After discussion with Dr - McKay School of Education

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CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L 2CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Course Description: Foundations in analyzing and delivering research-based language
arts instruction to students with disabilities, including second language learners with
disabilities.
Credit: 3.0 credit hours
Room and Time:
283 MCKB
4:00-6:50 PM Thursday starting January 8, 2009
Instructor: Carol Solomon, M. Ed.
Office: 350-D MCKB
Phone: 422-2772
Email:
Carol_Solomon@byu.edu
Office Hours:
Tuesday : 6:00 – 7:00 PM
or by appointment
Open Door Policy (If the
door is open come in.
With Special Appreciation for Providing a Critical Course Review: Danielle Agle, Heidi Anderson, Jesse Anthony, Lauren Bales, Julie Bartholomew, Mica Barrett, Stephanie Blaylock,
Rebecca Christensen, Eve Coates, Lenae Crandall, Erin Cunningham, Wendy Densley, William Graham, Jon Hafen, Shellie Hess, George Huezo, Laura Jensen, Abigail Kirk, Chelsea Knapp,
Audrey Lister, Libandy Mora, Andrew Muffler, Kathryn Palica, Cynthia Parker, Malory Poole, Rossana Quiroz, Allan Saakha, Mark Schneck, Laura Shipley, Melody Splattstoesser, Whitney Stump,
Ingrid Vidal, Sydney Waldie, Natalie Webb, Pam Welton, Brianne Yorlang, Aubrey Young, Jeannie Zwahlen
Text:
Beck, I. L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: Robust
vocabulary instruction. New York: Guilford Press.
Beck, I. L. (2006). Making Sense of phonics: The hows and whys. New York:
Guilford Press.
August, Diane & Shanahan, Timothy(2008). Developing Reading and Writing In
Second-Language Learners. New York: Routledge.
Graham, S., MacArthur, C. & Fitzgerald, J (2007). Best practices in writing
instruction. New York: Guilford Press.
National Institute for Literacy, The Partnership for Reading (2006). What is
Scientifically Based Research? A guide for Teachers. Washington, D.C. National
Institute of Child Health and Human Development.
National Reading Panel, (2001). Report of the National Reading Panel, Teaching
Children to Read, An Evidence-Based Assessment of the Scientific Research
Literature on Reading and Its implications for Reading Instruction. Washington,
D.C. National Institute of Child Health and Human Development
Articles
August, D. & Shanahan, T. (2006) Executive Summary; Developing Literacy in
Second-Language Learners; Report of the National Literacy Panel on LanguageMinority Children and Youth. New Jersey, Lawrence Erlbaum Associate, Center For
Applied Linguistics.
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L 2CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Crawford, E. & Torgesen, J. (2007). Teaching all students to read: Practices from
Reading First Schools with strong intervention outcomes. Retrieved December 12,
2007,from Florida State University, Florida Center For Reading
Good III,R., Simmons, D. & Smith, S. (1998) Effective Academic Interventions in
the United States: Evaluating and Enhancing the Acquisition of Early Reading
Skills. School Psychology Review;27(1) 45-57. Retrieved September 20, 2007
from: http://web.ebscohost.com/ehost/delivery?vid=10&hid=107&sid=a18
Guidelines for Reviewing a Reading Program (2007). Retrieved July 23, 2007.
Florida State University, Florida Center For Reading Research Web Site:
www.fcrr.org/fcrrreports/guides/CCRP.pdf
Hickman, P., Pollard-Durodola, S. & Vaughn, S. (2004). Storybook reading:
Improving vocabulary and comprehension for English-language learners. The
Reading Teacher, 57(8), 720-730.
Research Web Site
Florida Center For Reading Research
www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadSummary.pdf
Review of Comprehensive Reading Programs (2004). Retrieved April 6, 2007,
University of Oregon, Oregon Reading First Center Web Site:
http://oregonreadingfirst.uoregon.edu/inst_curr_review.html
http://oregonreadingfirst.uoregon.edu/inst_si_prog_training.html
http://oregonreadingfirst.uoregon.edu/inst_ells.html
Vanderbilt University: Iris Center; http://iris.peabody.vanderbilt.edu/
6+1 Writing Traits resources;
www.nwrel.org/assessment/department.php?d=1 ;
www.nwrel.or/aassessment/promplts.php?odelay=2&d=1&prompt=1
www.nwrel.org/assessment/toolkit98.php
http://doe.sd.gov/curriculum/6plus1/teacerresources.asp
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L 2CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Further Suggested Resources:
Books:
Beck, I. L., McKeown, M. G. & Kucan, L. (2008). Creating Robust vocabulary. New
York: Guilford Press
Vogt, Mary Ellen & Echevarria, Janna (2008). 99 Ideas and Activities for Teaching
English Learners with THE SIOP® Model. Boston: Pearson Education, Inc.
Articles:
Herbert, M. & Eggen, G. (Eds.) (2007). The Utah Special Educator: A special
monograph edition, 27(3). The Utah Personnel Development Center.
Graham, S. & Perin, D., (2007) Writing Next: Effective strategies to improve writing
of adolescents in middle school and highs schools. Alliance for Excellent Education.
New York, Carnegie Corporation,
Hudson, P & Glomb, N. (1997) If it takes two to tango, then why not teach both
partners to dance? Collaboration instruction for all educators. Journal of Learning
Disabilities,30(4), 442—453. Retrieved December 19, 2007.
Scott, B.J. & & Vitale, M.R. (2003). Teaching the writing process to students with
LD. Intervention in School and Clinic, 38, (4) 220-224
Stahl, K., (2004) Proof, practice, and Promise: Comprehension strategy instruction
in the primary grades. The Reading Teacher, 57(7) 598-609.
Web sites:
http://web.ebscohost.com/ehost/delivery?vid=6&hid=102&sid=4909
Prerequisites: Admission to the Special Education Program
Course Goals:
Goal 1 - Foundational Knowledge: Special education teacher candidates will
demonstrate knowledge in scientifically researched based foundations for effective
language arts instruction to students with disabilities and second language learners with
disabilities.
Goal 2 - Analysis: Special education teacher candidates will use research-based
language arts methods to analyze and enhance reading curricula and strategies used in
K-12 schools.
Goal 3 - Implementation: Special education teacher candidates will demonstrate
knowledge regarding how to collaborate with general education teachers in the selection
and planning of research-based strategies for the provision of language arts instruction
to students with disabilities and second language learners with disabilities.
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L 2CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Course Expectations:
 Adhere to the BYU Honor Code on and off campus.
 Attend all class sessions
 Actively participate in all learning activities and discussions
 Be prepared for each class by completing the assigned readings from texts
and handouts
 Be professional in typewritten assignments: proof-read prior to submission.
Reports should be free of spelling, grammatical, and typographical errors.
 Hand in all assignments ON TIME
Methods/Teaching Strategies: The instructor will use a variety of teaching approaches
including discussion, recitation, small group problem solving, group presentation, group
quizzes and game development.
Absence and Assignment Policy: You are expected to attend each class and be on
time. Since your grade for this course is based on class participation and because most
points will be given for in-class activities, it is very important that you are at every class
and on time. Plan your schedule accordingly. Most assignments will be completed in
class as a member of a team. You will be expected to collaborate equally as team
members.
Grading: Grading your performance is a complex process. As your teacher, I consider
myself your mentor, but as your evaluator I must be as impartial and objective as
possible. Your grades will reflect both effort and achievement.



No assignments will be accepted after the last day of class.
Grading is done using points for each assignment.
You will be graded on professionalism (5 pts. per class), accuracy of
assignment completion and participation (see schedule of assignments).
Please Note:
 Please turn off all cell phones and beepers during class time. Make sure I
have your correct email address.
 You may bring and use laptops to class to use for class related activities.
 Special announcements regarding this class will be posted on BLACK
BOARD or via email and you will be responsible for their content.
BYU Special Education Program Mission Statement:
We maximize the potential of diverse learners with individualized educational needs to
elevate their quality of life. We accomplish this by supporting the mission and aims of a
BYU education as we integrate teaching, research, and service. We specifically:
 Prepare competent and moral educators who select, implement, and evaluate
research-based effective teaching practices and appropriate curriculum for
learners with special needs.
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L 2CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
 Prepare master special educators who provide leadership in problem solving and
collaborative relationships with professionals and families.
 Add to the knowledge base of special education and related disciplines through
research.
 Serve and advocate for learners with individualized educational needs and others
who support them.
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Date
Topic
Week 1
Course overview
Thurs.
Jan 8
Understanding
how to select
salient research to
inform practice:

Research

Theories

RtI

Comprehension
strategies
Understanding
Theory to Practice
an overview:
Guest Presenter:
Aaron Smith –
How to read
content material, a
reading
comprehension
strategy.
SQ3R another
reading
comprehension
strategy.
Week 2
Introduction to RtI
Thurs.
Jan 15
Research Based
Websites and
resources

Phonemic
Awareness

Phonics
Phonemic
Awareness and
Phonics
instruction
Phonics a Mirror
of writing
Using Discrete
Trial training as a
tier 3 intervention
Guest Presenter:
Wendy Densley
from Dixon Middle
– Read 180
Miriam Ruiz from
Provo HighWilson Reading
Assignment Given
BRING TO CLASS:
 Downloaded: What is Scientifically Based Research?
A guide for Teachers.
Reading & Assignment for Next Week:
 Highlight and Annotate and tab: Pages 1-26 Beck, I. L.
(2006). Making Sense of phonics: The Hows and
Whys. New York: Guilford Press.
 On Sticky notes write things you learned about the
teaching or the learning of reading for the three groups
of beginning readers
 Be prepared to discuss your findings
 Be prepared to compare where the teaching
interventions would fit on the RtI pyramid.
 Highlight and Annotate: NRP-Phonemic awareness
and Phonics section of book.
 Download and bring to class the Language Arts
curriculum either K-6 or 7-12 from the USOE website;
www.usoe.edu . Put in a 3 ring binder.
Midterm:
 Assigned sections of Portfolio completed
Final:
 Portfolio completed
 Final exam (open book)
Reading & Assignment Next Week:
 Highlight and Annotate and tab: Pages 30-81 Beck, I.
L. (2006). Making Sense of phonics: The Hows and
Whys. New York: Guilford Press.
 Review the phonics strategies in the back of the Beck
book and start to develop at least two for your portfolio.
 Organize and color code Core Curriculum for
Language arts for phonemic awareness and phonics.
Midterm
 Glossary of terms and Acronyms
 Develop one assessment and two phonemic
awareness and two phonics intervention strategies for
L1 and L2 learners at each tier of RtI for your portfolio.
 Resource guide of 10 Scientifically Based websites,25
researchers and 25 articles.
 Resource guide of 5 scientifically research based
websites, 12 researchers and 12 articles.
Final
 Develop at least two more assessments and
intervention strategies – one being a mirrored writing
process
 Resource guide add 5 Scientifically Based websites,13
researchers and 5 articles.
Assessment
Due

Beginning
of 1st class

Jan 15

Feb 27


April 10
TBA

Due April
10

Due Jan 22

Due Feb
26

April 10
6
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Week 3
Thurs.
Jan 22
Guest Presenters
on Phonics
instruction:
Heidi Hyte –
Reading Horizons
Phonics
Week 4
Thurs.
Jan 29
Outside class
Week 5
Thurs.
Feb. 5
Ed
Schollenberger,
Principal, Foothills
Elementary, Nebo
SD
Guest Presenter:
Gaye Gibbs,
Principal of
Westridge Elem.
Schoolwide
reading program
Outside class
Preparing phonics
intervention
strategies for
Winter and
summer practicum
sites
National Reading
Panel and
Research on
reading for L2
learners
Vocabulary
Assignments for Out of class day
 Visit a school and interview the Principal and Literacy
specialist about the structure and content of the
reading program used by the building.
 Develop one phonics intervention strategy that will be
used in your reading practicum site and summer
practicum
Readings & Assignments for Next Week:
 Highlight and Annotate and tab: Pages 30-81; Beck, I.
L. (2006). Bringing Words To Life, Robust Vocabulary
Instruction..New York: Guilford Press.
 Highlight and Annotate and tab: Pages 27-130; August,
Diane (2008). Developing Reading and Writing in
Second-Language Learners. New York: Routledge.
 Review the vocabulary strategies in the back of the
Beck book and start to develop at least two for your
portfolio.
Readings & Assignments for Next Week
 Organize and color code Core Curriculum for
Language arts for vocabulary.
 Highlight and Annotate: NRP-vocabulary section of
book
 Highlight and Annotate and tab: Pages 131-274;
August, Diane (2008). Developing Reading and Writing
in Second-Language Learners. New York: Routledge.
 Review USOE Curriculum Standards for English
Language Learners
Midterm
 Develop one assessment and two vocabulary and two
oral language intervention strategies for L1 and L2
learners at each tier of RtI for your portfolio. Include
one SIOP intervention strategies

Final
 Develop at least two more assessments and
intervention strategies –at least one more SIOP
strategy
Week 6
Thurs.
Feb 12
Second Language
Acquisition –
BEEDE, CREEDE

Feb 5

Feb 5

Feb 12

Feb 26

Apr 16
Readings and Assignments for Next Week:
Guest speaker:
7
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Oral Language
Proficiency
Week 7
Thurs.
Feb 19
Wendy Densley
Read 180,
Dr. Ray Graham
Oral language
development and
Reading and
writing
Dr. Ray Graham
Oral language
development and
Reading and
writing
Vocabulary/Oral
Language
Proficiency
Week 8
NO CLASS
Thurs.
Feb. 26
Personal
Progress
Interviews
Readings and Assignments for Next Week:
 Set an appointment to meet with Sister Solomon to
review Portfolio assignments with your partner(s)
 INCLUDE:
o 3 ring Portfolio with completed assignments
 Scientifically Research Based
resources
 Filled out RtI pyramid(s)
 Glossary of Reading Terms
 Phonemic Awareness intervention
strategies
 Phonics intervention strategies
 Vocabulary intervention strategies
 Oral language proficiency intervention
strategies
 USOE Language Arts Core curriculum
either K-6 or 7-12
 USOE English Language Standards.
 Data and assessment tools
 ½ pg on how you collaborated
Readings and Assignments for Next Week:


Graham & Fitzgerald (2007). Best practices in
writing instruction.
MIDTERM
Readings and Assignments for Next Week
Week 9
Thurs.
Mar. 5

Guest Presenter:
Brad Wilcox
Writing components
Writing
Week 10
Thurs.
Mar 12

Writing
Writing
assessment
Writing
intervention
strategies

Graham & Fitzgerald (2007). Best practices in
writing instruction.

Explore the following websites:

www.nwrel.org/assessment/department.php?d=1 ;
www.nwrel.or/aassessment/promplts.php?odelay=2&
d=1&prompt=1
www.nwrel.org/assessment/toolkit98.php
http://doe.sd.gov/curriculum/6plus1/teacerresources.a
sp
Readings and Assignments for Next Week
 Highlight and Annotate: NRP-Fluency section of book
.
8
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Week 11
Readings and Assignments for Next Week:
 Highlight and Annotate: NRP-Comprehension section
of book
 TBA
Thurs.
Mar. 19

Guest Speaker:
Margaret Zuzow
Read Naturally
demo
Fluency


Week 12


Thurs.
Mar 26
Comprehension
Week 13
Thurs.
Apr. 2

Putting it all
together
Literacy
Acquisition
Week 14
Thurs.
Apr. 9


Using Children’s
literature
 Stories
 Proverbs
 Poems
Using subject
content areas
 Science
 Social Studies
Putting it all
together
Literacy
Acquisition
Readings and Assignments for Next Week:
Storybook reading
Hickman, Pollard-Durodola, Vaughn
Pick a book from a children’s literature list. Students
will choose a children’s book and present how it can be
used to strengthen reading instruction for exceptional
students and ELL learners
Readings and Assignments for Next Week
 As a team develop two or three language arts lesson
that will cover the 6+1 traits discussed in class and that
is based on Science or Social Studies - Get your goal
from the USOE core curriculum for subject and grade
you will
 Sign up for Personal Progress Interview and Final. Plan

Apr 9

Apr 9
Readings and Assignments for Next Week
 Set an appointment to meet with Sister Solomon to
review Portfolio assignments with your partner(s)
 INCLUDE:
o 3 ring Portfolio with completed assignments
 Completed Scientifically Research
Based resources
 Completed RtI pyramid(s)
 Glossary of reading terms
 5 Completed Phonemic Awareness
intervention strategies
 5 Completed Phonics intervention
strategies
 5 Completed Vocabulary intervention
strategies
 5 Completed Oral language proficiency
intervention strategies
 5 Completed Fluency intervention
strategies
 5 Completed Comprehension
intervention strategies
 5 Completed Writing intervention
strategies.
 USOE Language Arts Core curriculum
either K-6 or 7-12 tabbed, highlighted
 USOE English Language Standards.
 Data and assessment tools

9
CPSE 425 Syllabus (1/08/08)
Apr 16
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS

Week 15
FINAL
Personal Progress
Interviews
Open Book Exam
½ pg on how you collaborated
You and your partner(s) will make an appointment with
Sister Solomon for your final between April 16th and April
18th. Sign-up list will go around on the 2nd.
Grading Criteria:
 You will decide what you think your final grade should be then meet with Sister
Solomon and give your rationale for that grade.

Sister Solomon will then give her rationale on whether she agrees.
A





All assignments in the portfolio completed at 96% or above accuracy or better,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation,
Initiative to add interventions, readings, resources to your portfolio.
A-




All assignments in the portfolio completed with 90% or above accuracy,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation.
B+




All assignments in the portfolio completed with 87%-89% accuracy,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation.
B




All assignments in the portfolio completed with 84%-86% accuracy,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation.
B-




All assignments in the portfolio completed with 80%-83% accuracy,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation.
C+




All assignments in the portfolio completed with 76%-79% accuracy,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation.
C




All assignments in the portfolio completed with 73%-76% accuracy,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation.
10
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
C-




All assignments in the portfolio completed with 70%-72% accuracy,
strong evidence of collaboration with team and partner,
Attendance at 98% or better,
Class participation.
Disability and Accommodations: Brigham Young University is committed to providing a
working and learning atmosphere which reasonably accommodates qualified persons with
disabilities. If you have any disability which may impair your ability to complete this course
successfully, please contact the University Accessibility Center (422-2767). Reasonable
academic accommodations are reviewed for all students who have qualified documented
disabilities. Services are coordinated with the student and instructor by the University
Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated
against on the basis of disability, you may seek resolution through established grievance policy
and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.
Statement on Diversity: The McKay School of Education and Brigham Young University are
committed to preparing students to serve effectively in a diverse society. In this course students
will learn methods and material that may be adapted to various settings and contexts. Students
are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the
course content when working with individuals and groups with varying abilities and backgrounds.
Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex
discrimination against any participant in an educational program or activity that receives federal
funds. The act is intended to eliminate sex discrimination in education. Title IX covers
discrimination in programs, admissions, activities, and student-to-student sexual harassment.
The BYU policy against sexual harassment extends not only to employees of the university but to
students as well. If you encounter unlawful sexual harassment or gender-based discrimination,
please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24
hours); or contact the Honor Code Office at 422-2847.
Goal 1 Train special education teacher candidates in scientifically researched based
foundations for effective language arts instruction to students with disabilities and
second language learners with disabilities.
INTASC
CEC/INCATE
Student Learning
Outcomes
(1K1) The teacher understands how learning
occurs—how students construct knowledge,
acquire skills, and develop habits.
(7K1) The teacher understands learning theory,
subject matter, curriculum development, and
student development and knows how to use this
knowledge in planning instruction to meet
curriculum goals.
(1P3) the teacher can evaluate teaching
resources and curriculum materials for their
comprehensiveness, accuracy, and usefulness
for representing particular ideas and concepts.
(9P2) The teacher seeks out professional
[CC1K1] The teacher will use models, theories, and
philosophies that form the basis for special education practice.
[CC2K2] Educational implications of characteristics of various
exceptionalities
(GC1K3) The teachers understand historical foundations,
classic studies, major contributions, major legislation, and
current issues related to knowledge and practice.
(GC4K1) Teacher use sources of specialized materials,
curricula, and resources for individuals with disabilities.
.(GC4K7) Methods for guiding individuals in identifying and
organizing critical content
(GC4S1) The teacher will use research-supported methods for
Teaching
Candidates select
appropriate curriculum
and use effective
teaching practices to
help students with
mild/moderate disabilities
master their IEP goals in
areas such as reading,
11
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
literature, colleagues, and other resources to
support his/her own development as a learner
and a teacher.
academic and nonacademic instruction of individuals with
disabilities
[GC6S1] The teacher will enhance vocabulary development.
writing, mathematics,
and social skills.
Goal 2: Prepare special education Teacher Candidates (TC) to use research-based
language arts methods to analyze and enhance reading curricula and strategies used in
K-12 schools.
INTASC
CEC/INCATE
Student Learning Outcomes
7P1) As an individual and a member of a team, the teacher selects
and creates learning experiences that are appropriate for
curriculum goals, relevant to learning, and based upon principles of
effective instruction (e.g. that activate students’ prior knowledge,
anticipate preconceptions, encourage exploration and problemsolving, and build new skills on those previously acquired).
(1K1) The teacher understands how learning occurs—how
students construct knowledge, acquire skills, and develop habits.
(1P3) The teacher creates lessons and activities that operate at
multiple levels to meet the developmental and individual needs of
diverse learners and help each progress.
(2K1) The teacher understands how learning occurs—how
students construct knowledge, acquire skills, and develop habits of
mind—and knows how to use instructional strategies that promote
student learning.
(1D1) The teacher appreciates individual variation within each area
of development, shows respect for the diverse talents of all
learners, and is committed to help them develop self-confidence
and competence.
(1D2) The teacher is disposed to use students’ strengths as a
basis for growth, and their errors as an opportunity for learning.
2P1) The teacher assesses individual and group performance in
order to design instruction that meets learner’s current needs in
each domain (cognitive, social, emotional, moral and physical) and
that leads to the next level of development
(4K2) The teacher understands principles and techniques, along
with advantages and limitations, associated with various
instructional strategies (e.g. cooperative learning, direct instruction,
discovery learning, whole group discussion, independent study,
interdisciplinary instruction).
(2P1) The teacher assesses individual and group performance in
order to design instruction that meets learner’s current needs in
each domain (cognitive, social, emotional, moral and physical) and
that leads to the next level of development
(4K2) The teacher understands principles and techniques, along
with advantages and limitations, associated with various
instructional strategies (e.g. cooperative learning, direct instruction,
discovery learning, whole group discussion, independent study,
interdisciplinary instruction).
(CC7K2) The Teacher will use a scope and
sequences of general and special curricula
(CC7K3) The teacher uses National, state
or provincial, and local curricula standards.
(CC7S1) The teacher will identify and
prioritize areas of the general curriculum
and accommodations for individuals with
exceptional learning needs
(CC7S8) The teacher will develop and
select instructional content, resources and
strategies that respond to cultural, linguistic,
and gender differences.
Teaching
Candidates select
appropriate curriculum and
use effective teaching
practices to help students
with mild/moderate
disabilities master their IEP
goals in areas such as
reading, writing,
mathematics, and social
skills.
12
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
Goal 3: Prepare special education Teacher Candidates (TC) to use research based
strategies in collaboration with their general education teachers in providing language
arts instruction to students with disabilities and second language learners with
disabilities.
INTASC
CEC/INCATE
(5P2) The teacher engages students
in individual and cooperative
learning activities that help them
develop the motivation to achieve,
by for example, relating lessons to
students’ personal interests,
allowing student to have choices in
their learning, and leading students
to ask questions and pursue
problems that are meaningful to
them.
(10D1) The teacher is willing to
consult with other adults regarding
the education and well-being of
his/her students.
(10D5) The teacher is willing to work
with other professionals to improve
the overall learning environment for
students.
(10P1) the teacher participates in
collegial
(CC10K1) The teacher uses models and
strategies of consultation and collaboration.
(GC10K4) co-planning and co-teaching
methods to strengthen content acquisition of
individuals with learning disabilities
(EC4S1) Use instructional practices based
on knowledge of the child, family,
community and the curriculum.
(GC10S2)Select, plan, and coordinate
activities of related services personnel to
maximize direct instruction for individuals
with disabilities..
[CC7Si] Teachers will identify and prioritize
areas of general curriculum and
accommodations for individuals with
exceptional learning needs.
[CC7S8] Teachers will develop and select
instructional content, resources, and
strategies that respond to cultural, linguistic,
and gender differences.
(CC10S6) Collaborate with school personnel
and community members in integrating
individuals with exceptional learning needs
into various settings.
[GC10S2] Select, plan, and coordinate
activities of related services personnel to
maximize direct instruction for individuals
with disabilities.
(GC6K1) The teacher will understand the
impact of language development and
listening comprehension on academic and
nonacademic learning of individuals with
disabilities..
(GC10K4) The teacher will use co-planning
and co-teaching methods to strengthen
content acquisition of individuals with
learning disabilities
(CC3K3) Teachers will use variations in
Student Learning Outcomes
Collaboration
Candidates work effectively with
parents, professionals,
paraprofessionals, and others in
the school and community to help
students with disabilities achieve
their IEP goals.
13
CPSE 425 Syllabus (1/08/08)
CPSE 425
FOUNDATIONS FOR LANGUAGE ARTS FOR L1 and L2 CHILDREN WITH
DISABILITIES
COURSE DESCRIPTION AND EXPECTATIONS
beliefs, traditions, and values across and
within cultures and their effects on
relationships among individuals with
exceptional learning needs, family and
schooling.
14
CPSE 425 Syllabus (1/08/08)
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