EDPS 460
Strategies for Teaching Individuals with Disabilities
Spring 2009: Tuesday/Thursday 3-4:15
Beering Hall 2275
Instructor: Kinsey Tom, MA
Office: BRNG 5163
Office Hours: Tuesday and Thursday 1:30-3 or by appointment
Phone: 740-704-1829
Email: katom@purdue.edu (this is the best way to contact me)
Course Description
This course will provide opportunities to learn about educating elementary and secondary with mild
disabilities with a specific emphasis on reading and writing. It will also provide students with information
on assessment, curriculum, and instruction. In addition, students will have the unique opportunity to
participate in a research project involving the use of video cases to learn how to teach several literacy
topics.
Required Text
Polloway, E., Patton, J. R., & Serna, L. (2008). Strategies for teaching learners with special needs.
(9th ed.). Boston: Prentice Hall.
Bursuck, W. D., & Damer, M. (2007). Reading instruction for students who are at-risk or have
disabilities. Boston: Pearson.
One novel of your choosing from list below-Do not buy this book until literature circle groups
are decided
o One Child
Torey Hadyen
o Somebody Else’s Kids
Torey Hayden
o Just Another Kid
Torey Hayden
o Ghost Girl
Torey Hayden
o Beautiful Child
Torey Hayden
o Retarded Isn’t Stupid Mom
Sandra Kauffman
• Online readings and pages (websites)
* Purdue library for electronic journals: http://www2.lib.purdue.edu:5901/frames.asp
* Some may be in Blackboard, others may be e-mailed to you (i.e., pdf)
Required Materials
Blackboard
Taskstream
Student Support
If you have a documented disability and anticipate a need for accommodations in this course, please
contact the instructor during the first two days of class to discuss specific accommodations. Students
with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before
classroom accommodations can be provided.
Course Standards
The Purdue University Special Education Program within the College of Education is undergoing
accreditation with the Council for Exceptional Children (see www.cec.sped.org). As part of that
accreditation process, teacher preparation courses within the program are indicating the CEC standards
with align. These CEC standards are available in the document What every special educator must know:
Ethics, standards, and guidelines for special educators (see
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/d
efault.htm). The CEC standards are also related to the National Council for Accreditation of Teacher
Education (NCATE). The 5th edition of the CEC standards have been revised to align with the Interstate
New Teacher and Assessment and Support Consortium’s (INTASC) Model Standards for Teacher
Licensure.
Council for Exceptional Children Standards1:
o CC1S1: Articulate personal philosophy of special education. (Corresponding class activity: (a)
Discussion in course, and (b) Review of Teaching/Instructional Approach).
o CC3K5: Differing ways of learning of individuals with exceptional learning needs including
those from culturally diverse backgrounds and strategies for addressing these differences.
(Corresponding class activity: (a) Discussion/lecture through course as explore content areas,
and (b) Analyzing case studies).
o GC2SI: Relate levels of support to the needs of the individual. (Corresponding class activity:
(a) Application activity exploring appropriate and over-scaffolding, and (b) Discussions in
class).
o GC4K1: Sources of specialized materials, curricula, and resources for individuals with
disabilities. (Corresponding class activity: (a) Review of Teaching/Instructional Approach).
o GC4K3: Advantages and limitations of instructional strategies and practices for teaching
individuals with disabilities. (Corresponding class activity: (a) Review of
Teaching/Instructional Approach, (b) discussion in class, and (c) Analyzing case studies).
o GC4K7: Methods for increasing accuracy and proficiency in math calculations and
application. (Corresponding class activity: (a) Application activities with math, (b) class
readings on math and special education, and (c) Review of Teaching/Instructional
Approach).
o GC4S1: Use research-supported methods for academic and nonacademic instruction of
individuals with disabilities. (Corresponding class activity: (a) Critical consumers of Research,
(b) Review of Teaching/Instructional Approach, and (c) In-class discussions).
o GC4S2: Use strategies from multiple theoretical approaches for individuals with disabilities.
(Corresponding class activity: (a) Review of Teaching/Instructional Approach, (b) Analyzing
case studies, (c) In-class discussion and readings).
o GC4S5: Use methods to teach mathematics appropriate to the individuals with disabilities.
(Corresponding class activity: (a) In-class activities with math, (b) Class readings on math and
special education, (c) Critical consumers of research, and (d) Analyzing case studies).
o CC7K1: Theories and research that form the basis of curriculum development and
instructional practice. (Corresponding class activity: (a) Critical consumers of research, and
(b) in-class readings and activities).
o CC7K2: Scope and sequence of general and special curricula. (Corresponding class activity:
(a) In-class readings and activities).
o CC7K3: National, state, or provincial, and local curricula standards. (Corresponding class
activity: (a) In-class readings and activities).
o CC7K4: Technology for planning and managing the teaching and learning environment.
(Corresponding class activity: (a) In-class readings and activities, (b) Analyzing case studies).
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Note: The CEC Knowledge and Skill Standards are used for those that closely align with a Mild/Moderate
licensure framework (see p. 54).
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CC7S1: Identify and prioritize areas of the general curriculum and accommodations for
individuals with exceptional learners. (Corresponding class activity: (a) In-class readings and
activities, (b) Review of Teaching/Instructional Approach, (c) Analyzing case studies).
CC7S7: Integrate affective, social, and life skills with academic curricula. (Corresponding
class activity: (a) In-class readings and activities, (b) Review of Teaching/Instructional
Activity).
CC7S8: Develop and select instructional content, resources, and strategies that respond to
cultural, linguistic, and gender differences. (Corresponding class activity: (a) In-class readings
and activities, (b) Analyzing case studies).
CC7S9: Incorporate and implement instructional and assistive technology into educational
program. (Corresponding class activity: (a) In-class readings and activities, (b) Analyzing case
studies, (c) You Be the Teacher.
CC7S10: Prepare lesson plans. (Corresponding class activity: (a) You be the Teacher).
CC7S10: Prepare and organize materials to implement daily lesson plans. (Corresponding
class activity: (a) You be the Teacher).
GC7S2: Select and use specialized instructional strategies appropriate to the abilities and
needs of the individual. (Corresponding class activity: (a) In-class readings and activities, (b)
Analyzing case studies, and (c) You be the Teacher).
GC7S3: Plan and implement age- and ability-appropriate instruction for individuals with
disabilities. (Corresponding class activity: (a) In-class readings and activities, (b) Analyzing
case studies).
CC8K5: National, state, or provincial, and local accommodations and modification.
(Corresponding class activity: (a) In-class readings and activities, (b) You be the Teacher).
GC9K2: Organizations and publications relevant to individuals with disabilities.
(Corresponding class activity: (a) In-class readings and activities, (b) Critical consumers of
research).
CC9S9: Conduct self-evaluation of instruction. (Corresponding class activity: (a) You be the
Teacher).
CC9S11: Reflect on one’s practice to improve instruction and guide professional practice.
(Corresponding class activity: (a) You be the Teacher).
Course Expectations
A. Attendance: It is expected that all students attend every class session. It is important to be
present to engage in discussions about the content and issues presented in this course. Thus,
attendance is directly tied into the participation grade. Absences from class will result in
penalties to the final grade. Individual circumstances can be discussed in advance with the
instructor and are up to the instructor’s discretion. Students MUST contact the professor
regarding their absence regardless of the reason and the contact must occur in writing via email. The contact should occur before class, pending any unforeseen emergencies. In the case of
an absence, it is the STUDENT’S responsibilities to contact the professor to discuss what was
missed in class and to make-up any work, if the student chooses. The student must submit the
assignment at the next class period following an absence, unless s/he asks to submit it
electronically on the due date. Please note that three or more absences will result in failure of
the course. Please also note that being more than 10 minutes late for class is considered an
absence.
B. Professionalism and Ethics:
a. Academic Honesty: Purdue University expects the highest standards of academic
integrity from their students.
i. Students are expected to become familiar with Purdue’s policy on academic
honesty by consulting the online brochure provided by Purdue’s Office of the
Dean of Students (http://www.cc.purdue.edu/ODOS/bacinteg.htm). Purdue
prohibits "dishonesty in connection with any University activity. Cheating,
plagiarism, or knowingly furnishing false information to the University are
examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations]
Furthermore, the University Senate has stipulated that "the commitment of acts
of cheating, lying, and deceit in any of their diverse forms (such as the use of
substitutes for taking examinations, the use of illegal cribs, plagiarism, and
copying during examinations) is dishonest and must not be tolerated. Moreover,
knowingly to aid and abet, directly or indirectly, other parties in committing
dishonest acts is in itself dishonest." [University Senate Document 72-18,
December 15, 1972].
ii. Plagiarism is taken EXTREMLELY SERIOUSLY and will not go unaddressed.
Students will receive a grade of 0 for assignments that violate the principles of
academic integrity. In addition, students may be subject to further
disciplinary procedures through the Office of the Dean of Students.
b. In class: Newspapers and books, other than what are needed for this course are
requested to be left inside your backpacks or outside the classroom. The same applies
to computers not being used for the purposes of this course, ipods, and cell phones.
C. Course Assignments: Assignments are designed and assigned to (a) build upon your existing
knowledge, (b) allow for practical application to your field of expertise, and (c) result in
professional artifacts for both advancing your degree and for inclusion in your professional
electronic portfolio.
a. If you do not understand an assignment or activity, it is expected that you contact the
professor in advance and make an appointment to discuss it, or you will raise it during
class at an appropriate time. It is the student’s responsibilities to contact the professor
and arrange a meeting and both individuals’ convenience.
b. The instructor reserves the right to allow students to redo assignments as she deems
appropriate. In the event that the professor allows a student or the class to redo an
assignment(s), the student has 1 class period in which to redo the assignment and
resubmit it. After one class period, the professor has the right to (a) not accept it, or (b)
lower the grade (i.e., reduce the number of points the student can earn to improve the
original grade).
c. The instructor reserves the right to not accept ANY late work. Any work that the student
expects will not be turned in on time, the student should e-mail the professor
beforehand (i.e., at least a ½ before class on the due date). If the student does not
contact the professor prior to class and does not turn in an assignment, the professor
WILL NOT accept the late work and the student will receive a grade of 0.
d. All assignments are due at the beginning of class on the assigned day. Any assignment
turned in after this time will receive a 10% deduction for each day it is late. Please do
not email me final papers, put them under my office door, or leave them with a
secretary. I will not accept assignments submitted in any of these ways.
D. Tests and Quizzes: Tests and quizzes must be taken on the scheduled day. No student will be
permitted to take a test or quiz late (unless pre-arranged with the instructor). Quizzes may be
announced or unannounced.
E. Grading Criteria: The points for each letter grade are listed below.
A: 275-300 points
A-: 250-274 points
B+: 225-249 points
B: 200-224 points
B-:175-199 points
C+:150-174 points
C: 125-149 points
C-: 100-124 points
D: 75-99
F: Below 75 points OR miss more than 3 classes
Description of Assignments
A. Attendance / General Participation (2 points / class x 30 classes = 60 Points)
a. Much of this class involves discussion and small group work. Your involvement will be a
critical part of the success of the course. Attending class, being prepared and on time,
and participating courteously are part of the attendance/participation grade.
b. You are expected to read all assigned readings prior to class and be prepared to engage
in various small and large group activities during class. The instructor reserves the right
to “assess” for reading at any time during the semester and have these assessments
count towards the attendance/general participation grade of 2 points/class period.
Specifically, you are expected to participate in class discussions, with participation
defined in multiple ways.
c. Please note that three or more absences will result in failure of the course. Please also
note that being more than 10 minutes late for class is considered an absence.
B. Critical Consumers of Research (25 points)
a. See assignment description for a more detailed description of this assignment. This can
be found on Blackboard.
C. Lesson Plans (5 lesson plans at 25 per lesson plan = 125)
a. Please see assignment description for a more detailed description for this assignment.
D. Individualized Education Program (1 IEP at 50 points=50 points)
a. Please see assignment description for a more detailed description of this assignment
E. Literacy Circles and Novel Analysis: 10 for novel analysis paper; 5 for literacy circle
participation (all components); 5 for literacy circle reflection
a. Please see assignment description for a more detailed description of this assignment.
Course Schedule
Date
Tues 1/13
Topic
Welcome, Introduction, Syllabus, Assignments, “The
Kids”
Assignment
Read Syllabus and “The Kids”
Thurs 1/15
Teaching Learners with Special Needs
Palloway, et al. CH 1
Tues 1/20
Lesson Planning
Sign up for lit circle
Thurs 1/22
Writing IEPs
Article due for approval
Tues 1/27
Curriculum Development, Effective Instruction,
Classroom adaptations
Palloway et al. CH 3
Critical Consumers of Research
Due
Thurs 1/29
Intro to Reading Instruction
B&D CH 1
Tues 2/3
Intro to Reading Instruction
Palloway et al. CH 6
Thurs 2/5
Alphabetic Principle
B&D CH 3
Tues 2/10
Intro to Phonemic Awareness
Video case project-Phonemic Awareness
B&D CH 2
Thurs 2/12
Video case project-Phonemic Awareness
Tues 2/17
Fluency
Thurs 2/19
Fluency
Tues 2/24
Video case project-Reading Comprehension
B&D CH 7
Fluency Lesson Plan
Thurs 2/26
Video case project-Reading Comprehension
Palloway, et. al CH 7
Tues 3/3
Vocabulary
B&D CH 6
Reading Comprehension Lesson
Plan
Thurs 3/5
Vocabulary
B&D CH 4
Tues 3/10
Word Reading
Palloway, et al. CH 4
Vocabulary Lesson Plan
Thurs 3/12
Classroom Management
B&D CH 5
Phonemic Awareness Lesson Plan
Tues 3/17
Thurs 3/19
SPRING BREAK!
Tues 3/24
Spoken Language
Palloway et al. CH 5
Thurs 3/26
Literature Circle Lecture
Assign Roles
Novel Reflection Paper Due
Tues 3/31
Literature Circles
Thurs 4/2
Literature Circles-Finish up and Reflect
Tues 4/7
Written Language
Thurs 4/9
Written Language
Tues 4/14
Collaboration
Palloway, et al. CH 2
Writing Lesson Plan
Thurs 4/16
Behavior Management
Palloway, et al. CH 4
Tues 4/21
Study Skils
Palloway, et al. CH 12
Thurs 4/24
Share Lesson Plans
All lesson plans posted to
Taskstream
Tues 4/28
Share Lesson Plans
Thurs 4/30
Course Wrap Up, Questions, Review
5/4-5/9
FINAL EXAM WEEK
Palloway, et al. CH 8
IEP Due during final exam
session
IEP posted to Taskstream
*Schedule is subject to change any time and for any reason at the discretion of
the instructor. Due dates may be changed, however a due date will never be
moved forward*