Indiana University-Purdue University Fort Wayne
School of Education, Professional Studies Department
Fall 2010
EDUC K352: Education of Children with Learning Problems
EDUC M 201 Field Experience
Instructor: Jane M. Leatherman, PhD
Office Phone: 260-481- 5742
Fax: 260-481-5408 (Attention Dr. Leatherman)
Tuesdays 4:30pm - 7:15 pm
Office
240 F Neff Hall
Office Hours: Tuesdays, Wednesdays &
Thursdays 2:00pm to 4:00pm Or by
appointment
Email: leatherj@ipfw.edu
Class Location: NF 149
Dr. Leatherman’s Philosophy of Teaching and Learning: In this course you will participate in
whole group discussions, small group discussions and activities, and activities to connect the text
and research to real-life applications. An outline of the chapters’ notes is available on elearning;
to serve as a guide to assist you in preparing for each class session and to allow for interaction
during class. My ultimate goal is to assist you to be a nurturing, professional, educated,
reflective, and responsible teacher.
Course Description:
This course focuses on the knowledge base for remediation of pupils K-12 with learning
disabilities. The current guidelines for professional roles and program options are studied.
Intervention strategies for behavioral and academic concerns will be addressed.
Textbook/Readings Required
Vaughn, S. & Bos, C. S (2009). Strategies for teaching students with learning and behavior
problems (7th Ed.). Boston: Allyn and Bacon.
Strichart, S. & Mangrum, C. T. (2010). Teaching and learning strategies and study skills to
students with LD, ADD or special needs. Boston: Allyn and Bacon
Cross Indexing Course Objectives to INTASC Standards:
As the state of Indiana moves to alter its certification/licensing requirements to more adequately
reflect national standards, course objectives and activities are expected to reflect these changes.
This syllabus reflects these sources.
Objective and Associated Standard(s): Course students will demonstrate:
1. Ability to plan, implement, evaluate, and revise remedial/intervention experiences for one
pupil through case study activities.
Applicable CEC Standards: 3, 4, 5, 6, 7, 8
Conceptual Framework 3,4,5,6
INTASC Standards: 2, 3, 4, 7, 8
2. Knowledge of strategic teaching approaches and their interaction.
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Applicable CEC Standards: 3, 4, 5, 6, 7, 8
Conceptual Framework 3,4,5,6
INTASC Standards: 2, 3, 4, 7, 8
3. Awareness of materials and instructional strategies useful in dealing with special problems in
learning.
Applicable CEC Standards: 3, 4, 5, 6, 7, 8
Conceptual Framework 3, 4,5,6
INTASC Standards: 2, 3, 4, 7, 8
4. Understanding of the response to intervention process for students at risk.
Applicable CEC Standards: 3, 4, 5, 6, 7, 8, 10
Conceptual Framework 3, 4, 5,
INTASC Standards: 2, 3, 4, 7, 8
5. Knowledge of planning and implementation of lessons/strategies/interventions to meet
students’ individual needs and goals.
Applicable CEC Standards: 3, 4, 5, 6, 7, 8, 10
Conceptual Framework 3, 4, 5,
INTASC Standards: 2, 3, 4, 5, 7, 8
6. Understanding of relationship between students’ behaviors and learning difficulties.
Applicable CEC Standards: 3, 4, 5, 6, 7, 8
Conceptual Framework 3, 4, 5,
INTASC Standards: 3, 4, 7, 8
Targeted INTASC Standards:
The teacher understands:
1. The central concept tools of inquiry and structures of the discipline(s) he or she teachers and can create
learning experiences that make these aspects of the subject matter meaningful for students.
2. How children learn and develop, and can provide learning opportunities that support their intellectual,
social, and personal development.
3. How students differ in their approaches to learning and create instructional opportunities that are adapted to
diverse learners.
4. A variety of instructional strategies to encourage students’ development of critical thinking, problem
solving, and performance skills.
5. Individual and group motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
6. Knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
7. Planning instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
8. How to use formal and informal assessment strategies to evaluate and insure the continuous intellectual,
social and physical development of the learner.
9. How to be a reflective practitioner who continually evaluates the effects of her/her choices and actions on
others (students, parents, and other professionals in the learning community) and whom actively seeks out
learning opportunities to grow professionally.
10. The knowledge to foster relationships with school colleagues, parents, and agencies in the larger
community to support student’s learning and well- being.
SOE Foundational Structures Pertinent to K352:
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SOE Mission Statement (Adopted 1/10/96):
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to
continually improve schools and related entities so that they become more effective with their clients by:
1. Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2. Improving the human condition by creating positive learning environments;
3. Becoming change agents by demonstrating reflective professional practice;
4. Solving client problems through clear, creative analysis;
5. Assessing client performance, creating and executing effective teaching, counseling, and educational leadership,
by utilizing a variety of methodologies reflecting current related research;
6. Utilizing interdisciplinary scholarship, demonstrating technological and critical literacies, and effectively
communicating with all stakeholders.
SOE Conceptual Framework (Adopted 2/9/00):
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our programs:
1. Democracy & Community
Effective educators (1), such as teachers, counselors, and administrators need to be a part of a dynamic educational
community as a model for the climate of community they hope to create. To do this, these educators need an
understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the
SOE should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with
all other stakeholders in the educational enterprise.
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors.
Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage
learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the
SOE must integrate critical habits of mind in all aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher,
such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse
perspectives, modes of understanding, and social circumstances that they and their students bring to the educational
setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy creatively and thereby
ensure active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need to
understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are
established, how disciplines can be integrated and most effectively communicated to their students. Educators also
need understanding of themselves, of communities in which they intend to teach, and of students. Consequently, the
SOE should immerse educators in nurturing learning communities that deepen knowledge, and encourage ongoing
intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site campus
activities and field-based experiences students will observe and emulate exemplary teaching and learning. These
educators will practice, collaborate, and interact with practitioners and their students. Consequently, he SOE must
integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects
of the curriculum, and help educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical and
cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise.
Educators are enriched by the convergence of knowledge, theory, and practice as they optimistically face the
educational challenges of the twenty-first century. Consequently, the SOE must provide opportunities for educators
to develop as leaders in their profession and in their communities.
____________________________
1 Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors.
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NCATE/CEC Standards
Standard 1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based
principles and theories. relevant laws and policies, diverse and historical points of view, and human issues that have
historically influenced and continue to influence the field of special education and the education and treatment of
individuals with exceptional needs both in school and society. Special educators understand how these influence
professional practice, including assessment, instructional planning, implementation, and program evaluation. Special
educators understand how issues of human diversity can impact families, cultures, and schools, and how these
complex human issues can interact with issues in the delivery of special education services. They understand the
relationships of organizations of special education to the organizations and functions of schools, school systems, and
other agencies. Special educators use this knowledge as a ground upon which to construct their own personal
understandings and philosophies of special education.
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings. Special educators
understand the similarities and differences in human development and the characteristics between and among
individuals with and without exceptional learning needs (ELN)'. Moreover, special educators understand how
exceptional conditions can interact with the domains of human development and they use this knowledge to respond
to the varying abilities and behaviors of individual's with ELN. Special educators understand how the experiences of
individuals with ELN can impact families, as well as the individual's ability to learn, interact socially, and live as
fulfilled contributing members of the community.
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual's learning in school
and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures
can affect relationships among and between students, their families, and the school community. Moreover, special
educators are active and resourceful in seeking to understand how primary language, culture. and familial
backgrounds interact with the individual's exceptional condition to impact the individual's academic and social
abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their
possible interactions provide the foundation upon which special educators individualize instruction to provide
meaningful and challenging learning for individuals with ELN.
Standard 4: Instructional Strategies
Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for
individuals with ELN. Special] educators select, adapt, and use these instructional strategies to promote challenging
learning results in general and special curricula and to appropriately modify learning environments for individuals
with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals
with ELN and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover,
special educators emphasize the development, maintenance, and generalization of knowledge and skills across
environments, settings, and the lifespan.
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with ELN that foster cultural understanding,
safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. In
addition, special educators foster environments in which diversity is valued and individuals are taught to live
harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the
independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN.
Special educators help their general education colleagues integrate individuals with ELN in regular environments:
an engage them in meaningful learning activities and interactions. Special educators use direct motivational and
instructional interventions with individuals with ELN to teach them to respond effectively to current expectations.
When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators
coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom
volunteers and tutors.
Standard 6: Language
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Special educators understand typical and atypical language development and the ways in which exceptional
conditions can interact with an individual's experience with and use of language. Special educators use
individualized strategies to enhance language development and teach communication skills to individuals with ELN
Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance
communication of individuals with exceptional needs. Special educators match their communication methods to an
individual’s language proficiency and cultural and linguistic differences. Special educators provide effective
language models, and they use communication strategies and resources to facilitate understanding of subject matter
for individuals with ELS whose primary language is not English.
Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center of special education practice. Special educators
develop long-range individualized instructional plans anchored in both general and special curricula. In addition
special educators systematically translate these individualized plans into carefully selected shorter-range goals and
objectives taking into consideration an individual's abilities and needs, the learning environment, and a myriad of
cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided
practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as
well as the implications of an individual's exceptional condition, guides the special educators selection, adaptation
and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on
ongoing analysis of the individual's learning progress. Moreover, special educators facilitate this instructional
planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues,
and personnel from other agencies as appropriate. Special educators also develop a variety of individualized
transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of
postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to
support instructional planning and individualized instruction.
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of special educators and special educators use multiple
types of assessment information for a variety of educational decisions. Special educators use the results of
assessments to help identify exceptional learning needs and to develop and implement individualized instructional
programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the
legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning,
instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse
backgrounds. Special educators understand measurement theory and practices for addressing issues of validity,
reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the
appropriate use and limitations of various types of assessments. Special educators collaborate with families and
other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct
formal and informal assessments of behavior, learning, achievement, and environments to design learning
experiences that support the growth and development of individuals with ELN. Special educators use assessment
information to identify supports and adaptations required for individuals with ELN to access the general curriculum
and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the
progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to
support their assessments.
Standard 9: Professional and Ethical Practice
Special educators are guided by the profession's ethical and professional practice standards. Special educators
practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires
ongoing attention to legal matters along with serious professional and ethical considerations. Special educators
engage in professional activities and participate in learning communities that benefit individuals with ELN, their
families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and
regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes,
behaviors, and ways of communicating can influence their practice. Special educators understand that culture and
language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with
ELN and their families. Special educators actively plan and engage in activities that foster their professional growth
and keep them current with evidence-based hest practices. Special educators know their own limits of practice and
practice within them.
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Standard 10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service providers, and
personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of
individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as
advocate for individuals with ELN. Special educators promote and advocate the learning and well being of
individuals with ELN across a wide range of settings and a range of different learning experiences. Special
educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include
and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and
policies relevant to Individuals with LLN. Special educators use collaboration to facilitate the successful transitions
of individuals with ELN across settings and services.
Course Policies:
Professional Behavior
Be respectful of your classmates and the instructor by following these expectations.
1. Do not converse with others during lecture time or while others are speaking.
2. Turn off all cell phones and pagers. Do not send text messages during class.
3. Take care of personal business before class starts, do not leave the room and return during
class time.
4. If you must arrive after class has begun or leave once class has stated, please do so quietly.
Arriving late or leaving early may affect your grade.
The instructor adheres to all university standards including attendance, testing, cheating/
plagiarism, withdrawals, incompletes, and other published university practices. Students are
expected to be familiar with these standards of practice.
Late Assignments: Five points per calendar day will be deducted for any late assignments that
have not been cleared through Dr. Leatherman. There will be no exceptions. Final projects
turned in after the designated exam time may be subject to deductions of points for that
assignment.
Attendance is expected at each class. Your contribution is vital to the success of the course and
the learning environment for you and your classmates. Make every effort to attend each class. If
you are unable to attend, you are responsible for all course content including readings, class
discussions, in-class activities, and assignments. Your course grade will be affected for absences
of more than 1 per semester.
The instructor reserves the right to change the content of the course syllabus and activities, as
needed, to enhance student learning.
If you have or develop a disability, inform the course instructor. Modifications can be made.
You may wish to contact Services for Students with Disabilities in WU 118 & 218 or call 4816657.
If you need assistance in writing, contact The Writing Center, Kettler Hall G35.
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Class Requirements
All assignments must be typed double-spaced, and single-sided unless otherwise stated.
Assignments with multiple pages must be stapled together – no plastic folders. Grades for
written assignments will be based on the completeness and accuracy of your information and
organization, grammar, and professional writing style. The following course requirements will
determine your grade:
Assignment Descriptions:
Exams (150 points)
There will be 3 exams on the course material. The exams will be a combination of multiple
choice, short answer, essay, and take-home synthesis questions.
Article Review and Reflection (36 points)
This assignment connects to objectives (2) Knowledge of strategic teaching approaches and their
interaction, and (3) Awareness of materials and instructional strategies useful in dealing with
special problems in learning
Select a scholarly article that discusses a strategy that is covered in the text/class. Type a 3-4
page paper (1) briefly summarize the contents of the article, (2) Compare what the article says
about the strategy to what the text says about the strategy, (3) Discuss how effective you think
the strategy will be and why.
Case Study (214 Points)
This assignment connects to objectives (1) Ability to plan, implement, evaluate, and revise
remedial/intervention experiences for one pupil through case study activities;
(5) Knowledge of planning and implementation of lessons/strategies/interventions to meet
students’ individual needs and goals; and (6) Understanding of relationship between students’
behaviors and learning difficulties.
As part of the requirements you will complete 30 hours of field experience with a student who
has been diagnosed as having a Learning Disability, mild or moderate mental disabilities or an
emotional disability. Choose a student (1st –12th grade) who has a diagnosis of LD, MiMH, or
EH.
Develop the following:
A partial Individualized Education Plan (electronically produced)
Pre and post assessment measurement and explanations.
4 Lesson plans (1 Language Arts, 1 Math, 1 Social Studies and 1 Science) based on the
Indiana Standards for academic subjects in the respective content areas
There are a total of 4 lesson plans but you will only present 1 plan: Choose 1 plan of
Language Arts, Math, Social Studies or Science. Follow the format provided.
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You will present the 1 lesson to the class in a presentation format and provide copies of the
lesson plans for your classmates. Details will be provided.
Reflection on case study assignment: You will choose one of the four lesson plans and reflect on
that lesson using the format provided addressing the CEC Standard #4 Instructional Strategies.
Details will be provided.
Grading System:
Requirements
Exam I
Exam II
Exam III
Article Review and reflection
Case Study, presentation, and reflection
Total points for the course
Points
50 Points
50 Points
50 Points
36 Points
214 Points
400 Points
Course Grade
Grades will be calculated using the following scale:
A, A+ = 376- 400
A- = 375 – 360
B+ = 359- 346
B = 345-332
B- = 331 – 316
C+ = 315- 302
C = 301 - 287
C- = 286-274
D+ = 273- 261
D= 260- 248
F= < 247
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Tentative Course Schedule
Readings: Vaughn & Bos = V&B Strichart & Mangum = S&M
Date Topic
Introduction to course
8/24 Introduction
Readings/Assignments
8/31
Approaches to learning and teaching
V&B Chapter 2
9/7
Response to Intervention
V&B Chapter 3
9/14
Social Acceptance and Behavior
V&B Chapter 4
9/21
Exam 1
Exam 1 ( V&B chapters 1-4)
9/28
Oral Language
V&B Chapter 6
10/5
Reading: Phonological awareness,
alphabetic principles
V&B Chapter 7
S&M Chapter 9
10/12 Fall Break
10/19
Reading: Fluency and Comprehension
Guest speaker
V&B Chapter 1
NO Class
V&B Chapter 8
S&M Chapter 11
10/26 Written Expression and Spelling
V&B Chapter 9
S&M Chapter 10
11/2
Exam 2
Exam (V&B chapters 6-9; S&M Chapters 9-12 )
11/9
Present LA or SS lesson plan
Content area Learning and Study skills
11/16
Content area Learning and Study skills
LA and SS lesson plans and IEP due
V&B Chapter 10
S&M Chapters 1-8
V&B Chapter 10
S&M Chapters 1-8
11/23 Mathematics
V&B Chapter 11
S&M Chapter 12
Article Review and Reflection Due
11/30 Mathematics
V&B Chapter 11
12/7
Math and science lesson plans and IEP due
Mathematics
Present Math or Science Lesson plan
12/14 Final Exam Due 5:45 pm
Exam 3 (V&B Chapters 10-11 S&M 1-8,12)
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