SPE 317, Special Education for Culturally and Linguistically Diverse Children and Youth
Mary Lou Fulton Teachers College
Arizona State University
SPRING 2012
Dates of classes:
Instructor:
Email:
Work Phone:
Office Hours:
Office Location:
T/Th 10:30-11:45
Cynthia Mruczek
cynthia.mruczek@asu.edu
480-965-0391
By appointment
INTDSB 353
Course Description
This course addresses the general issues and practical applications regarding the education of culturally and
linguistically diverse students with disabilities. Prerequisite: completion of core curriculum courses.
Corequisites: SPE 310, 320, 322, 397.
Course format
The course format is a combination of in-class lectures, small group inquiry based activities, large group
interactive discussions, projects, field trip experiences, and some Bb assignments. All class meetings are
intended to be meaningful experiences whereby learner participation directly aids the overall learning
experience for our mutual professional formation. Topics are intended to assist pre-service teachers with
critical issues that affect instruction to culturally and linguistically diverse exceptional learners and their
educational programming needs. A mixed methodology is employed: student centered cooperative
learning, teacher centered facilitation and instruction, and lastly, individual reflection and processing will be
implemented throughout our meetings on Tuesday and Thursday.
Required texts & Materials
 Grassi, E.A.& Buhlmahn Barker, H. (2010). Culturally and linguistically diverse exception students: Strategies
for teaching and assessment. Sage Publications: Thousand Oaks, CA
 Literature book chosen for literature circle
 Handouts and articles on Blackboard
 ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students
have FREE access to this web resource)
 The College of Teacher Education and Leadership’s Internet resource – TK20 at
https://asu.tk20.com (requires a subscription fee).
 IDEAL subscription, which can be obtained from https://www.ideal.azed.gov/ (All ASU students
have FREE access to this web resource after account is created). This subscription will remain with
you throughout your education and teaching career.
Tentative Course Calendar
The professor reserves the right to change the reading, schedule or assignments as needed. Changes will be posted to Blackboard.
Date
Topic
Week 1
1/5
Introduction
Syllabus
Week 2
SEI Terminology
Demographics
In-Class Activity
Assignments
and Readings
Due
AZ SEI
Requirements
Basic SEI
Terminology (1
hr.)
Read Ch. 1
1/10
1/12
Legislation,
Overrepresentation,
Program Models
Week 3
Collaborating with
Families
1/17
1/19
Strategies for working
with families
Week 4
Understanding Language
Acquisition
1/24
1/26
Understanding Language
Acquisition
& AZ’s response
Week 5
Strategies for the
Assessment Process
AZELLA
SOLOM
1/31
Map activity
Literature Circle
Book discussion
Lit circles meet &
choose book &
roles
Complete sheets
Lit circle
Read Ch. 2
Read Lit Circle
article in Lit
Circle folder in
Bb
Read Ch. 3
Legal, Historical
and Educational
Reasons for SEI (1
hr.)
CEC 1
Define the role of
culture in learning
(.5 hr.)
CEC 3
Language
Acquisition
Theoretical
Principles (.5 hr)
CEC 6
Read Ch. 4
Relevance of statemandated
achievement for
ELLs (1 hr.)
CEC 6
Read Ch. 5
AZELLA (1 hr.)
Alignment of ELL
ELL Proficiency
Standards:
Planning,
2/2
Study skills strategies,
Portfolio, Rating scales
Lit Circle
STEP 1 Sig
Due
Week 6
Collaboration Skills Strategies for working
with colleagues
Professional Dev
Groups meetings –
Contract
development
Lit Circle
Read Ch. 6
2/7
2/9
2/14
General strategies for
ELL
AZ ADE standards and
alignment
Planning Instruction
Planning and Classroom
Management
2/16
Grid of 9
Week 8
Lesson Modification &
Adaptation
Week 7
2/21
2/23
Week 9
2/28
Lesson Modifications &
Midterm Review
Midterm
3/1
Teaching Strategies: An
Integrated ContentLanguage Approach
Week 10
Vocabulary strategies
3/6
3/8
Week 11
3/13
3/15
Read Ch. 7
Lit Circle
Create ELL Grid
In Class Case
study
Strategies for Teaching
Reading
SPRING BREAK
Strategies (1 hr.)
Proficiency
Standards with AZ
Language Arts
Standards (1 hr.)
Integration of ELL
Proficiency
Standards in all
Content Areas (1
hr.)
Strategies (1.5 hr.)
STEP 2 Sig due
Lit Circle
Strategies (3 hrs.)
Lesson
Modification
Due
Read Ch. 9
Midterm
Read Ch. 8
Strategies (3 hrs.)
CEC 4
Strategies (3 hrs.)
CEC 4
Faculty
Development
Workshop
Strategies for Promoting
Participation
Speaking /Listening
strategies
Delivering and
Evaluating
Instruction (1 hr.)
Alternative
Methods of
Assessment (1 hr.)
Faculty
Development
Workshop
Read Ch. 12
Strategies (3 hrs)
STEP 3 Sig due CEC 4
Week 12
3/27
Strategies to use with
Math
3/29
Strategies for Explicit
Grammar Instruction
Week 13
Challenges When
Teaching Writing
Writing strategies
Strategies for Teaching
the Writing Process
Faculty
Development
Workshop
Strategies for reading
literature
Faculty
Development
Workshop
4/3
4/5
Week 14
4/10
4/12
Faculty
Development
Workshop
Grammar quiz &
exercises
Strategies for Written
Error Correction
Week 15
4/17
4/19
Week 16
4/24
Content Area Reading
Science Pre & During
Reading strategies
Faculty
Development
Workshop
Social Studies Content
Reading
Post Reading Strategies
Faculty
Development
Workshop
FINAL WRAP UP
Read Ch 11
Strategies (3 hrs.)
CEC 4
Read Ch 14
Read Ch. 13
Strategies (3 hrs.)
CEC 4
Read Ch 15
Completed
Signature
Assignment
(Steps 1-3
revised +
Steps4&5)
Due
Signature
Assignment
Uploaded into
TK20
Strategies (3 hrs.)
CEC 4
Strategies (1.5 hrs.)
CEC 4
Strategies (1.5 hrs.)
CEC 4
STUDENT OUTCOMES
Student Learning Outcome
Assessment/Product
Analyze personal and professional implications
of working with CLDES, Culturally and
Linguistically Diverse Exceptional Students.
Class Activities
Lit Circle
Demonstrate knowledge of research-based
theories of second language acquisition and
development with a particular emphasis on
sociocultural factors that affect learning and
development for ELLs.
Midterm
Literature Circles
Demonstrate ability to identify ELL standards,
adapt instruction, and implement instructional
strategies and practices to improve the language
and literacy skills and achievement of ELLs.
CLDES Adaptation &Teaching
Assessment
Professional Development
Workshop
Class Activities
Midterm
Midterm
Class Activities
Plan and implement alternative and nondiscriminatory assessments to identify CLDES’
language and literacy skills and needs at all
levels of proficiency.
Describe techniques for involving culturally
diverse families and communities in education
of culturally and linguistically diverse students
with disabilities
Class Activities
APTS
Standard/SEI
Endorsement
Objective
CEC: ICC1K8.
ICC1K10,
ICC3K3, ICC3K4,
ICC6K2,
ICC6K3,ICC9K1,
ICC9S6, ICC10K4
INTASC
SEI Foundations
CEC: ICC1K5,
ICC1K10, ICC6K1
ICC5K8
INTASC 1
SEI Strategies
CEC ICC4K3,
ICC7S8 ICC7S15
INTASC 1, 3
SEI Formal and
Informal
Assessments
CEC: ICC8S6
ICC8K2
SEI Culture
CEC: ICC1K10,
ICC10K4
ICC10S10
INTASC 3
Course Assignments
Assignment
Score/Points APTS Standard
Assessed
Reading responses
60 points
Literature Book Club
Midterm
20 points
60 points
APTS 8
APTS 8
Faculty Development
Workshop#
60 points
APTS 8
CLDES Adaptation
&Teaching Assessment
*#
100 points
APTS 8
*Course Signature assignment
National & State
Professional
Standard Assessed
SEI Lang. Theory,
Historical,
Educational
Foundations,
Terminology
CEC ICC1K5
INTASC 1.4,,2,3,4
SEI Strategies
CEC ICC5K8;
ICC6K3
INTASC 1, 3.5
SEI Lang. Theory,
Historical,
Educational
Foundations,
Terminology
CEC ICC1K4,
ICC1K5, ICC2K3,
ICC3K3, ICC3K4
ICC3K5
INTASC 1.1
SEI Strategies
CEC ICC7S8
NETS 2 & 3
INTASC
SEI Strategies
CEC ICC4S3
APTS 1.4,2,4, 9.5
2.4, 8.6, 9.2
NETS 3
INTASC 1.2, 3.1,3.4
6.3, 7.1, 7.3
# Hand in work w/grading rubric stapled on top
Description of Assignments – All Assignments are explained in depth in the Assignment section of
Blackboard. If you have any questions, please contact the instructor.
Reading responses – 60 pts. (6 Reading Reflections due over the course of the semester: 10
points each) There is a folder under Course Documents on Blackboard that provides two sample
reading reflections. The reading reflection is not meant to be a summary of the readings. Instead, spend
time reflecting on the content of the chapter by connecting it to your own experiences in schools or in
other classes, asking questions about ideas posed, and critiquing the content put forth by the author.
The reading reflections are due on the Monday of the week the readings are due. Please submit the
readings using dropbox or email.
**Do not forget to save the documents in the following manner:
LastnameRR#.doc
Literature Circle – 20 pts
There is a folder under Assignments that addresses this assignment. Students will divide into groups of
5 to form book clubs. They will pick a book to read and conduct a literature circle.
Midterm Exam – 60 pts
Multiple choice, essay and short answer exam on articles & chapters of the textbook covered up until
that point. There will be one take home question which students must complete and bring to class to be
included in the exam.
Professional Development Workshop – 60 pts
The students will be divided into groups at the beginning of the semester and each group will be
assigned a particular type of language function or focus. The group will meet and research strategies
which can be used to help ELLs develop strengths in that area. Each group will be responsible to
develop a 45 minute workshop to be presented in class. Active class participation is required in the
activities. See folder in Assignment section of Blackboard.
CLDES Adaptation &Teaching Assessment – 100 pts
There is a folder under Assignments that addresses this assignment. This is the signature assignment for
this course, which will eventually be uploaded into TK20. This assignment will be submitted in 4 parts:
Step 1 (2/2), Step 2 (2/21), Step 3 (3/15) and Revised Steps 1-3 plus Steps 4 & 5 (4/12) – a.k.a. Final
Copy. Steps 1-3 will be graded when initially submitted for 20 points each section. Final copy will
receive 40 pts for a total of 100 pts.
EVALUATION AND GRADING
Grading Scale for the Course
The +/- is not used in this course. However, please see instructor as needed if you have questions or
concerns about the +/-.
A = 93-100%
B = 85-92%
C = 77-84%
D = 69-76%
E = <68%
(279-300 pts)
(255-278 pts)
(231-254 pts)
(207-230 pts)
Course/Instructor Evaluation
The course/instructor evaluation for this course will be conducted online 7-10 days before the last
official day of classes of each semester or summer session. Response(s) to the course/instructor are
anonymous and will not be returned to your instructor until after grades have been submitted. The use
of a course/instructor evaluation is an important process that allows our college to (1) help faculty
improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high
standards of teaching, and (4) ultimately improve instruction and student learning over time.
Completion of the evaluation is not required for you to pass this class and will not affect your grade, but
your cooperation and participation in this process is critical. About two weeks before the class finishes,
watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The email will be
sent to your official ASU e-mail address, so make sure ASU has your current email address on file.
You can check this online at the following URL: http://www.asu.edu/epoupdate/.
University/Mary Lou Fulton Teacher College/Course Policies
Professional Behavior
It is expected that students exhibit professional behavior and attitudes inside the classroom, during
intern placements, and working with other students outside of the class on assignments related to this
class in addition to behavior in the classroom on ASU’s campus. If at any time your behavior is
‘unprofessional’, the instructor may refer the student to the Director of the Advising, Recruitment, and
Retention Office (ARRO) for the development of a Professional Improvement Plan (PIP).
A positive attitude, spirit of collaboration and team approach. These are some examples of
expected positive attitudes:
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showing respect for instructor and peers at all times,
turning off cell phones before session starts,
actively collaborating with peers on assignments inside & outside of class
coming to class prepared (i.e. bringing rough drafts to work on)
talking at appropriate times to not disrupt session,
sharing class dialogue with others and not monopolizing class discussions,
using laptops appropriately for notes (and not bill paying and/or checking email)
not doing work for other classes during this class
maintaining academic integrity in the preparation of assignments and performance in
tests,
 obtaining and reviewing all missing notes and handouts in the event of an absence,
 making appointments with instructor during office hours to discuss assignments, grades
or personal issues to avoid wasting class time.
Students not demonstrating the above behaviors will be invited to a discussion with the
professor. If a pattern of unprofessional behavior is documented, a formal professional
review request will be forwarded to the appropriate program chairperson, and a Professional
Improvement Plan (PIP) may be developed. Additionally, you can be referred for a PIP for
failure to meet academic standards, such as University-level writing.
Attendance and Participation
As a future educator you are expected to display exemplary professional behavior,
participation, and attitudes inherent in any school role model for children. Thus, the following practices
will be expected of you in class:
An excellent attendance and punctuality record. Perfect attendance and punctuality is
expected. This course depends heavily on class discussion and participation. Attendance will
be taken promptly at class start by the instructor, respecting everyone's valuable time. One
undocumented absence (i.e. car problem or child’s illness) will be allowed if the instructor is
notified ahead of time. Two points will be deducted from the final grade for unexcused
absence/s, excessive tardiness or early departure/s, little or lack of participation (you will be
given a warning if this is being considered), and unprofessional behavior/comments. An
absence may be excused when the instructor is notified and documentation is provided.
Absence for classes that include presentations or other assignments shared during class by the
student and/or small group will negatively affect grades. More than three full class absences
whether excused or not, will result in an automatic letter grade decrease for the course. More
than two full classes absence will likely mean you must submit all assignments for complete
points to preserve a course grade of A, if that is your intended/desired course grade. The
course grade of A will be rare for students who have any absences, even partial ones, as full
attendance is a requisite of excellence. Additional or makeup work is not a substitute for missed
class, participation points or assignments. If any absence is necessary, the instructor
appreciates being notified. If you know of an absence in advance or as soon as possible, give
your instructor a written notification, noting name/date/reason for absence. If absent, the student
is responsible for turning in assigned work, obtaining class notes, handouts, and any additional
assignments that occurred during the missed class.
Cell Phone and Laptop Use as Aligned to Class Attendance
Please turn off your phone during class. Students should use phones only during class breaks
or extreme emergencies. Use of laptops or tablets for note taking and referencing class
materials is allowed. The instructor reserves the right to ask students to discontinue use of
laptops and tablets at any time. These devices will not be allowed during testing, assessment,
and/or evaluation periods. Do not leave the room to make or receive phone calls – this
departure will be considered an absence. Additionally, if you receive two warnings by
the instructor about texting, checking emails, sending emails, surfing the internet, doing
work for other classes, or any non-academic pursuits will result in the reduction of a
letter grade. Do all texting before class and not during content instruction of the course
or a presentation of content by presenters.
Unprofessional behaviors will result in the referral of a Professional Improvement Plan and
submitted to the Director of the Office of Student Service.
Late and Missing Assignments
There are two types of assignments: in-class assignments and out of class assignments. Inclass assignments missed due to absence cannot be made up. Often these assignments are
based on class discussions, reflections after watching a video, group work or readings. If a
student comes to class without assigned work (i.e. rough drafts) it will be counted as an
absence. Out of class assignments are expected by the beginning of class time on the
scheduled due date. If a student misses class or comes in more than 5 mins late on the day an
assignment is due, 1/10th of the total number of points will be deducted for every day it is late
unless the assignment is emailed before the class starts. If the assignment is emailed, a hard
copy must be handed in the next class. Absolutely, positively, NO assignment will be accepted
more than a week late. An assignment may be accepted late without point deduction if: there is
a serious illness, car accident or a completely unavoidable circumstance (these circumstances
must be documented). In those cases, student must check with professor beforehand and
submit the assignment online less than 24 hrs later. The professor is not responsible for
assignments turned in after the due date and time.
Coordination/Collaboration of SPE 317 Instructors
There are multiple sections of SPE 317 on all four campuses. The instructors meet regularly to
coordinate and collaborate. The student outcomes and signature assignment are the same for
all sections. Most of the assignments are also the same; however the instructors have the
freedom to bring their strengths to the classroom. Consequently there may be some variation in
assignments.
Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: “The highest standards of
academic integrity are expected of all students. The failure of any student to meet these
standards may result in suspension or expulsion from the university and/or other sanctions as
specified in the academic integrity policies of the individual academic unit. Violations of
academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or
facilitating such activities. The university and unit academic integrity policies are available from
the Office of the Executive Vice President and Provost of the University and from the deans of
the individual academic units.”
The rest of the code, which consists of several pages, is available at the following URL.
http://www.asu.edu/studentaffairs/studentlife/judicial/academic_integrity.htm.
Disability Accommodations for Students
Students who feel they may need a disability accommodation(s) in class must provide
documentation from the Disability Resource Center (Downtown campus UCB 160, Polytechnic
campus Sutton Hall 240, Tempe campus Matthews Center, or West campus UCB 130) to the
class instructor verifying the need for an accommodation and the type of accommodation that is
appropriate. Students who wish accommodations for a disability should contact DRC as early
as possible (i.e. before the beginning of the semester) to assure appropriate accommodations
can be provided. It is the student’s responsibility to make the first contact with the DRC.
Religious Accommodations for Students
Students who need to be absent from class due to the observance of a religious holiday or
participate in required religious functions must notify the faculty member in writing as far in
advance of the holiday/obligation as possible. Students will need to identify the specific holiday
or obligatory function to the faculty member. Students will not be penalized for missing class
due to religious obligations/holiday observance. The student should contact the class instructor
to make arrangements for making up tests/assignments within a reasonable time.
Military Personnel Statement
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch
and is unable to complete classes because of military activation may request complete or partial
administrative unrestricted withdrawals or incompletes depending on the timing of the activation.
For information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html.
Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion,
national origin, disability, sexual orientation, Vietnam era veteran status and other protected
veteran status. Violations of this policy may result in disciplinary action, including termination of
employees or expulsion of students. Contact Student Life (Downtown campus 522 N. Central
Ave., Post Office Room 247, 480-496-4111; Polytechnic campus Administration building suite
102, 480-727-1060; Tempe campus Student Services Building room 263, 480-965-6547; or the
West campus UCB 301, 602-543-8152) if you feel another student is harassing you based on
any of the factors above; contact EO/AA (480-965-5057) if you feel an ASU employee is
harassing you based on any of the factors above.
Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the course, and
requires the careful application of professional judgment. A student wishing to appeal a grade
must first meet with the instructor who assigned the grade to try to resolve the dispute. The
process for grade appeals is set forth in the undergraduate and graduate catalogs, which are
available at http://www.asu.edu/catalog
Cell Phone & Texting Policy
The faculty members in the Mary Lou Fulton Teachers College understand that students have
busy lives with multiple professional and personal obligations. These obligations have resulted
in a sharp increase in the use of cell phones and other communication devices. It is the policy of
this instructor that all cell phones and/or communication devices be turned off or placed on
vibrate during class. Should an emergency occur that requires use of the cell phone or
communication device, quietly exit the classroom completely prior to responding to the device.
NO TEXTING DURING CLASS.
Lap Top Use Policy
Laptop use during class must be limited to work related to the class session in progress. If you
are using your laptop to send/receive email, check websites, etc. in ways that are
disruptive to class or disrespectful to the professor, you will be not be allowed to use
your laptop for remaining class sessions.
Electronic Communication
Acceptable use of university computers, internet and electronic communications can be found in
the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the
University’s Computer, Internet, and Electronic Communications Policy
(http://www.asu.edu/aad/manuals/acd/acd125.html).
Technological Services and Support
The Mary Lou Fulton Teachers College encourages students to make use of technological
services available through ASU to make their learning experience more efficient. Students with
personal laptop computers or netbooks can connect wirelessly to the Internet and to printing
services on all four campuses and some PDS sites. The following support services are available
to support student computing needs.
Student Purchases:
Discounted pricing for students purchasing laptop or desktop computers is available at
through the ASU bookstore or online. (http://gomobile.asu.edu/)
The John Babb Scholarship provides $500 financial reimbursement for qualified
students. (http://gomobile.asu.edu/content/scholarship-info)
ASU Campus Classroom Connectivity:
In-class use of laptops is encouraged by MLFTC..
In cases where students need to make presentations during class, most classrooms
have the capability of allowing laptops to connect to classroom projectors. Mac laptops
may require an adaptor. For collaborative work, social networking tools are provided to
ASU students through a Google partnership, including Google docs, spreadsheets,
presentations, forms, and sites. (https://docs.google.com/a/asu.edu/#all)
Hardware and Software Support:
ASU 1:1 Technology Studios provide support to students on all four campuses for
hardware, software and operating systems, security, networking, etc.
(http://help.asu.edu/ASU_1to1_Technology_Studio)
Virus scan software downloads are available free for students.
(https://webapp3.asu.edu/myapps/)
MyApps provides free software tools, online applications, and information about
discounted software for purchase. (https://webapp3.asu.edu/myapps/)