriate content knowledge assessment(s) required in that state for the issuance of that certificate
field. (ii) satisfy the out-of-state certificate and experience criteria outlined in paragraph (2), below.
(iii) hold valid National Board for Professional Teaching Standards (NBPTS) certification in the specific
field, with the exception of the Middle Grades Generalist field. The NBPTS Middle Grades Generalist field
does not exempt the Georgia Middle Grades content assessments.
(iv) the PSC has not adopted a content assessment for the certificate field being sought.
2. Completers of Georgia state-approved programs who have satisfied all program requirements with the
exception of the content knowledge assessment(s) and have obtained a valid Recommendation Form
from the provider, may be issued a one-year Waiver certificate at the request of an employing school
system.
3. Additional information on the required content assessment(s) is available on the PSC web site at
www.gapsc.com.
(b) STANDARDS OF CONDUCT. An applicant for certification in Georgia must comply with the ethical
standards of the profession. An FBI background check (fingerprint) is required for employment in Georgia
public schools and a Georgia criminal history check is required every five years for certificate renewal. In
addition, applicants for certification must respond to background check questions on the application form.
Individuals applying for or already holding certification who violate standards of conduct may be subject to
a PSC investigation which could involve certificate denial, suspension or revocation. PSC Rule 505-2-.34.
(c) RECENCY OF STUDY/EXPERIENCE. An applicant for certification in Georgia must verify study or
experience within five years preceding the date of application. This requirement may be satisfied by any
one of the following: completion of 6 semester hours or 10 Professional Learning Units (PLUs) or 10
Continuing Education Units (CEUs) within 5 years; or, completion of 1 year of out-of-state teaching
experience on a certificate within 5 years; or, holding a valid National Board for Professional Teaching
Standards (NBPTS) certificate; or, holding valid Georgia Master Teacher certification; or, completion of 1
year of full-time college teaching experience within 5 years (as defined in paragraph (2)(a)2(ll) below; or,
in the fields of Audiology, School Psychology, School Social Worker and Speech and Language
Pathology providing a valid State of Georgia license issued by the Examining Boards Division of the
Office of the Secretary of State.
505-2-.20 Page 2
d) SPECIAL EDUCATION. Any person certified in a teaching field, the leadership field of Educational
Leadership, the service fields of Media Specialist and School Counseling, or holders of permits, or
Technical Specialist certificates shall complete course work approved by the Professional Standards
Commission (3 semester hours of college credit or 5 professional learning units) in the identification and
education of children who have special educational needs. Holding National Board for Professional
Teaching Standards (NBPTS) valid certification will satisfy the special education requirement.
(e) COMPUTER SKILL COMPETENCY. Certificates expiring on June 30, 2006 or later shall NOT be
renewed for a 5-year period unless the certificate holder demonstrates satisfactory proficiency on a PSCapproved test of computer skill competency or completes a PSC-approved course. Individuals who have
not completed the requirement may, at the request of an employing school system, be issued a 1-year
Non-Renewable Professional certificate during which time the requirement must be completed. Holding
valid National Board for Professional Teaching Standards (NBPTS) certification or completion of a degree
in Instructional Technology or Computer Science from a college or university with PSC-accepted
accreditation status will satisfy the computer skill competency requirement. Out-of-state educators who
completed an NCATE-approved educator preparation program on or after July 1, 2001 have satisfied this
requirement and should submit a Recommendation Form from the NCATE institution or an official
transcript verifying that an NCATE-approved program was completed. A listing of PSC-approved courses
and test-out options for this requirement is located on the PSC web site at www.gapsc.com.
(2) Out-of-State Experience Exemption. Veteran out-of-state educators moving into Georgia may be
eligible to exempt all Special Georgia Requirements except the Standards of Conduct and Computer Skill
Competency. To be acceptable, the out-of-state experience must be in the same field (subject area) as
the certificate being requested. For example, to exempt the mathematics assessment, the experience
must be in teaching mathematics, to exempt the school counseling assessment the experience must be
in school guidance counseling, etc. Out-of-state educators certified in multiple fields will be eligible to
exempt the content knowledge assessment only for the field in which the acceptable experience was
earned. Other fields will be subject to the assessment requirement, but will be exempt from all other
applicable Special Georgia Requirements.
(a) The following criteria will be used to determine acceptable experience:
1. The applicant must hold, or have held a professional certificate/license from another state or
country in a field that is comparable to a current Georgia certificate field. The certificate and the
experience must be from the same state or country and in the same field.
2. The applicant must have a minimum of 3 full years of acceptable, successful education experience
in another state in a field that is comparable to a Georgia certificate field within 5 years of the date of
application for a Georgia certificate. No Georgia experience may be used for exemption purposes.
(i) Only full-time experience will be accepted.
(I) One year of full-time experience in a P-12 setting is defined as a minimum of 120 days working full
time in a PSC-approved educational setting, as defined in paragraph (3), below. No computations for
partial-year experience will apply.
(II) One year of full-time teaching experience at a college or university is defined as teaching 9
semester hours each semester for two consecutive semesters.
505-2-.20 Page 3
(ii) Applicants may earn 3 years of acceptable experience using any combination of full years of public
school, approved private school or approved college/university experience. For example, 2 years of public
school experience plus one year of college experience (all within 5 years of the date of application) totals
3 years.
(iii) Experience may have been earned while serving on a non-professional certificate. However, the
applicant must have converted the out-of-state certificate to a full professional certificate in the field in
which the experience was earned at the time of application for the Georgia certificate.
(iv) Successful experience is defined as no unsatisfactory annual (or equivalent) performance
appraisals within the most-recent 3 teaching years (all must be within 5 years of the date of application).
3. Acceptable experience must take place within the following settings:
(i) a U.S. public school;
(ii) a U.S. private school regionally-accredited when the experience was earned;
(iii) a PSC-accepted accredited college or university;
(iv) jurisdictions that have signed the NASDTEC Interstate Agreement, such as the District of Columbia,
overseas U.S. military schools, etc. as found on the web site at www.nasdtec.org;
(v) teaching in kindergarten, pre-kindergarten, or a Head Start Program, provided they are under the legal
jurisdiction of a public school board of education or are regionally/state accredited;
(vi) teaching in a school setting in a foreign country, as long as:
(I) the applicant held the equivalent of a U.S. bachelor’s degree prior to the time the experience was
earned;
(II) the applicant held a valid professional certificate issued by the country’s governing body
appropriate to the field and subject taught at the time the experience was earned; and
(III) the school was organized and conducted with educational curriculum similar to that found in U.S.
public schools (final decision to be made by the Professional Standards Commission).
(vii) Experience as a supply/substitute, paraprofessional or as a member of a board of education does
NOT apply toward Special Georgia Requirement exemption.
4. If an applicant is a member of the military Reserve or National Guard and is called to active duty,
one full year of active duty status will be accepted as a successful year of educator experience. No more
than 2 full years of experience within the last 5 years may result from military active duty.
Authority O.C.G.A. 20-2-200
I.
EDUC 6120 Diversity and Exceptionalities
Department of Secondary and Middle Grades Education
Semester
II. Instructor
Name:
Email:
Office:
Office Hours:
Phone:
Required Text, Readings and Electronic Accounts:
Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-hammond, L., Duffy, H., McDonald, M. (2005).
Teaching diverse learners in Darling-Hammond, L. & Brandsford, J. (Eds.) Preparing Teachers for a Changing World: What
Teachers Should Know and Be Able to Do. San Francisco, CA: Jossey-Bass.
Salend, Spencer J. (2007). Creating inclusive classrooms: Effective & reflective practices. (6th Ed.). Upper Saddle River, NJ: Merrill
Prentice Hall.
www.alliance.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf
http://educ6100.wetpaint.com
Chalk and Wire Account. Purchase from the KSU Bookstore. (Note: This must be purchased immediately so that you can attend
college training on Chalk and Wire.)
Description: This course examines the demographic changes in America’s schools that influence teaching and learning. Attention is given to
assisting candidates in developing a socio-cultural consciousness and the disposition that all students, including those with disabilities,
can learn complex content. Candidates engage in in-depth study of students with disabilities and their educational needs as well as the
creation of culturally responsive and inclusive classrooms that support all students. Pre-requisite: Admission to the MAT program.
Rationale: This course is one of four professional education courses leading to initial certification through successful completion of the Master
of Arts in Teaching degree at Kennesaw State University.
In 2001, NCLB set the tone of high expectations for all, meaning that schools are accountable for closing the achievement gap between
the subgroup of students with disabilities and those of the general population. To be successful, educators must first, and foremost, have
a clear understanding of diversity that guides their practice and brings them to a better understanding of the various constituency groups
in their schools. Second, teachers must demonstrate the ability to foster learning environments that are culturally responsive, inclusive,
caring and accepting of all individuals. This course prepares prospective content area middle and secondary teachers with a greater
understanding of diversity as well as the collaborative tools necessary to bringing all students, including those with disabilities, to high
educational standards. This course fulfills the Georgia HB 671 requirement.
Conceptual Framework
Collaborative Development of Expertise in Teaching, Learning & Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing the expertise of candidates
in both initial and advanced teacher-preparation programs and advanced educational leadership programs. Expertise in teaching is
defined as the capability, intent and ability to facilitate high levels of learning in all students through the implementation of effective,
research-based practices in classroom instruction. Similarly, expertise in school and district leaders is defined as the ability to enhance
the structures, processes and procedures that support all learning. Within the Conceptual Framework, expertise is viewed as a process
of continued development, not an end-state; therefore, it is the goal of the PTEU to support all candidates as they move through the
various stages of development, from novice to expert/leader. To be effective, teacher leaders and school leaders must embrace the
notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct
meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the
PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction,
in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes
that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty
at KSU believes that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We,
like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology: Candidates are required to meet the Technology Standards for Educators by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program,
and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to
assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to
design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio. In this course, we will
provide a list of useful resources found on the WWW and you will have the opportunity to use presentation applications. This course
serves to provide a basic foundation for technology related skills for educators. In EDUC 6120 teacher candidates will learn and/or use:





The basic skills and terminology needed to use a computer
A word processing package
Internet technologies including email, WWW, and online course applications
PowerPoint presentation application
Various other classroom technologies
Diversity Statement: A variety of materials and instructional strategies will be employed to meet
the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies
and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising
candidate awareness of critical multicultural
issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations
influence decisions in employing specific methods and materials for every student. Among these attributes
are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual
orientation, and
geographic region. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of
the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students
with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability
is required. Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above. For more information contact the Student Life Center at 770 423-6280.
Course Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative
process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work
together to successfully prepare teachers who
are capable of developing successful learners in today’s schools and who choose to
continue their professional
development.
The teacher education faculty is committed to preparing effective teachers who can facilitate learning in all
students. Candidates
in Initial Programs focus on developing expertise in the knowledge, skills, and dispositions of
effective instruction. They employ
standards of best practice to help today’s diverse student population develop as
learners and achieve learning outcomes consistent
with local and national standards.
To foster collaboration, candidates will complete several assignments in heterogeneous groups, with a mixture
of majors represented
in each group. Professionalism will be practiced in communication and collaboration with group members and with the instructor.
Professional attitudes and behaviors, including attending class, punctual arrival to class, and quality of work and communication are
expected at all times. Candidates will
have an opportunity to demonstrate pedagogical knowledge and skills related to students’ needs
and motivation,
classroom management, and the process of active learning by participating in inquiry-oriented lessons, comparing
instructional strategies for a variety of content and learning styles, and by teaching mini-lessons to classmates
using various learning
theories as a guide.
This course is designed for graduate candidates who are completing a program of study leading to certification to teach. It is essential
that candidates seeking licensure to teach develop competence in the methods used or planning, teaching, and evaluating lessons in their
selected grade levels and disciplines. The knowledge base for this course is reflected in the textual readings, references, objectives,
assignments, and in-class
activities.
The Professional Teacher Education Unit prepares teachers who understand the disciplines and principles of
pedagogy, who
reflect on practice, and who apply this understanding to instructional decision- making that
fosters the success of all learners. As a
result of the satisfactory fulfillment of the requirements of this course,
the candidate will accomplish goals as indicated in the grid that
follows. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural
variables outlined above.
Course Goals and Objectives:
Course Goals and Objectives: Upon successful
completion of this course the candidate will
6.
7.
8.
9.
Understand how differences in ethnicity, class,
gender, religion, language and exceptionality
affect the work of schools and teacher
development.
Articulate the legal and ethical requirements of
their role in the education of students with
disabilities and the ways those continue to
evolve out of legislative, litigation, and
sociological changes.
Demonstrate an understanding of the way in
which general characteristics of exceptionalities
are linked to definitions under state and federal
laws and the attendant regulations.
Demonstrate an understanding of due process
and their role in its implementation for parents
and students and their role in engaging and
CPI Outcomes and (Proficiencies) &
NCATE Standards*
CPI –Subject Matter Expert (1.3 and
1.4); Facilitator of Learning (2.1 and 2.7)
NCATE – Standard I (Knowledge, Skills,
and Dispositions), Standard II (Diversity)
Assignments and Activities
 Ethno-cultural Heritage
Assignment
 Proficiency Exams
 Proficiency Exams
 Read/Review/Respond
CPI – Subject Matter Expert (1.3 and
1.4); Facilitator of Learning (2.1 and 2.7)
NCATE – Standard I (Knowledge, Skills,
and Dispositions)
CPI – Subject Matter Expert (1.3 and
1.4); Facilitator of Learning (2.1 and 2.7)
NCATE – Standard I (Knowledge, Skills,
and Dispositions)
CPI – Subject Matter Expert (1.3 and
1.4); Collaborative Professional (3.4)
 Proficiency Exams
 Read/Review/Respond
 Proficiency Exams
 Read/Review/Respond
supporting the participation of parents of
students with diverse characteristics (including
disabilities) in the education of their children.
10. Demonstrate an understanding of disabilities as
lifelong circumstances requiring different
strategies and accommodations in various
settings and stages.
NCATE – Standard I (Knowledge, Skills,
and Dispositions)
6.
Demonstrate an understanding of their role in
collaborating and co-teaching with professional
partners.
CPI – Collaborative Professional (3.4)
NCATE – Standard I (Knowledge, Skills,
and Dispositions)
8.
Exhibit a commitment to teaching in a diverse
world.
CPI – Collaborative Professional (3.4)
CPI – Subject Matter Expert (1.3 and
1.4); Collaborative Professional (3.4)
NCATE – Standard I (Knowledge, Skills,
and Dispositions), Standard II (Diversity)
 Proficiency Exams
 Read/Review/Respond
 In-class activities
 Read/Review/Respond
 Ethno-cultural Heritage
Assignment
NCATE – Standard I (Knowledge,
Skills, and Dispositions)
 Professionalism
* “Outcomes” refers to outcomes evaluated in the Initial Candidate Performance Instrument (CPI), used to evaluate Practicum II,
Practicum III, and the professional portfolio for most MAT programs. The National Council for
Accreditation of Teacher Education
(NCATE) Standards can be found at www.ncate.org.
Course Requirements and Assignments (to meet course objectives): All work should reflect thorough editing for accurate grammar,
spelling, and punctuation. Excessive errors may impact the grade for the assignment. Assignments are due at the beginning of class.
Timely completion of work is essential for your continued learning. Late work will not be accepted unless prior approval from the
professor has been granted OR due to excused absences.
Ethno-Cultural Ppt. (75 points): Engage in self-exploration of your ethno-cultural heritage and how it relates to your decision to become
a teacher. Then, using the framework provided by your instructor, interview an adult of a different race, religion, sexual orientation,
physical ability, cognitive ability, etc. than your own. Reflect on your experience and what you learned about yourself and create a
Power Point presentation that summarizes your ethno-cultural heritage and how it has affected and influenced your decision to be a
teacher; your approaches and attitudes toward your own learning; and your expectations for your future students. You will give a
ten-minute oral presentation of your ppt. to the class. Specific guidelines and grading criteria will be provided by your instructor.
(Diversity, Technology)
Research on Collaboration and Co-teaching: (50 points). Locate and read one research article addressing issues in educating
students with disabilities in your content area or area of interest, e.g. TESOL, Math or English. For example, if you are pursuing an
MAT in TESOL, you must find research on students with identified disabilities who are also learning English. If you are pursuing an
MAT in Mathematics Education, you must find an article on teaching math to students with disabilities in the general education
classroom. Special emphasize will be placed upon research articles addressing collaboration and co-teaching with special education
teachers. Journal articles can be located through technology tools such as CD-ROM, WWW, Galileo, ERIC, microfilm or microfiche,
etc. Personal responses to the article will be developed using the rubric provided in class. (Diversity, Technology)
Special Education Proficiency Exam (100 points): The proficiency examination is a comprehensive assessment of foundational and
pedagogical knowledge of teaching students with disabilities. It is a take-home examination that is open-book, open-notes. You
must reference your textbook, handouts, wiki or professional literature to substantiate your answers. To pass this course, you must
earn a minimum score of 70% on the exam. Note: This assignment must be posted on Chalk and Wire. (Diversity)

Part I: Legislation and Litigation: Candidates must demonstrate a clear knowledge of the federal laws that regulate the
provision of educational services to students with disabilities.
This assessment requires candidates to apply their understanding of laws to authentic cases of students with disabilities in
middle and secondary settings. (50 points)

Part II: Disability Characteristics : It is important that candidates have an understanding of disability categories contained
within the Federal Regulations for Special Education as well as the characteristics and learning needs of students identified
with those disability categories and most important, how to teach them. This assessment tests the knowledge of candidates in
these areas. (50 points.)
Diversity Survey (15 points): You are required to complete the BCOE on-line Diversity Survey. This will be done as a class activity.
Participation Points (150 points): Your instructor will do daily homework checks for all assignments on the class agendas and wiki.
These are worth 10 points per session.
IX. Evaluation and Grading:
90% - 100%
70% - 79%
Excellent
Satisfactory
A80% - 89%
C60% - 69%
Good
B
Less than satisfactoryD (must re-take course)
X.
Academic Honesty: Every KSU student is responsible for upholding the provisions of the Student
Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University’s policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either
an “informal” resolution by a faculty member, resulting in a grade adjustment,
or a formal hearing procedure, which may subject a
student to the Code of Conduct’s
minimum one
semester suspension requirement.
XI.
Attendance Policy: The teacher candidate's on-campus attendance will be reflected in the class assignments and participation
section of the course activities. Professional conduct requires that
the teacher
candidate show respect for others. This
includes coming to class on time, staying for
the entire class period,
and collaborating with colleagues during and outside of
class. In the event of an absence, the teacher
candidate is responsible for all materials, assignments and announcements presented
in class. Work missed
due to an absence cannot be made up and work that is due cannot be turned in unless the absence is
excused. Candidates should contact their instruction the day of the absence either by voice mail or email for the absence to be
excused.
XII.
Topics of Discussion. During some semesters, this course may be taught as a hybrid which will the sequence of the topics listed
below. In addition, the faculty reserves the right to make minor changes to topics of discussion based upon the needs of the cohort.
Candidates will have ample notification of changes.
1.
Orientation to Technology
 WebCt and Wetpaint Wiki, Chalk-n-Wire
 KSU Library Services, including Galileo, ERIC, etc.
2.
Demographic Changes in America’s Schools
 Recent immigration trends
 Increases in Autism, TBI, ADHD
 High Poverty
3.
Courageous Conversations on Achievement Gap and Demographic Divide
 High Poverty
 ELL
 SWD
4.
Self-Exploration of Cultural Heritage & Potential Impact Upon Teaching
5.
Impact of Federal Law:




6.
NCLB: Assessment, Accountability, Teacher Preparation & Parent Choice
Plyer vs. Doe
Section 504 of Vocational Rehabilitation Act
ADA: Americans with Disabilities Act
IDEA (2004)
 Categories of Exceptionality
 Eligibility for Services: RTI, Assessment & Accountability



English Language Learners with Disabilities
Protections for Students and Families
Provision of Services
7.
On-going Debate: Inclusion vs. Mainstreaming
8.
Inclusive, Collaborative Classrooms
 Differentiated Instruction in Content Classrooms
 Inclusive Classrooms: Accommodations, Modifications, Assistive Technologies
 Effective Collaboration and Co-teaching
 Working with Paraprofessionals
9.
Parent and Family Issues
10. Transition to Adult Life
XII.
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