KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name: EXC 7770 Inclusive Education/Special Education
Department: Inclusive Education Department
Degree Title (if applicable) M.Ed.
Proposed Effective Date: Fall, 2007
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. ___X__ simple editing changes to a course description
c. _____ course deletion
d. ___X__ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO
NOT constitute a Minor Change, and must go through the full course revision
proposal approval process.
3.
Changes that appear to be more than simple editing changes must go through
the full course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the
two-week submission prior to the first reading rule
Submitted by:
Patricia
Crawford,
Ph.D.
2/20/07
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
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog 130
Course Prefix and Number EXC 7770
Course Title Psychoneurology & Medical Issues is Special Education
Credit Hours 3
Prerequisites None
Description:
This course focuses on the psychological, neurological and medical bases of
learning and behavioral differences exhibited by students who are exceptional
and/or from culturally and linguistically diverse backgrounds. The link between
psychological, neurological and medical differences and performance in school
will be explored to identify differential programming needs for these students.
Multi-disciplinary collaboration, service coordination and preparation for
addressing medical needs within the classroom setting will be emphasized.
Prerequisite: Completion of all other requirements in the Special Education
Program and approval of department. Contracted employment, teaching
individuals with mild disabilities under a provisional teaching credential. A fulltime supervised teaching experience for teachers seeking to add-on a special
education area to a Georgia teaching certificate. May be repeated. Proof of
professional liability insurance is required prior to field experience placement.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ___INED 7770
Course Title ___Same________________________________________
Credit Hours 3
Prerequisites None
Description: Same
III.
Justification
2
Course prefix change due to department name change.
3
VII. 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 changes have been approved by the Office of the
President.
DISCIPLINE
Inclusive Education
COURSE NUMBER
INED 7770
COURSE TITLE FOR LABEL
Psychoneurology
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
0
Approval, Effective Term
Fall, 2007
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
None
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
I.
INED 7770 Psychoneurological and Medical Issues in Special Education
Department of Special Education
Kennesaw State University
Summer, 200_
II.
INSTRUCTOR:
III.
Class Sessions:
IV.
Texts (required):
Sousa, D. (2006). How the brain learns (3rd ed.). Thousand Oaks: CA: Corwin
Press.
Gold, M. (2003). Help for the struggling student. San Francisco, CA: JosseyBass.
V.
Catalog Description: This course focuses on the psychological, neurological and
medical bases of learning and behavioral differences exhibited by students who are
exceptional and/or from culturally and linguistically diverse backgrounds. The link
between psychological, neurological and medical differences and performance in school
will be explored to identify differential programming needs for these students. Multidisciplinary collaboration, service coordination and preparation for addressing medical
needs within the classroom setting will be emphasized.
VI.
Purpose/Rationale: The purpose of this course is to prepare professional learning
facilitators to address the psychological, neurological, and medical needs of students
with diverse learning needs. The competencies in this course are derived from the
requirements for teachers of students with mild disabilities of the Professional Standards
Commission (the licensure body of Georgia), the national standards of the Council for
Exceptional Children, and guidance from the KSU Department of Special Education
Advisory Board. This course is designed to provide the knowledge and skills necessary
to work with students with a variety of physical, medical health, and communicative
disabilities. It addresses the psychoneurological bases for development and learning.
VII.
Conceptual Framework Summary & Related Standards & Requirements
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing teachers
who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU
teacher education community strongly upholds the concept of collaborative preparation
requiring guidance from professionals inside and outside the university. In tandem with this
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belief is the understanding that teacher expertise develops along a continuum which includes
the stages of preservice, induction, in-service, and renewal; further, as candidates develop a
strong research-based knowledge of content and pedagogy, they develop their professional
expertise in recognizing, facilitating, assessing, and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
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.
The knowledge base for methods of teaching students who are English language learners
continues to develop rapidly. Current directions include SIOP, differentiated instruction, and
content-area learning strategy instruction. The field draws on research literature from foreign
language, cultural responsiveness, psychology and ESOL. The emphasis in this class will be on
developing skills in application of research-based best practices, documenting impact on student
learning, and reflective practice.
Technology Standards
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.
Candidates in this course will be expected to apply the use of educational technology in
classrooms for students in their classrooms. Specifically, candidates will use spreadsheet
software to develop graphs, charts, and tables, word processing to write papers, and email to communicate with the instructors and their peers.
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Diversity Standards
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 age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. 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
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required. 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.
Professional Portfolio Requirements
As you know…”..a required element in each portfolio for the Graduate Program is the
portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate
reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a
narrative, which includes descriptive, analytic and reflective writing in which you reflect
on each of the proficiencies and how you make the case that the evidence you have
selected in your portfolio supports a particular proficiency, using the Portfolio Narrative
Rubric as a guide. The narrative should be comprehensive, documenting research-based
best practices. In this class you will do projects that have been specifically designed to
assist you in portfolio development. For example, you will videotape you and a coteaching engaging in one of the five most common approaches to co-teaching in a
general education classroom. A videotaped lesson, along with critical analysis, is a
required element for graduation from the Bagwell College of Education. Therefore,
attend carefully to the assignments in this course and how they will assist you in meeting
future college requirements.
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Extensions. Candidates should keep ongoing documentation of ways in which they
extended their learning and skills from this and other courses. For this course, this could
include identifying students who gain access to more inclusive educational environments,
actual changes implemented in the school as a result of the Building Plan, changes in
student behavior or learning that results from co-teaching, interactions with parents,
committees formed or served on related to inclusive education, peer mediated strategies
implemented in your class or other classrooms, workshops on co-teaching conducted at
the school, the establishment of additional co-teaching teams at your school and etc.
Impact on Student Learning Analysis
It is our assumption that you are already assessing the influence of your instruction on
your students’ learning and that you are considering what factors, such as student
diversity, might affect your students’ achievement. For this assignment, you will select a
lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact
on your students’ learning. Then, you will reflect on the impact on your students’
learning on that particular lesson, activity, unit, or skill using the “Impact on Student
Learning Analysis” Rubric as a guide. You will want to consider how the differences that
every student brings to the classroom setting may have influenced learning (see definition
of “every student” at the top of attached “Impact on Student Learning” rubric). Unless
your program area tells you differently, the length of the reflection is up to you, but it
should be concise. (See Directions for “Impact on Student Learning Analysis” that
accompanies the Rubric for greater detail.) In this class, you will learn to conduct,
“Collaborative Analysis of Student Work”, which is obviously a group process. The
College rubric described above will be one of several ways that we will measure the
success of the lesson and the impact on student learning. Please note that this
assignment may also be included in your final portfolio.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
XI.
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.
8
The effect of culture is a key component of understanding special education.
Consideration of the impact of socioeconomic and cultural differences on identification,
assessment, intervention, and service delivery will be considered.
XII. 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. Candidates in this course are expected to perform at the Advanced or Teacher
Leader level of performance. (See CPI: Graduate Performance Outcomes.)
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.
As a result of the satisfactory fulfillment of the requirements of this course, the student
will demonstrate a broad base of Knowledge, Skills and Dispositions.
Knowledge (Subject Matter Expert)
1.
articulate the major theories of cognitive development and reflect on the
application to special education students.
2.
describe the causes and effects of sensory, physical and medical problems on
learning and behavior and the implications for special education.
3.
articulate modifications and accommodations in assessment and instruction for
students with sensory, physical and medical problems.
4.
articulate sources for support in addressing needs of students with sensory,
physical and medical problems including assessment, technological support,
communication devices, equipment needs and specialized related services.
5.
describe curricular and instructional needs for medical and behavioral selfmanagement and independent living skills of students with psychoneurological,
sensory, physical or medical problems.
Skills (Facilitator of Learning)
6.
articulate the cognitive and biological components of neurological disorders and
develop classroom accommodations for neurological disorders
7.
articulate the components of learning from a neurological perspective and
develop appropriate techniques for instruction of students with neurological
disorders
8.
describe the effects of cognitive and biological differences on behavior,
reasoning and problem-solving skills of students with neurological disorders and
develop accommodations for classroom.
Dispositions (Collaborative Professional)
9.
demonstrate skill in researching needs for a specific disability area
10.
demonstrate skill in collaborative participation in multi-disciplinary teams
XIII.
Evaluation of Student Outcomes:
a. Class participation, professionalism, & attendance: Participation requires
more than attendance. Candidates, like the instructors, are expected to come to
class meetings thoroughly prepared. “Thoroughly prepared” is defined as having
the readings well enough to verbally and in writing state the definitions of terms
from the readings; discuss ideas, notions, concepts, issues, and procedures in
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relation to previous information presented in class or in previous readings; and
apply the information from the readings to problems. It also implies the
Candidates have reviewed information from the previous class meetings. Your
participation grade will be calculated based upon your ability to meet these
requirements. It is also required that all assignments be turned in on time.
Cooperative learning group activities in class will enable Candidates to apply
new skills and knowledge. Each candidate has something unique to contribute to
the class experience that will facilitate the learning of other class members. As a
teacher, you will be responsible for educating all students, including those with
disabilities and those who are culturally and linguistically diverse. Together, we
will work to prepare you for this challenge!
b. Proficiency Exams: Two proficiency exams will be administered covering the
content of the Sousa text and related in-class presentations. Proficiency Exam I
will focus on chapters 2, 3, and 4. Proficiency Exam II will focus on chapters
5, 6 and 7. Objective exams may include multiple choice questions, short answer
or essay questions.
c. Disability Paper: Candidates will research and compile information on a
specific disability area, including the causes and effects on learning and behavior
and the implications for special education. Further, candidates will address the
impact that cultural difference and/or language may have on learning. The paper
must be written utilizing APA format. The paper will be a minimum of 5 and no
more than 7 typed written pages, double-spaced, 12 point, Times New Roman font, and
will include a minimum of 5 references from peer-reviewed and other approved journals.
The use of website addresses is permissible, but must be added to the 5 reference
minimum requirement. A rubric will be provided.
d. Accommodations Chart: Based on information gained from the Disability
Paper, candidates will compile a list of specific strategies, accommodations, and
modifications for an approved disability area. Further, candidates will include
implications for students who are learning English as a non-native language, as
well as those who are culturally and linguistically diverse, or utilizing alternate
means of communication. A rubric will be provided.
XIV.
e. Disability Presentation: Each candidate will develop a presentation based on
approved disability paper. Power Point slides or overhead transparencies will be
used to facilitate the presentation, as well as a list of references (e.g., professional
literature) and handouts for other class members and the instructors. Guest
speakers cannot participate in this part of the assignment. The presentation will
include basic information about the disability area, including the causes and
effects on learning and behavior and the implications for special education. A
rubric will be provided.
Evaluation and Grading
Requirement
Points
10
Course
Class attendance, in-class activities, homework &
participation
Proficiency Exam (2 @ 50 points each)
Disability Paper
Accommodations Chart
Disability Presentation
Total
Assessed
50
Objectives
1, 5, 9, 10
100
100
50
100
400
1,2,3, 6,7,8
3, 4, 5, 7,8,9
3, 4, 5, 7,8,9
3, 4, 5, 7,8,9
Grades will be assigned as follows:
90-100 A
80-89 B
70-79 C
60-69 D
50-59 F
General Guidelines and Standards for Written Assignments
1.
2.
3.
4.
5.
6.
7.
All assignments must be typed, double spaced, with 1” margins on both sides using 12
point Times New Roman font.
All assignments must be checked for spelling and grammar prior to handing in work to
instructors. Failure to check can affect an assignment grade.
Confidentiality of students, settings, and teachers is required. All identifying names and
information should be omitted from your written work and discussions – use
pseudonyms.
Late assignments are unacceptable without making prior arrangements with the
instructors.
The instructors expect quality writing not quantity. Eliminate jargon and hyperbole and
focus on clearly stating your point.
Examine the language you use within your assignments and move towards the use of
person first language; removing the focus on a person’s behavior or disability by stating
the person first, i.e., "a person with a disability" instead of "a disabled person."
Avoid judgmental statements and focus on the facts when writing about students and
colleagues. As teachers we need to put our own biases and opinions aside and view each
person as a capable and valuable human being.
APA STYLE: The American Psychological Association is the standard used for bibliographic
references and citations in special educational and ESOL literature. This is the format used in the
text. Attention to sequence of data, capitalization and punctuation is essential. The APA style
manual (5th ed.) can be found in the reference section of Sturgis Library. The reference librarians
can assist you. APA style tips can also be found online at, for example,
http://www.apastyle.org/styletips.html
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,
11
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.
The student is reminded to consult pp. 177-178 & 185-187 of the 2003-2004 KSU Graduate
Catalog for the University's policy. Any strategy, which has the appearance of improving grades
without increasing knowledge, will be dealt with in accordance with the University's policy on
academic honesty. In addition, students in the graduate program in special education are held
accountable by the Georgia Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional
Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
ADA STATEMENT: Students with disabilities are responsible for registering with the Office of
Student Disabilities Services in order to receive special accommodations and services. Please
notify the instructor during the first week of classes if a reasonable accommodation for a
disability is needed for this course. A letter from the KSU Disability Services Office must
accompany this request.
CLASS ATTENDANCE AND PARTICIPATION: Students are expected to attend all class
sessions and be active participants in the learning process. This class includes presentations by
professionals from other disciplines and class attendance is essential for participation in
development of a multi-disciplinary perspective. Class activities will include discussion, role
playing and group collaborative activities requiring the participation of all students. Students have
many experiences and skills, which they can share to facilitate everyone's learning. Evaluation
will include attendance, communication and collaboration skills demonstrated during class.
DISRUPTIVE BEHAVIOR: The University has a stringent policy and procedure for dealing
with behavior that disrupts the learning environment. Consistent with the belief that your
behavior can interrupt the learning of others, behavior that fits the University's definition of
disruptive behavior will not be tolerated. (See Campus Policies and Procedures pp. 178-180 and
185 of the 2003- 2004 KSU Graduate Catalog).
HUMAN DIGNITY: The University has formulated a policy on human relations that is intended
to provide a learning environment, which recognizes individual worth. That policy is found on
p.192 in the 2003-2004 KSU Graduate Catalog. It is expected, in this class, that no Professional
should need reminding but the policy is there for your consideration. The activities of this class
will be conducted in both the spirit and the letter of that policy.
RELIGIOUS OBSERVANCES: Students who anticipate the necessity of being absent from
class due to the observation of a major religious observance must provide notice of the date(s) to
the instructor, in writing, by the second class meeting.
REFEREED JOURNAL: A refereed journal utilizes a panel of reviewers to select articles with
appropriate content and research design for inclusion in the journal. A list of examples of
refereed journals in the field is included here:
Behavioral Disorders
Topics in Early Childhood Special Education
Exceptional Children
Young Exceptional Children
Gifted Child Quarterly
Journal of Applied Behavior Analysis
12
Harvard Educational Review
Intervention in School and Clinic
Journal of Learning Disabilities
Journal for the Education of the Gifted
Journal of Early Intervention
Journal of Special Education
Learning Disabilities Quarterly
Learning Disabilities Research & Practice
Mental Retardation
Psychology in the Schools
Remedial and Special Education
Teacher Education Special Education
Speech/Language
American Journal of Speech-Language Pathology
Journal of Speech and Hearing Disorders
Journal of Speech and Hearing Research
Journal of Speech-Language and Hearing Research
GLOSSARY OF TERMS: Each student is encouraged to keep an on-going glossary
of terms throughout the semester. The development of a glossary should help to facilitate greater
understanding of information presented in class and in the assigned readings. This is not a
required assignment, but may be a portfolio item.
Web Cites:
www.cec.sped.org
www.idanatl.org
www.efa.org
www.autism-society.org
www.jdfcure.org
www.nagc.org
www.dhr.state.ga.us
www.nichcy.org
www.doe.k12.ga.us
www.chadd.org
www.biausa.org
www.thearc.org
www.aamr.org
www.brainconnection.com
13
Tentative Course Outline
**This outline provides a guide for the sequence of topics in this course. Deviations may be necessary. **
Date
Texts/Chapters
6/8/06
Topic
Introductions
Syllabus Review
Introductory Chapter Sousa
6/13/06
Basic Brain Facts
Chapter 1 - Sousa
6/15/06
How the Brain
Processes Info
Chapter 2 - Sousa
6/20/06
Memory Retention
and Learning
Learning Styles
The Power of
Transfer
Chapter 3 - Sousa
Chapter 1 - Gold
6/22/06
6/27/06
6/29/06
7/4/06
7/6/06
Brain Specialization
and Learning
The Brain and the
Arts
No Class - Holiday
Thinking Skills and
Learning
Chapter 4 - Sousa
Assignments Due
In-class: KWL Chart
Video: The Development of the Human Brain
Ticket out the door
In-class: Nash, J.M. (1997). Fertile Minds. Retrieved
from http://www.acbr.com/fas/fertile.htm
Murray, B. (2004). Understanding Brain Development
and Early Learning. Retrieved from
http://www.facsnet.org/tools/sci_tech/biotek/eliot.php
Ticket out the door
In-class: (1) Redesign information processing model
using metaphors for the different parts of the model and
(2) Discuss how model can enhance assessment,
planning, instruction, and evaluation
Ticket out the door
In-class: Identifying learning styles
Video: How Kids are Smart
Ticket out the door
Ticket out the door
Chapter 5 – Sousa
Ticket out the door
www.brainconnection.com
Chapter 6 - Sousa
No Class - Holiday
Chapter 7 - Sousa
Chapter 2 - Gold
14
Proficiency Exam I
Ticket out the door
No Class – Holiday
Ticket out the door
In-class: Case Studies: Apply Bloom’s Taxonomy to
educational situations
7/11/06
7/13/06
7/18/06
7/20/06
Thinking Styles
Putting It All
Together
Specific Disability
Areas and Strategies
Last day to
withdraw without
academic penalty
Specific Disability
Areas and Strategies
Final Class
Exam
Chapter 8 - Sousa
Ticket out the door
Class Presentations
Ticket out the door
Class Presentations
Ticket out the door
Unit Plan due
Ticket out the door
Complete KWL Chart
Proficiency Exam II
15
References
American Psychiatric Association (1994). Diagnostic and statistical manual of mental
IV). Washington, DC: Author.
disorders (4th ed. DSM
Anderson (1990). Cognitive psychology and its implications. New York: Freeman Press.
Barron, J., Barron, S. (1992). There’s a boy in here. Simon & Schuster.
Bashir, A.S. & Scavuzzo, A. (1992). Children with language disorders: Natural history and
success. Journal of Learning Disabilities, 25, (1), 53-65.
academic
Berube, M. (1996). Life as we know it: A father, a family and an exceptional child.
York: NY.
Pantheon Books, New
Bos, C.S. & Vaughn, S. (1998). Strategies for teaching students with learning and
ed.). Boston: Allyn & Bacon.
behavior problems (4th
Bouner, E.J. (1995). The anxiety & phobia workbook. New Harding Publishers.
Bowe, F. (2000). Physical, sensory and health disabilities: An introduction.
Columbus, OH: Merrill.
Brown, S. & Simmons, M. (1998). 365 Positive Strategies for Positive Single Parenting.
GA: Peake Road.
Macon,
Carr, M. (1995). A mothers thought on inclusion. In J. M. Kauffman & D. P. Hallahan (Eds.) The
illusion
of full inclusion: A comprehensive critique of a current special education
bandwagon. Austin, TX: ProEd.
Cline, J.D. (1997). Silencing the voices: One woman’s triumph over multiple personality disorder. New York:
Berkley Books.
Daniels, V. I. (2000). How to manage disruptive behavior in inclusive classrooms.
http://teachervision.com/lesson-plans/lesson-2943.
Retrieved from
Drubach, D. (2000). The brain explained. Upper Saddle River, NJ: Prentice Hall
Deveson, A. (1990). Tell me I’m here: One family’s experience of schizophrenia. New York: NY,
Penguin Press.
Duane and Gray (Eds.) (1990). The reading brain: The biological basis of dyslexia.
Press.
Parkton, MD: York
Duke, M. & Norwiki, S. (1995). Helping the child who doesn’t fit in. Atlanta: Peachtree Publishers.
Fuchs, D. & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special
reform. Exceptional Children, 60, 294-309.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: NY: Basic Books.
Goleman, D. (1995). Emotional intelligence. New York: NY. Bantam Books.
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