Chadron State College
SPED 412S-0991 Practices Secondary
Fall 2012
Instructor: Janet Moeller
Office Phone: (308) 432-6329
Office Hours: M/W 10:00-Noon
T-1:30-2:30
Email: jmoeller@csc.edu
Others hours by appointment
Office: Old Administration Room #123
Credit hours: One undergraduate credit (1)
Course Description: This course includes a general review of Special Education relevant to teachers
preparing for student teaching. Students will then explore teaching strategies, development of curriculum
units and lesson planning, questioning skills and motivation techniques for teachers teaching within
inclusive classroom environments. This course is taken as part of the “Professional Semester” and is part
of “Block” courses that are taken in the same semester.
The student must have completed the following prerequisites:
1. Professional Education courses
2. Supporting courses
3. Communication courses
4. Three-fourths (75%) of the minor area completed
5. A 2.5 GPA in all course work, and any other additional requirements
6. Identified in the CSC General Bulletin
No Text for this section of Block.
Purpose: This course provides tools that will enable pre-service teachers to effectively plan, implement,
and evaluate their teaching through presentation of different teaching strategies.
1. To help future teachers develop appropriate teaching skills
2. To ensure that all students are provided with the same opportunity to excel in their educational
pursuits
3. To help students understand that not one teaching methodology or technique is ideal for all situations,
all students, and that a variety of methodologies should be used
4. To help students understand that teaching methods are simply one set of tool that when integrated
with other educational strategies and materials, will provide optimum opportunity for all students to
learn.
Methods of Instruction:
1. Lecture/Guest Speakers
2. Student Participation and Presentation
3. Individual Reading and Study
4. Cooperative Learning
5. Discovery Learning
6. Curriculum-Based Assessment
7. Sakai On-Line Access
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Course Schedule:
Specific topics covered will be based on student input and class need.
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Review of disabilities
FAPE; LRE, FERPA
Putting skin on a label---Videos (case studies) that show some scenarios of secondary
students with mild/moderate disabilities
Pre-referral strategies
UDL
Making assessment, grading and daily accommodations in a secondary classroom
Homework and study skills for exceptional students
IEP and Due Process (high school teachers are notorious about not following IEPs and
getting schools into trouble with parents and/or OCR.) My approach will be how to avoid
this common pitfall.
Communication, Collaboration and Team Teaching
Working with families
Diversity/disproportionality
Child abuse
Juvenile Justice and exceptional students
Bullying
Sports and students with exceptionalities—eligibility to play
Assignments:
All assignments have due dates and students have ample time for completion. Full credit can be earned
on work submitted on or before the due date. Without a waiver from the instructor prior to the due
date, no credit will be given for work turned in late. For the benefit of the student, the instructor will
provide feedback for late work. Course assignments are posted on the course web-site/page and should
be submitted electronically via the appropriate assignment through Sakai. Please do not use e-mail as a
vehicle to submit work.
1. Student Presentations – Students sign up for a topic presentations and evaluation will be based on the
provided rubric.
2. Assignments - Students will complete assignments as described.
3. Attendance – Excellence is a necessary professional trait. Attendance will be weighted into your
overall grade.
4. Regular, active and professional participation in class/course discussion will be expected and required
by all students enrolled in the course.
5. Sakai ANNOUNCEMENTS – Student are required to keep informed of all class announcements.
Grading Procedures:
A = 94-100%
B = 86-93%
C = 78-85%
D = 70-77%
F = 69% or below
Final grades for each student will be based on the percentage of points of the total available points
accumulated by the student, according to the scale above, on class participation, and class attendance.
Weighting of each category is based upon instructor discretion.
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Student Objectives as Related to Visionary Leader Knowledge Base:
This course supports the unit’s conceptual framework, Developing as Visionary Leaders for Lifelong
Learning. Anticipated Student Outcomes (knowledge, skills & dispositions) are listed below:
Anticipated student outcomes (knowledge, skills, and dispositions) are:
Communication - Demonstrates oral and written reports of information of students with disabilities
Professionalism - Critiques unethical use of tests, instructional practices, materials, and treatment of
students with disabilities
Human Relations/Diversity - Work cooperatively for the advocacy of students with disabilities
Assessment - Recognizes validity of assessment for students with disabilities
Thinking Skills - Identifies and describes effective instructional techniques for students with disabilities
Methodology/Technology - Incorporates effective presentation with individual and group learning,
demonstrates knowledge of accommodations instructional strategies needed for students with disabilities
The six intended program outcomes are as follows:
1. Thinking Skills – Promote activities that elicit critical thought, beyond recall and comprehension.
2. Human Relations – Develop and maintain a physically inclusive and emotionally safe classroom
environment conducive to learning that encourages student concerns, embraces elements of diversity,
and exhibits an understanding of child growth and development.
3. Assessment – Design and assess learning activities with sequential goals and objectives while using
assessment measures to make instructional and/or curricular decisions.
4. Communication – Demonstrate and promote effective communication skills (with students and
adults), while respecting diversity and engaging students in the learning process through motivation
and constructive learning applications.
5. Methodology/Technology – Plan and deliver teaching/learning activities that are consistent with
identified learning objectives, ability level of students, using a variety of instructional strategies to
prescribe for individual differences.
6. Professionalism – Demonstrate conduct befitting a professional educator, to include the following
dispositions: regular self-reflection, positive ethical behavior, respectful and attentive attitude,
effective classroom management skills, appropriate knowledge of subject matter, and professional
leadership.
Specific Student Outcomes:
1. To provide students with knowledge of effective intervention strategies related to student- and
classroom-based behavior management to include the following:
 Theories, methods and techniques as related to applicable laws, rules, and regulations, and
procedural safeguards.
 Crisis prevention and intervention strategies and techniques consistent with a student’s needs
including proactively and reactively managing inappropriate or challenging behaviors using a
variety of behavioral principles (including observation, recording, charting, establishment of
time-lines, intervention technique hierarchies, and schedules of reinforcement), and provide
training for their parents;
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Target behaviors to be changed and identify the critical variables affecting the target behavior
(such as subsequent events and antecedent events) , including self-stimulation and self-injury ;
 Analyze attitudes and behaviors that positively or negatively influence behavior of students with
disabilities;
 Demonstrate procedures to increase the individual’s self-awareness, self-control, self-reliance,
and self-esteem;
 Identify communication and social interaction alternatives for individuals who are non-verbal.
2. To provide students with knowledge of and effective transitional strategies to include the following:
 Describe model programs, including career/vocational and transition;
 Design, structure, and manage daily routines, including transition time for students and other staff
in the instructional setting;
 Identify and use local, community, and state resources available to assist in programming for
students with disabilities; and
 Identify social skills needed for educational and functional living environments, and provide
effective instruction in the development of social skills in an integrated curriculum.
3. To provide students with knowledge of student health needs and effective subsequent educational
strategies to include the following:
 Demonstrate an understanding of specialized health care practices, first aid techniques, and other
medically relevant interventions necessary to maintain the health and safety of students in a
variety of educational settings;
 Practice appropriate universal precautions when interacting with individuals with physical and
health disabilities to include identifying types and transmission routes of infectious disease;
 Integrate an individual’s health care plan, including the effects of medication into daily
programming.
 Assist students in the use of appropriate physical management support techniques after
consultation with health care specialists to include assist students with the use and maintenance of
orthopedic, prosthetic, and adaptive equipment after consultation with health care specialists;
 Adapt lessons to reflect the physical exertion of individuals with specialized health care needs;
 Design and implement curriculum and instructional strategies for medical self-management
procedures by students with specialized health care needs.
4. To provide students with knowledge of and effective assessment and individualized instructional
strategies to include the following:
 Create a safe, positive, and supportive learning environment in which diversity, self-advocacy
and increased independence are valued;
 Prepare and organize materials to implement daily lesson plans using strategies and techniques
for facilitating the functional integration of individuals with exceptional learning needs in a
variety of settings;
 Design a learning environment that encourages active participation and optimal learning by
students in a variety of individual and group learning activities;
 Describe research-based best practices for effective management of teaching and learning;
 Identify ways in which technology can assist with planning and managing the teaching and
learning environment;
 Develop comprehensive, legally compliant, individualized educational programs;
 Teach students cognitive strategies for facilitating maintenance and generalization of skills across
environments;
 Design age appropriate instruction based on the student’s adaptive skills;
 Use verbal and non-verbal techniques to establish and maintain student support;
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Utilize research-supported instructional strategies and practices;
Utilize research-supported instructional practices, strategies, and adaptations necessary to
accommodate the physical and communication needs of individuals with disabilities;
 Incorporate evaluation, planning, and management procedures that match student needs with the
instructional environment;
 Describe the rights to privacy, confidentiality, and respect for differences among all persons
interacting with students with disabilities,
5. To provide students with knowledge of effective adaptations and accommodations strategies to
include the following:
 Describe the school setting adaptations necessary to accommodate the needs and abilities of the
students through an articulated personal philosophy of special education;
 Identify common environmental and personal barriers that hinder accessibility and acceptance of
students with disabilities.
Disability Services:
If you are a CSC student with a disability, please contact Jerry Cassiday at jcassiday@csc.edu and go to
this CSC website for information about Student Services: http://www.csc.edu/healthserv/counseling/
Student Behavior:
Disclaimer: Information contained in this syllabus was, to the best knowledge of the instructor,
considered correct and complete when distributed for use at the beginning of the semester. However, this
syllabus should not be considered a contract between Chadron State College and any student. The
instructor reserves the right, acting within the policies and procedures of CSC, to make changes in course
content or instructional techniques without notice or obligation.
Academic Honesty: "Student are encouraged and expected, with the assistance of the faculty, to conduct
themselves in conformance with the highest standards in regard to academic honesty. Violation of
college, state, or federal standards with regard to plagiarism, cheating, or falsification of official records
will not be tolerated... It is recommended that students seek the advice of instructors as the proper
procedures to avoid such violations." (CSC General Bulletin, 2003 – 2005)
Nondiscrimination policy/equal educational and employment opportunity policy: "Chadron State College
is committed to an affirmative action program to encourage admission or employment of minority and
female students and to provide procedures which will assure equal treatment of all students and
employees... the policy of Chadron State College [is] to administer its...programs and...services in a
manner which does not discriminate on the basis of gender, race, color, national origin, age, religion,
disability, or marital status." (CSC General Bulletin, 2003-2005)
Attendance Policy: The College assumes that students will seek to profit from the instructional program
and will recognize the importance of attending every class. In addition, teachers are held to the highest
standard of conduct by the community, students and peers. For these reasons, attendance for each class is
required and will be taken at each class meeting. The responsibility for notifying faculty of foreseen
absences, providing due assignments, and content covered rests with the students. Due assignments must
be provided to the instructor prior to the absence and or due date. Students are required to contact the
instructor, prior to the absence or due date, for what the student may deem to be extenuating
circumstances to this policy.
For unexpected absences such as sudden illness and family emergencies, the student is responsible for
contacting the instructor to obtain a waiver and to discuss missed work and any due assignments. Each
unexcused absences will result in a 10% reduction in student’s end-of-semester attendance point total.
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The instructor retains the sole authority for classifying student absences as excused or unexcused and the
ramifications of this decision.
Academic Honesty: Students are expected to conduct themselves in conformity with the highest standard
with regard to academic honesty. Students violating such standards will be subject to discipline, as per
campus policies articulated in the Student Handbook. Please request a copy of the student handbook from
the Dean of Students (Crites 6280).
Civility: Civil behavior enhances the academic setting, and is expected at all times. Courtesy and respect
for yourself others are essential elements of the academic culture. The academic environment welcomes
a difference of opinion, discourse, and debate within a civil environment.
Nondiscrimination Policy/Equal Educational Opportunity Policy:
Chadron State College is committed to an affirmative action program to encourage admission of minority
and female students and to provide procedures which will assure equal treatment of all students. The
College is committed to creating an environment for all students that is consistent with nondiscriminatory
policy. To that end, it is the policy of Chadron State College to administer its academic employment
programs and related supporting services in a manner which does not discriminate on the basis of gender,
race, color, national origin, age, religion, disability, or marriage status. Student requests for reasonable
accommodation based upon documented disabilities should be presented within the first two weeks of the
semester, or within two weeks of the diagnosis, to the Disabilities Counselor (308-432-6461; Crites 338)
Additional References:
Polloway, E.A., Patton, J.R., & Serna, L., (2008) Strategies for Teaching Learners with Special Needs.
Upper Saddle River, NJ: Merrill / Prentice Hall.
http://specialed.about.com/od/teacherstrategies/Teaching_Strategies_and_Best_Practices.htm
CEC Ethical Principles for Special Education Professionals
http://prezi.com/
,
http://www.xtranormal.com/
http://www.sitepal.com/
www.voki.com
http://animoto.com/intro/animoto/12?utm_medium=cpc&utm_source=bing&utm_campaign=BS
_CON_T1
http://docs.google.com/demo/edit?id=scADAU2Sx78smhPzvi5N4eoz&dt=document&utm_medium=ha&utm_source=en-ha-na-usbk&utm_campaign=en&utm_term=googledocs#document
http://www.glogster.com/
Wordle
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