Masters Of Elementary Education
Special Education Option
CEC Standard 3
Course #: EDFD 6053
Title: The At-Risk Student
Catalog Description:
The At-Risk Child in the School Environment. A seminar designed to investigate the
characteristics of the at-risk student and to investigate the teaching strategies utilized to meet the
needs of the at-risk student in the regular classroom.
Textbook: Barr, R. and Parrett, W. (2001). Hope Fulfilled for At-Risk and Violent
Youth: Allyn & Bacon
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Rationale: The term At-risk student in this course refers to the student who is at
risk of not having a successful school experience. A knowledge of at-risk factors helps
teachers understand the complex nature of the student’s world and take steps to make
school a more nurturing, supportive climate for learning. A knowledge of at-risk factors
will help the educator make more informed decisions about intervention and assistance
by other agencies.
ECED Conceptual Framework Focus:
The Professional for the Future is a continuously learning expert who will:
1. Demonstrate that all human beings are able to grow, develop, and learn
according to their characteristics, needs, and backgrounds by creating learning
environments that are developmentally healthy, respectful, supportive, and
challenging. AR SS 1, 2, 3, 4 CEC 2, 3, 5, 7
2. Provide learning opportunities for all children and their families, including
inclusion settings, which maximize growth, development and connect parents
to community resources. AR SS 3, 4, 5 CEC 3, 7, 10
3. Provide systematic and coherent assessments that are appropriate for all
children, including children who have disabilities and or cultural and
linguistic diversities. AR SS 2, 3, 4 CEC 5, 7, 8
4. Demonstrate key educational processes including early childhood educational theories,
research, content areas, technology, integrative approaches to curriculum, and communication
with colleagues, children and parents. AR SS 4, 5 CEC 1,2, 4,5, 6, 7, 10
5. Demonstrate moral and ethical professional behavior as models and advocates for young
children and who continually seek to grow professionally through reflective practices. AR SS 1,
4, 5 CEC 9,10
SS= Arkansas State Standards
CEC= Council for Exceptional Children
Pathwise
Course Objectives:
Course Goals:
1.
To help professionals acquire an awareness of at-risk student characteristics.
(SS 3.1.2., 3.1.1, 3.1.8, 3.2.4, 4.1.1, 4.1.2, 4.2.1, 4.3.6, 5.1.7, 5.2.1).
(Pathwise A1, A2, A3, A4, A5; B1, B2, B3, B4, B5). (CEC 2)
2. To increase professionals knowledge of the various categories of at-risk students.
(SS 3.1.3, 3.1.4, 3.1.5) (Pathwise A1,A2, A3, A4, A5, B1, B2, B3, B4, B5, C1, C2; D4).
(CEC 3)
3. To acquaint professionals with knowledge of the individual learning differences
of at-risk students. (SS 3.1.3, 3.1.4) (Pathwise A1, A2, A3, A4) (CEC 3)
4. To acquaint professionals with an understanding of language, culture and family
background impact the needs of the at-risk student. (SS 3.1.4, 3.1.5) (Pathwise, A1, A2,
A3, A4) (CEC 3).
5. To acquaint professionals with appropriate strategies and techniques. (SS 1.1.4,
1.2.2, 1.3.3, 1.3.6, 2.1.7, 2.2.1, 2.3.2, 3.1.5, 3.1.6, 3.2.2, 3.2.4, 3.2.5, 3.3.1, 3.3.6, 4.2.1,
4.3.3, 4.3.6, 5.1.1, 5.2.1); (Pathwise A4, A5, C2, C4, C5) (CEC 4)
6. To equip professionals with fundamental counseling and consultative skills to
facilitate collaborative relationships with families of at-risk students.
(SS 1.1.4, 1.2.2, 1.3.3, 1.3.6, 2.1.7, 2.2.1, 2.3.2, 3.1.5, 3.1.6, 3.2.2, 3.2.4, 3.2.5,
3.3.1, 3.3.6, 4.2.1, 4.3.3, 4.3.6, 5.1.1, 5.2.1); (Pathwise B1, B2, D2, D3, D4). (CEC 5)
7. To help teachers, counselors, and administrators make appropriate adaptations
and additions in curriculum and instruction for at-risk students. (SS 1.1.4, 1.2.2,
1.3.3, 1.3.6, 2.1.7, 2.2.1, 2.3.2, 3.1.5, 3.1.6, 3.2.2, 3.2.4, 3.2.5, 3.3.1, 3.3.6, 4.2.1,
4.3.3, 4.3.6, 5.1.1, 5.2.1); (Pathwise A1, A2, A4, A5, B1, B3, C2, C3, C4, C5; D3,
D4). (CEC 4)
8. To acquaint professionals with appropriate agencies and organizations that
provide assistance for at-risk students. (SS 5A.2, 5A.2.1, 5A.3) (Pathwise D2, D3,
D4.), (CEC 10)
Description of How the Course Meets the General Education Objectives
This course is not a general education course and does not attempt to meet
the general education objectives.
Methods of Instruction: The class emphasis is on the various kinds of at-risk
conditions, and their individual learning differences.
Additional emphasis is on methods of teaching
these students, classroom management, and parent
conferencing. Handouts, transparencies,
instructional videos and field trip(s) are used. In the
latter part of the course, graduate students present
oral and written reports of their findings about these
students.
Assessment and Evaluation Methods
A.
To benefit from this course, the following will be expected of the
student.
1.
2
3.
4
5.
Regular class attendance and participation
Satisfactory performance on the examinations
Required reading in textbook and required activities
Group participation
Individual presentation
Grading:
Exam I
Exam II
Final
Attendance & Participation
Pamphlet on At- Risk Child
100 pts
100
200
100
100
Class presentation
Total
200
800
Scale: A is from 700-800 points; B, 600-699; C, 500-599; D, 400-499. F<400 points.
B.
Administrative Requirements:
1.
Attendance policy: Students are expected to attend all class meetings and
participate fully. Most class meetings will require the active involvement
of students. Grades will be influenced by class participation and
contributions made (limit of three (3) class absences). For emergency
absences, refer to the Arkansas Tech Student Handbook.
2.
Plagiarism and other academic misconduct: Any student found to have
committed academic misconduct including, but not limited to cheating,
plagiarism, or other forms of academic dishonesty is subject to the
disciplinary section outlined in the Arkansas Tech Student Handbook.
3.
Quality and timeliness of work: All work submitted should be of
professional quality, neatly presented, grammatically correct and free of
spelling and punctuation errors. Work that is late will not receive full
credit.
C. Course Content
1. Types of at-risk students
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P
Q.
R
Handicapped students
Child Abuse
Students with self-destructive or suicidal tendencies
Migrant students
Latchkey students
The unmotivated gifted or gifted/LD student
Learning disabilities
The slow learner
Autism
The students involved in substance abuse
Visually impaired
The terminally ill student, including students with HIV or AIDS
Anorexia/Bulimia
Attention Deficit Disorder
Dyslexia
Economically depressed/poor
Special challenges of the single-parent home
Hearing impaired/speech impaired (mild)
S..
Conferencing with the families of At-risk students@
1.
2.
Challenges which these families face
Counseling
3.
4.
5.
6.
Advising but not dictating to the family
Soliciting family support and cooperation
Recognizing the instances in which the family is the problem
Understanding cultural influences
Assignment:
Develop a pamphlet that would be suitable for distribution at child care centers,
preschool programs, schools, Boys & Girls Clubs and other organizations that
deal with children thru adolescence. The pamphlet should list warning
signs/characteristics and possible interventions, agencies and organizations
available to deal with or to collaborate with concerning the following at-risk
children:
The child who is being abused
The child with suicidal tendencies
The child involved in substance abuse
The child with an eating disorder (Anorexia, Bulimia)
At Risk Pamphlet Scoring Rubric
Recognizes the symptoms of child
abuse.
CEC 2 AR SS 3
Score of 0-4
Incomplete or
no recognition
Incomplete
or no
recognition
Score of 5-8
Proficient level
of
understanding
Proficient
level of
understanding
Score of 912
Advanced
level
Advanced
level
Provides options/methods for
dealing with child abuse. CEC 4,10
AR SS 5A.2, 5A.2.1 5A.3
Recognizes the symptoms of a
child with suicidal tendencies.
CEC 3 AR SS 3.1.3, 3.1.4
Incomplete
or no
recognition
Proficient
level of
understanding
Advanced
level
Provides options/methods for
dealing with a child with suicidal
tendencies. CEC 4,10
AR SS 5A.2, 5A.2.1 5A.3
Recognizes the symptoms of a
child with a substance abuse
problem. CEC 3 AR SS 3.1.3,
3.1.4
Incomplete
or no
recognition
Proficient
level of
understanding
Advanced
level
Incomplete
or no
recognition
Proficient
level of
understanding
Advanced
level
Provides options/methods for
dealing with a child with
substance abuse problem. CEC
4, 10 AR SS 5A.2, 5A.2.1 5A.3
Recognizes the symptoms of
eating disorders. CEC 3 AR SS
3.1.3, 3.1.4
Incomplete
or no
recognition
Proficient
level of
understanding
Advanced
level
Incomplete
or no
recognition
Proficient
level of
understanding
Advanced
level
Provides options/methods for
dealing with a child with an
eating disorder. CEC 4,10
AR SS 5A.2, 5A.2.1 5A.3
Well organized, professional
looking pamphlet dealing with
the four listed problem areas.
CEC 5
Incomplete
or no
recognition
Proficient
level of
understanding
Advanced
level
Incomplete
or no
recognition
Proficient
level of
understanding
Advanced
level
Score