Syllabus
Course Prefix/Number: EEX4254
Course Title: Strategies for Teaching Students with Exceptionalities
Course Credit Hours: 3
Lead Instructor Name and Contact Information:
Wanda Wade, Ph.D
Division of Teacher Education, Bldg. 85, Room 174;
Phone: (850) 474-2889;
Email: wwade@uwf.edu
Prerequisites/Corequisites:
EEX 2010: Introduction to Exceptional Children
EEX 4255: Curriculum for Teaching Students with Exceptionalities
Course Description: Focuses on development, implementation, and evaluation of educational
plans; special approaches to teaching basic academic and functional skills; developmental
programming and data-based management of instruction. Emphasis id also placed on developing
awareness of he specific instructional needs of culturally diverse students.
Conceptual Framework
The Empowered Professional Making a Difference is the theme of the Professional Education
Unit’s conceptual framework. This theme focuses learning experiences on activities that permit
the candidate to examine what he/she does and to make a difference in the instructional process.
The subject matter, class activities, and skill development of this course were selected to assist
your professional growth in one or more of the following Empowered Professional Making a
Difference characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d) decision
maker, e) problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida's
Uniform Core Curricula outline the knowledge, skills, and dispositions that candidates require to
be successful in Florida's educational system.
CAST
In order to monitor, maintain, and assist students in overcoming knowledge, skill, and or
disposition deficiencies early in their education program, the CAST (Culture of Achievement
through System of Tiered Support) process has been implemented. The faculty member/advisor
notes the student’s performance need(s) and completes a referral form. The student is then
contacted and advised to work with the faculty member in order to identify the appropriate
remedy for the particular concern(s). The faculty member(s) in question also perform a review to
determine if there are any course/assignment adjustments that should be considered. CAST is a
tiered process and students may expect an incremental increase in the level of remedy or
intervention based on the duration and or frequency of the deficiency. Please go to the following
website and follow the CAST link for more detailed information. http://uwf.edu/education/
Florida Educator Accomplished Practices (FEAPs)
Throughout the Teacher Education program students will be assessed on the 6 Florida Educator
Accomplished Practices (FEAPs) and the six dispositions in order to monitor progress toward
becoming an empowered person and professional who makes a difference.
1. Instructional Design and Lesson Planning.
2. The Learning Environment.
3. Instructional Delivery and Facilitation.
4. Assessment.
5. Continuous Professional Improvement.
6. Professional Responsibility and Ethical Conduct.
Program Student Learning Outcomes (SLO):
Upon completion of the course students will demonstrate proficiency as critical thinkers,
problem solvers, and counselors/mentors in four areas
1.1 Content: Instruction: Design and deliver effective instruction for students to achieve
mastery of state adopted standards;
1.4 Content: Assessment: Select and use a variety of formative and summative
assessment tools to monitor student progress, achievement and learning gains;
1.5 Content: Assessment: Collaborate with colleagues to analyze and apply data from
multiple assessments to diagnose students’ learning needs and differentiate instruction
based on those needs.
3.2 Communication: Model clear, acceptable oral and written communication skills;
4.4 Project Manager: Utilize student feedback and data-informed research to improve
instruction and student achievement.
5.1 Values/Integrity: Design purposeful professional goals to strengthen the
effectiveness of instruction
5.2 Values/Integrity: Engage in targeted professional growth opportunities and
reflective practices, both independently and in collaboration with colleagues
Student Learning Outcomes: Upon completion of the course students will demonstrate
proficiency as critical thinkers, problem solvers, and counselors/mentors in four areas
1. Develop instructional units based on an integrated theme
2. Integrate effective teaching techniques in accordance with the Florida Performance
Measurement System (FPMS) by reviewing a recorded lesson.
3. Evaluate a pre-service candidate teaching a lesson based on the 6 steps of effective
instruction.
Course Alignments by Assessments, Outcomes, and Standards:
Project Name and
Assessment Tool
Conceptual
Framework Outcomes
(Characteristics)
Course NCATE
SLOs Standard
Reading
Assignments/Quizzes
Lifelong Learner
Problem Solver
1
Student Lesson Evaluation
Counselor/Mentor,
Problem Solver
3
1b
FEAPs
5a, 5b, 5d
2e, 4a, 3h,
3c, 3d
Subject Area
Competencies and Skills
Sp. Ed. 61.1.1, 61.1.2,
61.1.7, 61.3.3, 61.3.4,
61.3.5, 61.3.6, 61.3.7,
61.3.10, 61.4.1, 61.4.2,
61.4.4, 61.5.1, 61.5.2,
61.5.3, 61.5.6, 61.5.8,
61.5.9, 61.6.1, 61.6.2,
61.6.3, 61.7.1, 61.7.2,
61.7.3, 61.7.4
PEC (00) 2.5, 4.1, 3.3,
3.4, 3.8, 5.1, 5.2, 5.5
10-day Instructional Unit
Problem Solver
2
1b
4c, 1d,
4b, 4a,
3h, 3a,
3d
PEC (00)
Sp. Ed.
61.1.3, 61.1.6
PEC (00) 1.1, 4.1, 4.3,
4.2, 3.8, 3.1, 3.4
Texts:
Required:
Polloway, E. A., Patton, J. R., Serna, L. & Bailey, J. W. (2013). Strategies for teaching
learners with special needs (10th ed.). Upper Saddle, NJ: Pearson.
TK20 Subscription available directly at http://uwf.tk20.com or through the UWF campus
bookstore - Student Access Kits (ISBN 0-9774408-1-8)
Readings:
Selected assigned readings will be distributed by the course instructor or be available online as needed.
Web Sites (all sites listed were operational on January 4, 2008)
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www.cec.sped.org (Council for Exceptional Children)
www.nichcy.org (Nat'l Information Center for Children & Youth w/ Disabilities
www.aten.ocps.k12.fl.us/ (Assistive Technology Educational Network)
www.move-international.org/ (Mobility Opportunities Via Education)
www.irsc.org (Internet Resources for Special Children)
www.escambia.k12.fl.us/adminoff/ese/ese.htm (Escambia Co. ESE)
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www.firn.edu/doe/menu/sss.htm (Sunshine State Standards)
www.ed.gov/offices/OSERS/ (Offices of Special Education & Rehabilitative Services)
Grading/Evaluation System:
Key Assignment/Critical Tasks:
To monitor progress, selected courses in the teacher preparation program include Key
Assignments/Critical Tasks linked to program learning outcomes and state standards. Key
Assignments/Critical Tasks must be submitted in TK20. Students must earn “meets
expectations” on each criterion of the Key Assignment/Critical Task to pass the assignment
and continue in this Teacher Education program.
Course Requirements
A. UDL/Content Enhancement 10-day Instructional Unit. For this assignment you will
develop a 10-day thematic lesson plan corresponding to the subject and grade level you
anticipate teaching. Your completed unit is due in the Thematic Units dropbox. (75)
points)
B. Student Lesson Evaluation. For this assignment you will view and analyze the video
attached to this course of a pre-service teacher teaching a lesson based on the 6 steps of
effective instruction. Your evaluation is due in the Lesson Review dropbox. (35 points)
C. Module writing samples. There will be four brief written assignments drawn from
modules 4, 6, 8, and 9. These assignments are assessments of your comprehension,
synthesis, and analysis skills and your writing mechanics. Each is worth 10 points and
will be place in the appropriate drop box as directed in the module assignment document.
(40 points)
E. Tests (50 points each). Three tests on the text book chapters and assigned readings will
be administered. Each test will consist of multiple-choice, true or false, matching, and
short answer items. A study guide will be available for each test. Make-up exams are not
permitted except with instructor approval in advance. If you are absent or late on a test
day, you may take (with permission) an alternate test during dead week or final exam
week. (150 points)
Course Grade Determination
Lesson evaluation………………………..35 points
UDI Lesson Thematic Unit……………...75 points
Module writing samples @ 10 pts each…40 points
Three tests………………………………150 points
300 Points Total
The UWF standard grading scheme will be used to assign final grades for the course.
A = 94 - 100%
A- = 90 - 93
B+ = 87 - 89
B = 83 - 86
B- = 80 - 82
C+ = 77 - 79
C = 73 - 76
C- = 70 - 72
D+ = 67 - 69
D = 63 - 66
D- = 60 - 62
Below 60% is failing
Make-up and extra credit assignments are not available in this course. Incompletes (I) will
not be given except under very extreme circumstances. Please see college catalog for rules
about Incompletes and course withdrawals.
Assignment variances must be negotiated with instructor prior to the assignment due date.
Assignments and class meetings may be cancelled at the instructor’s discretion. Grades will
be based on the total point earned/possible in the course.
References/Bibliography:
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Correa, V. & Tulbert, B. (1991). Teaching culturally diverse students. Preventing School
Failure, 35 (3), 20-26.
Kameenui, E.J. & Darch, C.B. (1995). Instructional classroom management. White
Plans, NY: Longman.
Lewis, R., & Doorlag, D. (1991). Teaching special students in the mainstream (3rd ed.).
Columbus, OH: Merrill.
Mager, R.F. (1997). Preparing instructional objectives (3rd ed.). Atlanta, GA: Center for
Effective Performance, Inc.
Morsink, C., Thomas, C., & Correa, V. (1991). Interactive teaming: Consultation and
collaboration in special programs. Columbus, OH: Merrill.
Pugach, M.C. & Johnson, L.J. (1995). Collaborative practitioners, collaborative schools.
Denver, CO: Love Publishing.
Reynolds, M. & Birch, J. (1988). Adaptive mainstreaming, New York: Longman.
Schwartz, S.E., & Karge, B.D. (1996). Human diversity: A guide for understanding. New
York: McGraw-Hill Inc.
Snell, M.E. & Brown, F. (2000). Instruction of students with severe disabilities. (5th ed.)
Columbus, OH: Merrill.
Special Issue: Collaboration. (1991). Preventing School Failure, 35 (4).
Special Issue: Enhancing the education of difficult-to-teach students in the mainstream:
Federally-sponsored research. (1990). Exceptional Children, 57 (2).
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Wehman, P. & Kregel, J. (1997). Functional curriculum for elementary, middle, and
secondary age students with special needs. Austin, TX: Pro-Ed.
Zionts, P. (1997). Inclusion strategies: For students with learning and behavior problems.
Austin, TX: Pro-Ed.
Special Technology Utilized by Students:
Each UWF Student is expected to:
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activate a UWF ArgoNet email account
access email two to three times weekly
have basic word processing knowledge
purchase and activate a TK20 Account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.