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University of Mary Hardin-Baylor
Contact Information
Instructor:
Office:
Office Phone:
E-mail:
Office Hours:
Dr. Lynn Eaton
Townsend Library 121
254.295.4646
leaton@umhb.edu
MW 1:00 pm – 3:00 pm
Th 9:30 am – 11:30 am.
Other times by appointment
Description of the Course
Course Name, Number and Section: Survey of Special Populations, EDUC 3316.01
Term: Spring 2013
Catalog Description:
This course surveys various student populations in schools and varied educational needs
with emphasis on diversity and the influence of culture on behavior and learning.
Terminology, characteristics, educational procedures, informal assessment, and
requirements under federal, state, and local guidelines are addressed, as well as
multiculturalism, technology, and professional collaboration related to diversity. There
are no prerequisites for the course.
Time/Location Course Meets: MWF 9:00 - 9:50 AM in Parker 207
Course Objectives:
Upon the completion of the course, the student will:
l.
Correctly use the basic professional terminology associated with the study of exceptional children
and multicultural education.
2.
Identify and analyze the characteristics and needs of children with the following exceptionalities:
a. Intellectual Differences
b. Physical Impairments
c. Difficulties in Oral Communication
d. Psychosocial Problems
e. Cultural Differences
3.
Identify the term "least restrictive environment” and list the educational settings available for
exceptional children.
4.
Define the ARD process and the regular classroom teacher’s responsibility to the ARD process.
5.
Define the meaning of cultural heritage as it applies to the diversity of “American” culture.
6.
Develop sensitivity to and an understanding of other cultures and the implications for effective
teaching.
7.
Make effective classroom decisions involving students from diverse backgrounds.
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Texas Teacher Proficiencies and Program Learning Outcomes:
LEARNER-CENTERED KNOWLEDGE
The teacher possesses and draws on a rich knowledge base of content, pedagogy and
technology to provide relevant and meaningful learning experiences for all students.
LEARNER-CENTERED INSTRUCTION
To create a learner-centered community, the teacher collaboratively identifies needs and
plans, implements, and assesses instruction using technology and other resources.
EQUITY IN EXCELLENCE FOR ALL LEARNERS
The teacher responds appropriately to diverse groups of learners.
LEARNER-CENTERED COMMUNICATION
While acting as an advocate for all students and the school, the teacher demonstrates
effective professional and interpersonal communication skills.
LEARNER-CENTERED PROFESSIONAL DEVELOPMENT
The teacher, as a reflective practitioner dedicated to all students’ success, demonstrates a
commitment to learn, to improve the profession and to maintain professional ethics and
personal integrity.
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES (EC–12)
STANDARDS
Standard I - The teacher designs instruction appropriate for all students that reflects an
understanding of relevant content and is based on continuous and appropriate assessment.
Standard II - The teacher creates a classroom environment of respect and rapport that
fosters a positive climate for learning, equity, and excellence.
STATE-ADOPTED (TExES) DOMAIN AND COMPETENCIES
Domain I DESIGNING INSTRUCTION AND ASSESSMENT TO PROMOTE
STUDENT LEARNING
Competency 002 - The teacher understands student diversity and knows how to plan
learning experiences and design assessments that are responsive to differences among
students and that promote all students’ learning.
Domain II CREATING A POSITIVE, PRODUCTIVE CLASSROOM
ENVIRONMENT
Competency 005 – The teacher knows how to establish a classroom climate that fosters
learning, equity, and excellence and uses this knowledge to create a physical and
emotional environment that is safe and productive.
Program Learning Outcomes:
Credit Hour(s): This is a traditional, 3-credit hour course. Each credit hour earned in
this course requires at least fifteen (15) contact hours, as well as a minimum of thirty (30)
hours of student homework.
Textbook:
Vaughn, S., Bos, C.S., and Schumm, J. S. (2006). Teaching exceptional, diverse, and at-risk
students in the general education classroom (5th Edition). Boston: Allyn and Bacon.
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Academic Honesty:
The University of Mary Hardin-Baylor policy on academic integrity applies to all
courses. UMHB expects the highest standards of academic integrity among all members
of the campus community. All acts of plagiarism or violations of academic honesty are
considered serious offenses and may result in failure of the assignment or the course.
Special Accommodations:
If you have a disability for which you are or may be requesting an accommodation, you
are encouraged to contact both your professor and the Accommodation & Student
Assistance Program office in the Robert & Linda Black Center for Counseling, Testing &
Health Services, Mabee Student Center, Suite 310, as early as possible in the term.
Assignments and Grading:
Assignments should include everything listed below. Course Requirements follow, along
with how each assignment is used and weighted to determine a grade.
Six (6) Quizzes
Three (3) Exams
Two (2) Multicultural Activity Papers
Two (2) Article Reflection Papers
One (1) Adaptation of Lesson Plan
15%
40%
15%
15%
15%
Course Requirements and Due Dates:
1. Read assignments in the text as they are made. Periodic quizzes over the chapter readings
will be given.
2. Show progress in the course through three examinations and six quizzes (lowest quiz score
will be dropped).
3. Participate in in-class activities. In-class activities missed may not be made up. There will be
one REQUIRED office visit per student. The visit will last approximately 15 minutes. You may
come alone, or with a classmate. The REQUIRED office visit MUST take place before
March 1, 2013.
4. Read the articles, Paraeducators’ Roles in Facilitating Friendships Between Secondary
Students With and Without Autism Spectrum Disorders or Developmental Disabilitie by Zachary
Rossetti and Deborah Goessling in Teaching Exceptional Children (DUE: Feb. 25th), and
School discipline feeds the pipeline to prison by Deborah Fowler in Phi Delta Kaplan (DUE:
Apr. 15th). Using the guide provided by the instructor, prepare a 2-3 page reaction paper for
each reading.
5. Complete TWO of the multicultural activities described below. You will submit a
report about your experiences. This is an independent activity. You may go alone, or
with a partner, but you MUST do your own work and interview different people. Your
report must be a minimum of two typed pages. It should be specific, clear, believable,
and written in a way that convinces your instructor you completed the activity. Along
with the specific items addressed in each activity, your report MUST include a closing
that describes the way in which the experience enhances your ability as a classroom
teacher. (In other words, why would we want pre-service teachers to have this
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experience? What does it have to do with teaching?) Should you have ideas about other
activities you’d like to pursue, please consult with the instructor for prior approval.
MC Activity One Due February 15th
MC Activity Two Due April 3rd
Multicultural Activity Choices:
 Visit for a minimum of two hours in a nursing home/elderly care
facility/retirement home. (Note: You MUST have prior permission from the
Administration of the center. An introductory letter is available from the
instructor.) In your report, include your name, the center visited, the date, and the
address. Spend time walking the halls, talking to people (both clients and
employees), visiting in the sitting area, etc. What do you observe? What are the
problems (if any) that you have understanding this age group? What are their
problems (if any) that they have in understanding the young people of today?
What contributions might this group make to society? What is our responsibility
to the residents there? How has this experience enhanced your ability as a
classroom teacher? Documentation is required as a written statement (on
letterhead) containing the date and time frame of your visit. The statement must
be signed by a staff member (preferably an administrator).
 Attend a worship service of a different denomination than your own (in a
church/temple/synagogue). You might even choose one whose primary
membership is made up an ethnic group different from your usual church group.
Interview a minimum of two people – members of the congregation or staff
members (youth directors, pastors, etc). In your report, include the name of the
church, address, pastor’s/leader’s name, and the religious denomination. In your
report, compare the service to the service where you traditionally attend church.
How is the service different? Discuss the dress, behavior, gender, age of the
attendees, music, building, and the elements of the service (including key points
from the sermon or its equivalent). Describe your feelings. How has this
experience enhanced your ability as a classroom teacher? Required
documentation includes bulletins from the services you attend and other materials
you acquire during your visit.
 Spend a minimum of three hours at a food pantry or similar community service
provider. If possible, assist with the food line or dissemination of food. (Note:
You MUST have prior permission from the staff at the center. An introductory
letter is available from the instructor.) Interview at least two people at the center.
In your report, describe your observations. Discuss the dress, behavior, gender,
age of attendees, building, types of services provided, etc. Describe your feelings.
What is our responsibility to these members of society? What problems might the
children from families being served by the center have with school? How has this
experience enhanced your ability as a classroom teacher? Required
documentation is a written statement containing the date and time frame for your
visit. The statement must be signed by a staff member.
6. Working with a partner, demonstrate your understanding of how to modify instruction and
how to accommodate for individual needs. A template will be provided for you to create a
lesson plan. You will create adaptations (modifications and accommodations) of the lesson
EDUC 3316.01
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plan to meet the needs of a specified diverse student group. Your group will be responsible
for explaining the lesson to the class, including the adaptations that have been designed.
Group presentations will be made April 22 & 24.
7. Participate in a multicultural breakfast for the class. Pairs of students will research and serve
breakfast to the class, choosing various cultural groups. Decorate a table depicting the
culture chosen. Posters and artifacts can be used to add to the decorations. Serve cultural
foods from the ethnic group chosen. Provide enough food so each person in the class can
have a taste of the food. Date: April 19.
Late Work Policy:
Some assignments may be eligible to be turned in late at a discounted grade. Late
assignments will be discounted at the rate of one letter grade per day. After four days,
the assignment will not be accepted. All assignments are due at the beginning of the
class session. If they are turned in after the beginning of the class session, the score will
be discounted by one letter grade.
Assignments related to class presentations, projects, guided discussions, or similar
activities, may not be eligible for late submission. Lesson plans (or other materials that
require instructor/mentor pre-approval) that are to be used in field based classes may not
be eligible for late submission.
Assignments missed due to university approved absences or specific individually
documented instances (note from a doctor in the case of illness or absences due to legal
or civil proceedings) are eligible for late submission. Professors/instructors should be
notified prior to a university approved absence.
Grade Scale:
A = 91 to 100
B = 81 to 90
C = 71 to 80
D = 61 to 70
F = < 60
Please note grade point cut-off
points. Always monitor your
current performance level via
MyCampus.
Academic Decorum
The learning process involves an exchange of ideas and an exploration of concepts
between faculty and students and a certain level of decorum facilitates this process.
Supportive actions include:
(1) Coming to class prepared including reading all assignments.
(2) Being attentive and responsive in class.
(3) Respecting the course instructor and fellow students (opinions and ideas).
(4) Contributing to the class by making topic-specific comments.
(5) Offering critiques and alternative ideas in a non-condescending manner.
(6) Providing a fair share of work to group projects and team activities.
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Examples of disruptive behaviors to avoid include:
(1) Talking, sleeping, or otherwise distracting members of the class.
(2) Using electronic devices for personal use.
(3) Exhibiting argumentative or attention-seeking behavior.
(4) Failing to show respect or act with civility.
Attendance Policy:
Class attendance is viewed by the instructor as critically important and imperative to
success in this course are expected to be present at all class meetings. Absences are
counted from the first class session of the term. Students who accumulate absences,
including university excused absences, equaling 25% or more of the total class days
scheduled during the semester, will earn an automatic failure for the class.
If you are absent, you have a responsibility to submit work that is due for that class
period by a) sending it with another person in class, or b) turning it in personally to the
professor prior to the due date. The assignment must be posted as received no later than
the beginning of the class time on the date it is due. Additionally, you have a
responsibility to inquire of other students in class for notes, materials, and assignments
from classes you miss.
Please note that there are forty-two MWF class days (25% = 10.5 days). For
attendance purposes, either as a tardy to class or leaving class early results in a ½
absence.
Schedule of Course Activities:
The schedule of course activities are included in a calendar below. The topics and dates
are tentative and subject to possible revision/change, should the need arise.
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January 2013 (Tentative)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7 EDUC 3316.01
Course introduction.
8
9 EDUC 3316.01
Sack of Culture
(present to groups)
Quiz #1 (Syllabus)
10
11 EDUC 3316.01
Sack of Culture
presentations cont.
12
13
14 EDUC 3316.01
Learning Style
Inventory
15
16 EDUC 3316.01
Chapter One – SPED
and Inclusive Schooling
17
18 EDUC 3316.01
Complete Chapter
One.
Chapter Two - RTI
19
20
21 EDUC 3316.01
Martin Luther King, Jr.
Day (No Class)
22
23 EDUC 3316.01
Complete Chapter
Two
24
25 EDUC 3316.01
Chapter Four – Teac.
Cult & Linguistically
Diverse Students
Quiz #2 (Ch. 1&2)
26
27
28 EDUC 3316.01
Complete Chapter
Four
29
30 EDUC 3316.01
Chapter Six – Teaching
Students with LD and
ADHD
31
EDUC 3316.01
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February 2013 (Tentative)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1 EDUC 3316.01
Complete Chapter Six
2
3
4 EDUC 3316.01
Quiz #3 (Ch. 4 & 6)
5
6 EDUC 3316.01
Exam #1 Review
7
8 EDUC 3316.01
Exam #1 (Chapters 1,
2, 4 & 6)
9
10
11 EDUC 3316.01
Chapter Seven –
Teaching Students with
Communications
Disorders
12
13 EDUC 3316.01
Continue Chapter
Seven
14
15 EDUC 3316.01
Complete Chapter
Seven (Multicultural
Activity #1 Due)
16
17
18 EDUC 3316.01
Chapter Eight –
Teaching Students with
Emotional and
Behavioral Disorders
19
20 EDUC 3316.01
Complete Chapter
Eight
Quiz #4 (Ch. 7&8)
21
22 EDUC 3316.01
Chapter Nine –
Teaching Students
with ASD/PDD
23
24
25 EDUC 3316.01
Complete Ch. 9
(Article #1
Reaction Paper
Due/Discussion)
26
27 EDUC 3316.01
28
EDUC 3316.01
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Chapter Ten –
Teaching Students
With Developmental
Disorders
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March 2013 (Tentative)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1 EDUC 3316.01
Continue Ch. 10
(Last Day for
Required Office
Visit)
2
5
6 EDUC 3316.01
Chapter Eleven –
Lower Incidence
Disability
7
8 EDUC 3316.01
Continue Chapter
Eleven
9
11 EDUC 3316.01
Education Demo
Lab
12
13 EDUC 3316.01
14
15 EDUC 3316.01
EXAM #2 Due
(Chapters 7, 8, 9 &
10)
16
17
18 EDUC 3316.01
Spring Break (No
Class)
19
20 EDUC 3316.01
Spring Break (No
Class)
21
22 EDUC 3316.01
Spring Break (No
Class)
23
24
25 EDUC 3316.01
26
27 EDUC 3316.01
Continue Chapter
Fifteen
28
29 EDUC 3316.01
Good Friday (No
Class)
30
3
4 EDUC 3316.01
Complete Ch. 10
(Quiz #5 – Ch. 9&
10)
10
Exam #2 (Review)
Chapter Fifteen –
Differentiating Instruction
& Assessment for Middle
& High School Students
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April 2013 (Tentative)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
31
1 EDUC 3316.01
Complete Chapter
Fifteen
2
3 EDUC 3316.01
Chapter Sixteen –
Fostering Strategies for
Student Independence
(Multicultural
Activity #2 Due)
4
5 EDUC 3316.01
Complete Chapter
Sixteen (Quiz #6)
6
7
8 EDUC 3316.01
(Review Exam #3)
9
10 EDUC 3316.01
EXAM #3 (Chapters
11, 15 & 16)
11
12 EDUC 3316.01
Final Project
Information provided
13
14
15 EDUC 3316.01
Article #2 Reaction
Paper Due
Final Project
Discussions/Feedback
16
17 EDUC 3316.01
Final Project
Discussions/Feedback
18
19 EDUC 3316.01
Multicultural
Breakfast
20
21
22 EDUC 3316.01
Student
Presentations
23
24 EDUC 3316.01
Student
Presentations (Last
Class Day)
25
26 EDUC 3316.01
Study Day (No
Class)
27
28
29
30
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May 2013 (Tentative)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1 EDUC 3316.01
FINAL @ 10:30am
2
3
4 UMHB
Commencement
10:00AM
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
EDUC 3316.01
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For admission to the Teacher Education Program, I understand that I must: 1) have a 2.5 GPA
overall and a 2.75 GPA in the areas of Academic Support and Professional Development courses (no
grade lower than a “C”) and maintain these averages to be recommended for student teaching and
certification; 2) meet the Basic Skills requirements and successfully pass the departmental Written
Screening; 3) show proof of educational liability insurance; and 4) APPLY for certification after
completing my degree plan requirements.
Prerequisites for Student Teaching:
Applications for student teach ing must be in the Education Office by April 15 for
individuals planning to student teach the following Fall semester or October 1 for
individuals planning to student teach the following Spring semester.
Requirements are as follows:
1.
2.
3.
4.
5.
6.
Students must have been admitted to the Teacher Education Program and all basic skills
requirements must be met by the dates listed above or student teaching will not be permitted.
Students must be of senior standing and no more than 14 semester hours from graduation aft er
the semester of student teaching. All professional development courses m ust be completed
before student teaching.
Students working toward 4 -8, and 8-12, and all-level certification may student teach if they
lack no more than one course in the area(s) of certification.
Students working toward EC -6 certification must complete 15 hours of reading courses and
the mathematics course in the Academic Support area before student teaching. A student may
lack one other course in Academic Support and still student teach.
Students must continue to meet the GPA and other requirements for admission to the Teacher
Education Program to be eligible to do student teaching.
Students must have sufficient professional laboratory field -based experiences approved b y the
Department Chair.
Students must grant permission to have a criminal history records check performed by the
cooperating school district
It is strongly recommended that students make adequate time available for student teaching.
I have received and read the syllabus for EDUC 3316, Survey of Special Populations. I understand
the policies outlined in the course syllabus and that I will be expected to adhere to the Texas
Educator's Code of Ethics.
Name:
____________________________________________________
(PLEASE PRINT)
Signature:
____________________________________________________
Student ID:
________________
Date:
____________________________________________________
EDUC 3316.01
E-mail:
__________________________
Spring 2013
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