A. Course Description
Department of Special Education
SED 851, Secondary Students with Learning and Behavior Disorders, 3 Hours
B. Focus on education of students with LBD in secondary settings, including academic instruction and
learning strategies, social competence, school-wide management, career education and
transition, adolescent sexuality, drug and alcohol abuse, and juvenile delinquency.
C. Text
Schloss, P. J., Schloss, M. A., & Schloss, C. N. (2007). Instructional methods for secondary
students with learning and behavior problems (4th Ed.). Boston: Allyn and Bacon.
D. Course Objectives
Upon completion of this course, participants will:
1. Identify issues in classroom and school-wide organization and planning for secondary LBD
students (content and pedagogy),
2. Specify instructional approaches for secondary LBD students within subject area (pedagogy),
3. Describe instructional approaches specifically for career education and for integrating it into
other subject areas (pedagogy),
4. Identify methods, materials, and software for use with secondary LBD students (pedagogy),
5. Know how to increase and decrease behaviors with adolescents in secondary settings with
consideration of cultural diversity (pedagogy and disposition),
6. Analyze social competencies and plan instruction of social skills appropriate to the cultural
background and setting of the student (pedagogy),
7. Identify information sources and discuss the issues of sexuality for secondary LBD students,
and
8. Demonstrate knowledge of alcohol and drug abuse in order to provide information to
secondary LBD students.
These student learning outcomes align with CEC Standards 2, 3, 4, 5, 7, 8, 9, 10.
E. Course Outline
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Overview of Course, Assignments, Blackboard
Foundations & Issues of Secondary Special Education
Postsecondary Service Options
Transition
Juvenile Delinquency & Dropouts, Substance Abuse, & Human Sexuality
Depression & Suicide & Child Abuse
Direct Instruction and Learning Strategies
Assessment & Collaboration
Managing the Learning Environment
Social Skills
Prepare Presentations
Listening & Speaking
Written Language, Mathematics Instruction
Vocational Instruction, Leisure Education
Content Area Instruction
Final
F. Course Requirements
1. Access class materials, and communicate with classmates at least once before each class
meeting on Blackboard's Discussion Board.
2. Pass three scheduled tests.
3. Develop an instructional lesson on an assigned topic and present, as a group, to the class.
Students must be present on the evenings of the presentations. Please inform your school
administrators that you cannot miss class on those evenings. Students with contagious
illnesses may be excused.
4. Review 4 articles from refereed special education journals on assigned topics.
5. Write reports (two-pages each in length) of interviews with two experienced certified special
education teachers of secondary students with LBD with the focus on instructional methods
and materials.
6. Post on Discussion Board two critical reviews of websites explicitly relevant to teaching
secondary students with disabilities.
G. N.A.
H. Course Evaluation & Grading Scale
1. Three tests (50 pts each) are worth a maximum of 150 points.
2. Informative, well-written postings on Discussion Board are worth a maximum of 40 points.
3. The group presentation is worth a maximum of 50 points.
4. Two interviews (20 points each) are worth a maximum of 40 points.
5. Two reviews of websites (10 pts each) are worth a maximum of 20 pts.
300-270=90% (A)
269-240=80% (B)
239-210=70% (C)
209-180=60% (D)
179 or less (F)
I.
Student Progress
Information on grades will be available on Blackboard as soon as each assignment or test is
graded.
J.
Attendance Policy
All assignments must be submitted to the instructor by the date it is due. Make-up examinations
will be given and late assignments accepted only if the late work is completed before or
immediately following the student's return to class. Students are expected to attend all class
meetings and participate in Blackboard discussions. If the student is absent when a quiz is given,
the quiz cannot be made-up. It is the student's responsibility to obtain class notes from
classmates, then communicate with the instructor for clarification if needed. More than three
absences will result in an automatic F.
K.
_______ is the last day to withdraw from classes.
L. Disability Accommodation Statement
If you are registered with the Office of Services for Individuals with Disabilities, please make an
appointment with the course instructor to discuss any academic accommodations you need. If
you need academic accommodations and are not registered with the Office of Services for
Individuals with Disabilities, please contact the office on the third floor of the Student Services
Building, by email at disabilities@eku.edu or by telephone at (859) 622-2933 V/TDD. Upon
individual request, this syllabus can be made available in alternative forms.
M. Academic Integrity
Students are advised that EKU's Academic Integrity Policy will strictly be enforced in this course.
The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions
regarding the policy may be directed to the Office of Academic Integrity.
Course
P/N
SED 851
Course Title
TEACHING SECONDARY LBD
CONCEPTUAL FRAMEWORK ELEMENTS
CF1: Knowledge - Enables candidates to construct understanding of the complexity and
richness of the teaching/learning process.
CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all
students.
CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student
learning and development.
CF4: Technology - Focuses on preparing candidates who are able to use educational
technology to help all students learn.
CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning
for all students
RELATIONSHIP TO:
College of Education Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
CF1
CF2
CF3
CF4
CF5
K, A
K, A
K
K
K
KA1
TEACHER STANDARDS (2008)
STANDARD 1: The teacher demonstrates applied content knowledge
STANDARD 2: The teacher designs and plans instruction
STANDARD 3: The teacher creates and maintains learning climate
STANDARD 4: The teacher implements and manages instruction
STANDARD 5: The teacher assesses and communicates learning results
STANDARD 6: The teacher demonstrates the implementation of technology
STANDARD 7: Reflects on and evaluates teaching and learning
STANDARD 8: Collaborates with colleagues/parents/others
STANDARD 9: Evaluates teaching and implements professional development
STANDARD 10: Provides leadership within school/community/profession
Kentucky Teacher Standards – Advanced
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
TS1
TS2
TS3
TS4
TS5
TS6
TS7
TS8
TS9
TS10
K, A
K, A
K, A
K
K
K, A
----KA1
EKU GOALS
EKU-G1. To promote and support an inclusive climate that respects and celebrates
diversity by attracting, developing and educating a diverse student, faculty, and staff
population.
EKU-G2. To continuously assess and improve the services and infrastructure of the
University to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support
services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity,
cultural opportunities and problem-solving abilities for members of the University
community.
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
EKU Goals
EKU-G1
X
KERA Initiatives
EKU–G2
EKU-G3
X
EKU-G4
X
EKU-G5
Identify the initiative number(s) for each category
Learner
Program of
Program of
Goals/Academic
Studies:
Studies: Skills &
Expectations
Understandings
Concepts
----
Core Content
--
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
Code of
Leadership
COURSES
Diversity
Technology
Literacy
Ethics
K, A
K
----
SPA
The Council for Exceptional Children
Standard 1: Foundations
Standard 2: Development and Characteristics of Learners
Standard 3: Individual Learning Differences
Standard 4: Instructional Strategies
Standard 5: Learning Environments and Social Interactions
Standard 9: Professional and Ethical Practice
Standard 10: Collaboration