Promoting Achievement for Students with Sensory Loss (PASS)
Visual Impairment Program
SPED 654: Instructional Accommodations for Individuals with Visual Impairments - 3 Credits
COURSE SYLLABUS
Spring 2015
Instructor: Janet Ledyard
Email: Janet.Ledyard@indstate.edu
Course Intent:
SPED 654, Instructional Accommodations for Individuals with Visual Impairments, includes strategies for
planning, teaching, adapting and assessing curriculum for students with visual impairments, including those with
other exceptionalities. Familiarity with appropriate assessment techniques along with interpretation and use of
assessment results is emphasized.
Required Textbooks:
Allman, C., Lewis, S., & Spungin, S. (Eds.). (2014). ECC essentials: Teaching the expanded core curriculum to
students with visual impairments. New York, NY: AFB Press.
Holbrook, M.C. & Koenig, A.J. (2000). Foundations of Education, Volume I: History and theory of teaching
children and youths with visual impairments (2nd ed.). New York: AFB Press.
Holbrook, M.C. & Koenig, A.J. (2000). Foundations of Education, Volume II: Instructional strategies for teaching
children and youths with visual impairments (2nd ed.). New York, NY: AFB Press.
Hall Lueck, A. (2004). Functional vision: A practitioner's guide to evaluation and intervention. New York, NY:
AFB Press.
Course Objectives:
Exceptional Needs: Blind Low Vision Standards
Standard 3: Assessment
Teachers of students with visual impairments have a broad and comprehensive understanding of various types
of formal and informal assessments and assessment procedures used in the field of visual impairment and
demonstrate the ability to select, adapt, modify, administer, and interpret the results of assessments used with
students with visual impairments, including:
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BLV 3.2: measurement theory and the implications of measurement theory for selecting, administering,
and scoring assessments and interpreting assessment results
BLV 3.3: the characteristics, uses, and limitations of various formal and informal assessments, including
functional evaluations related to the expanded core curriculum
BLV 3.4: the ability to apply the principles of universal design for learning (UDL) in regard to the
assessment of students with visual impairments
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BLV 3.5: the ability to select, adapt, and modify assessments to accommodate the unique abilities and
needs of students with visual impairments, including students who are nonverbal, students for whom
English is a new language, and students who are from culturally diverse backgrounds
BLV 3.8: the ability to apply knowledge of strategies and procedures for administering assessments,
including strategies for using technology, strategies for establishing rapport with students, strategies for
collaborating with families and other stakeholders in the assessment process, procedures for providing
accommodations in the testing area, and procedures to avoid bias during the assessment process
BLV 3.9: the ability to select, adapt, and use assessment information when tests have not been
validated on students with visual impairments and to participate in the standardization process for local
and state assessments
BLV 3.10: the ability to interpret information from various formal and informal assessments, including
vision-related assessments, curriculum-based assessments, and background information and family
history related to a student's visual status
BLV 3.11: the ability to evaluate instruction, monitor progress, and make instructional changes to
support student learning.
Standard 4: Individualized Program Planning and Implementation
Teachers of students with visual impairments have a broad and comprehensive understanding of procedures for
developing, implementing, monitoring, and amending individualized programs and demonstrate the ability to
follow these procedures in planning and implementing individualized programs for students with visual
impairments, including:
BLV 4.8: the ability to apply strategies for prioritizing areas of the general education curriculum for
students with visual impairments and for sequencing, implementing, and evaluating learning objectives
based on the expanded core curriculum for students with visual impairments
Standard 5: Learning Environments
Teachers of students with visual impairments have a broad and comprehensive understanding of a variety of
learning environments for students with visual impairments and demonstrate the ability to plan, manage, and
modify learning environments for students with visual impairments, including:
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BLV 5.2: the ability to apply strategies for creating a safe, positive, equitable, and supportive classroom
climate that fosters respect for diversity and positive interactions among all students
BLV 5.3: the ability to apply the principles of universal design for learning (UDL) in regard to planning
learning environments to support the inclusion of students with visual impairments
BLV 5.4: the ability to apply strategies for planning, managing, and modifying the teaching and learning
environment within the classroom and/or the itinerant model, including strategies for using technology,
strategies for designing and managing consistent classroom routines, and strategies for using
instructional time effectively
BLV 5.5: the ability to design multisensory learning environments to encourage students' active
participation, meaningful engagement, and independence in individual and group activities in school and
community-based settings, and the ability to provide students with visual impairments with opportunities
for incidental learning
BLV 5.6: the ability to organize the classroom environment to include specialized materials, equipment,
and technology
BLV 5.7: recognition of barriers to accessibility and to the acceptance of students with visual
impairments and the ability to apply strategies for adapting the physical environment to meet individual
needs and provide optimal learning opportunities
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BLV 5.8: the ability to use and maintain educational and assistive technologies used specifically with
students with visual impairments to facilitate student learning
BLV 5.10: the ability to apply strategies for modifying the learning environment to manage behaviors, to
apply knowledge of the principle of using the least intrusive behavior-management strategy consistent
with the needs of students with disabilities, and to apply strategies and procedures for crisis prevention
and intervention.
Standard 6: Instructional Planning and Delivery in the General Curriculum
Teachers of students with visual impairments have a broad and comprehensive understanding of effective,
research-based instructional practices for students with visual impairments and demonstrate the ability to apply
such practices to promote students' academic achievement, including:
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BLV 6.1: national, state, and local curricula standards and the scope and sequence of the general
curriculum
BLV 6.2: the ability to prepare lesson plans, prepare and organize materials to implement daily lesson
plans, provide instructional accommodations and modifications, and make responsive adjustments to
instruction based on ongoing observation
BLV 6.3: the ability to apply the principles of universal design for learning (UDL) in regard to instructional
planning and delivery for students with visual impairments
BLV 6.6: the ability to select, adapt, and apply instructional strategies and materials according to the
characteristics of students with visual impairments, including students with additional exceptionalities
BLV 6.7: the ability to apply strategies for teaching literacy skills to students with visual impairments,
including students with additional exceptionalities
BLV 6.12: the ability to apply strategies for teaching new concepts and for facilitating students'
maintenance and generalization of skills across learning environments
Standard 7: Instructional Planning and Delivery in the Expanded Core Curriculum
Teachers of students with visual impairments have a broad and comprehensive understanding of strategies for
fostering students' skills in the expanded core curriculum and demonstrate the ability to apply such strategies to
help students with visual impairments achieve their individualized goals related to the expanded core curriculum,
including:
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BLV 7.1: the ability to sequence, implement, and evaluate learning objectives based on the expanded
core curriculum for students with visual impairments, and the ability to integrate affective, social, and life
skills with academic curricula
BLV 7.2: the ability to use technology and adaptations specific to visual impairments to teach
compensatory or functional academic skills, including communication modes
BLV 7.8: the ability to teach the use of assistive technology, including print adaptations, optical devices,
nonoptical devices, and augmentative and alternative communication (AAC) systems
BLV 7.9: the ability to apply strategies for teaching visual efficiency skills, tactual perceptual skills, and
listening and compensatory auditory skills
Standard 9: Professional Roles and Responsibilities
Teachers of students with visual impairments have a broad and comprehensive understanding of their
professional roles and responsibilities and demonstrate the ability to apply this knowledge by acting
professionally and responsibly with regard to the education of students with visual impairments, including:
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BLV 9.4: the ability to provide consultative support to promote students' literacy and communication
skills within the general curriculum and the expanded core curriculum
BLV 9.11: the ability to apply strategies for using digital tools and resources to collaborate and
communicate with others effectively and for teaching students with visual impairments to use technology
to achieve desired learning outcomes
School Setting Developmental Standards P – 12
Standard 1: Student Development and Diversity
Teachers of grades P–12 have a broad and comprehensive understanding of student development and diversity
and demonstrate the ability to provide instruction that is responsive to student differences and that promotes
development and learning for all students, including:
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D 1.2: knowledge of students' developmental characteristics and developmental variation, and the ability
to use this knowledge to inform instructional decision making and promote student success
D 1.5: knowledge of types of exceptionalities, including high ability and twice exceptional; their
characteristics; and their implications for development, teaching, and learning; and the ability to use this
knowledge to promote learning and development for students with exceptionalities
Standard 2: Learning Processes
Teachers of grades P–12 have a broad and comprehensive understanding of learning processes and
demonstrate the ability to facilitate student achievement, including:
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D 2.1: knowledge of major theories and concepts related to the learning process, and the ability to apply
this knowledge to enhance student learning in varied educational contexts, including project-based
learning contexts
D 2.3: knowledge of the important roles of play, social interaction, and hands-on experiences in young
children's learning, and the ability to use these processes to help children construct knowledge and
develop problem-solving and other skills
D 2.4: knowledge of the role of positive relationships and supportive interactions as a crucial foundation
for working with children, with a focus on children's individual characteristics, needs, and interests
D 2.5: knowledge of how student learning is influenced by different types of instructional practices and
teacher behaviors, and the ability to use this knowledge to promote learning for all students
D 2.6: procedures for making instruction rigorous and relevant to students and for linking new learning
to students' experiences and prior knowledge, and the ability to use these procedures to facilitate
student learning
D 2.7: strategies for promoting students' independent thinking and learning, reflection, and higher-order
thinking, and the ability to use these strategies to promote students' growth as learners
D 2.8: strategies for engaging students in generating and evaluating new ideas and novel approaches,
seeking inventive solutions to problems, and developing original work
D 2.9: strategies for promoting students' organizational and time-management skills and sense of
responsibility for their own learning, and the ability to use these strategies to promote student success
D 2.10: knowledge of how various individual factors (e.g., prior learning and experiences, interests,
talents) and factors in the home, school, and community influence learning processes, and the ability to
use this knowledge to improve teaching effectiveness and learning outcomes
D 2.11: knowledge of how digital-age tools and environments influence learning processes and
outcomes, and the ability to use this knowledge to improve teaching effectiveness and learning
outcomes
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Standard 3: Instructional Planning and Delivery
Teachers of grades P–12 have a broad and comprehensive understanding of instructional planning and delivery
and demonstrate the ability to plan and deliver standards-based, data-driven differentiated instruction that
engages students, makes effective use of contemporary tools and technologies, and helps all students achieve
learning goals, including:
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D 3.1: knowledge of components that comprise the curriculum (e.g., unpacked standards, scope and
sequence, resources, assessments)
D 3.2: knowledge of the purposes of curriculum mapping, and the ability to plan, enact, monitor, and
analyze curriculum map data and resultant student learning
D 3.3: procedures for long- and short-range instructional planning (e.g., aligning instruction with the
learning progression within identified content standards, determining prerequisite knowledge and skills),
factors to consider in instructional planning (e.g., nature of the content; time and other resources
available; student assessment data; characteristics of effective lesson and unit plans; students'
characteristics, prior experiences, current knowledge and skills, and readiness to learn), and the ability
to use this knowledge to plan effective, developmentally appropriate student learning experiences
D 3.4: knowledge of the characteristics, uses, benefits, and limitations of various instructional
approaches appropriate for students at different developmental levels, and the ability to apply researchbased best practices to meet a variety of instructional needs, make content comprehensible and
relevant to students, and promote students' active involvement in their learning
D 3.5: the ability to develop and implement project-based learning experiences that guide students to
analyze the complexities of an issue and use creative thinking and innovative approaches to solve
problems
D 3.6: the ability to differentiate instruction based on student characteristics and needs and to monitor
and adapt lessons to ensure rigorous learning and success for all students, including English Learners
and students with exceptional needs, including high ability and twice exceptional
D 3.8: the ability to plan and adapt learner-centered instruction that reflects cultural competency; is
responsive to the characteristics, strengths, experiences, and needs of each student; and promotes all
students' development and learning
D 3.9: the ability to provide developmentally appropriate learning experiences that promote students'
global awareness, understanding of global issues and connections, sense of participation in a global
community, and motivation to solve global challenges
D 3.10: knowledge of the foundational elements of Response to Instruction (RtI) and the ability to apply
this knowledge to differentiate tiered instruction for all students based on data
D 3.11: the ability to apply skills and strategies for integrating curricula, creating interdisciplinary units of
study, and providing students with developmentally appropriate opportunities to explore content from
integrated and varied perspectives; use higher-order thinking and creativity; solve problems; acquire,
organize, analyze, and synthesize information; and work cooperatively and productively in group
settings to accomplish goals for student achievement
D 3.12: knowledge of types of instructional resources, and the ability to locate, create, evaluate, and
select evidence-based resources to meet specific instructional needs and to provide differentiated
instruction
D 3.13: knowledge of information literacy, and the ability to promote students' knowledge of and model
and facilitate students' use of the tools, practices, and opportunities of the information age
D 3.14: knowledge of types of digital tools and resources, technologies specific to the teacher's
discipline(s), and the distinction between digital curricula and digital resources, and the ability to use
digital tools and resources to improve teaching effectiveness; create developmentally appropriate
learning experiences that facilitate creativity, collaboration, inventiveness, and learning; customize
learning experiences to meet individual needs; and help students explore real-world issues, solve
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authentic problems, develop global awareness, participate in local and global learning communities, and
independently pursue and manage their own learning
D 3.15: knowledge of communication theory, communication methods (including the use of digital-age
media and formats), and factors that influence communication, and the ability to use various
communication and questioning techniques to meet all students' needs and achieve instructional goals
D 3.16: knowledge of factors and situations that tend to promote or diminish student engagement in
learning, and the ability to apply skills and strategies for promoting students' active engagement and
self-motivation
Standard 4: Assessment
Teachers of grades P–12 have a broad and comprehensive understanding of assessment principles and
practices and demonstrate the ability to use assessment to monitor student progress and to use data to guide
instructional decision making, including:
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D 4.1: fundamental assessment concepts (e.g., reliability, validity, bias) and the ability to use these
concepts to design and select student assessments that are aligned to instructional goals, to administer
assessments with fidelity, and to interpret assessment results
D 4.2: knowledge of the purposes of assessment, the relationship between assessment and instruction,
and the importance of using a systematic and comprehensive approach to assessment
D 4.3: knowledge of the characteristics, uses, advantages, and limitations of different types of formative
and summative assessments; the ability to use appropriate assessment strategies, instruments, and
technologies to obtain desired information and monitor progress; and the ability to adapt assessments
for all students, including English Learners and students with exceptionalities, including high ability and
twice exceptional
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D 4.5: knowledge of the use of RtI foundational elements to track and analyze student assessment
results, including use of the Indiana Growth Model, and the ability to use formal assessment results,
ongoing informal assessment, and other data sources to enhance knowledge of student learning and
skills; evaluate and monitor student learning and progress; establish learning goals; and plan,
differentiate, and continuously adjust instruction for individuals, groups, and classes
Standard 7: Reading Instruction
Teachers of grades P–12 have a broad and comprehensive understanding of reading development and
disciplinary and content-area literacy skills, and demonstrate the ability to plan and deliver developmentally
appropriate reading instruction that is based on student learning standards, student literacy needs and strengths
as reflected in ongoing student data, and scientifically based reading research, including:
D 7.7: the ability to use evidence-based instructional practices to develop students' writing skills in the
teacher's discipline or area of professional responsibility
Email Communication:
Email is the best way to contact your instructor. To email your instructor or peers, you can access the Send
Email feature through Blackboard via the Tools button. All information of the course will be sent via Blackboard
Announcements or using Blackboard Email which is linked to you ISU email account. Please check this account
regularly or forward your student emails to another account that you check on a regular basis. It is
recommended that you check your email at least every other day to stay current and avoid missing important
announcements or other correspondence.
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Course Activities:
Once logged into the course, read the information under the button titled Getting Started. Create your Home
Page introducing yourself to the instructor. All other pertinent information can be found under the Course
Content tab. A folder is designated for each Unit and includes all of the information needed.
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Readings and Instructional Activities– The required readings and instructional activities should be
completed before starting the unit assignments.
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Class Participation– Students are expected to participate in all instructional activities such as
Lectures within Collaborate, Discussion Board Forums, the Face-to-Face Class, and the Weekend
Seminar. Points are awarded for participation.
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Caseload- Throughout this course, candidates will utilize Case Studies to complete some of the
assignments. The case studies consist of students at each developmental level with various eye
conditions. Prior to completing these assignments, refer to the button on the left side titled Case
Studies to choose a student. If a candidate feels additional information is needed to complete the
assignment, he/she should contact the instructor with specific questions regarding the case study.
Selected assignments allow you to choose a student on your current caseload if you prefer. When
permitted, this option is included in the assignment description.
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Assignments/Projects– This is a graduate level course and graduate level quality is expected for all
papers and assignments. Students are expected to:
1. Name all homework files using the following format before placing them in the Assignment
DropBox: Last Name-First Initial-Unit-#-Assignment.doc (e.g., Ledyard.J-Unit-1.1WrittenAssignment.doc)
2. Format all papers using APA guidelines (title page and abstract excluded),
3. Use 12 pt. Times New Roman font,
4. Double-space papers,
5. Use a maximum of 1-inch margins for all four margins,
6. Save the file as a Word document,
7. Proofread papers for spelling and grammar.
8. Refer to each rubric for more specific information.
Written and oral communication are important aspects within this course and when working as a teacher of
students who are blind or have low vision. If your assignment does not meet graduate level standards, you
will receive an F. Proofread each assignment carefully prior to posting on the discussion board or
submitting.
Due dates are clearly specified in the Assignment Schedule below. No late submissions will be accepted. If
there are VERY SERIOUS extenuating circumstances contact your instructor. Extensions will be granted at
the instructor’s discretion. Written approval must be obtained from the instructor prior to assignment due
date. All assignments/projects must be completed in order to pass this course.
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Rubrics – Each assignment and/or project will be graded using a rubric. The rubrics used throughout
the program are designed to accurately reflect student performance (e.g., scoring a four within a
section indicates A work, scoring a 3 within a section indicates B work, and so on). Although a zero is
not reflected on the rubric, a zero can be earned if assignments do not meet minimum criteria. Each
section of the rubric is weighted based on its significance (e.g., content is weighted more than
organization). In order to determine your score for each section, you must multiply the score earned
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times the weight. After completing this for each section, add the numbers to determine your score.
Find the score on the chart provided to determine your final grade. An example of a Graded Rubric is
provided in under the General Information button. This document provides additional information to
further explain the use of rubrics within this course.
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Unit Assessments – In this course, candidates will not have a midterm or final exam. Assessments
will take place within each unit.
o
Unit 1 Assessment contains 8 questions (1 T/F, 1 Essay, 1 Short Answer, 1 Multiple Choice,
and 4 Fill-In). o
Unit 2 Assessment contains 13 questions (5 Essay, 1 Fill-In, 3 T/F, 1 Short
Answer, and 3 Multiple Choice).
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Unit 3.1/3.2 Assessment contains 16 questions (1 Multiple Choice, 2 T/F, 3 Short Answer, 2
Essay, and 8 Matching).
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Unit 3.3/3.4 Assessment contains 14 questions (4 Multiple Choice, 4 T/F, 2 Essay, 2 Fill-In,
and 2 Short Answer). o
Unit 3.5 Assessment contains 9 questions (4 Essay, 1 Multiple
Choice, 2 Fill-In, 1 T/F, and 1 Short Answer). o Unit 4 Assessment contains 21 questions (4 Essay, 1
Fill-In, 2 T/F, 6 Short Answer, and 8 Matching).
The allotted amount of time to complete each assessment is 2 hours. An ample amount of time is provided
to complete each assessment. All assessments must be completed in order to pass this course.
ASSIGNMENT SCHEDULE (in Date Due Order)
Due Date & Time
(Eastern Time Zone)
Jan 14, 2015 – 11:59 pm
Jan 14, 2015 7:30-8:30 pm
Jan 15, 2015 – 11:59 pm
Jan 18, 2015 – 11:59 pm
Jan 18, 2015 – 11:59 pm
Jan 19, 2015
Jan 20, 2015 7:30-8:30 pm
Jan 22, 2015 – 11:59 pm
Jan 25, 2015 – 11:59 pm
Jan 25, 2015 – 11:59 pm
Jan 29, 2015 – 11:59 pm
Feb 1, 2015 – 11:59 pm
Feb 5, 2015 – 11:59 pm
Feb 8, 2015 – 11:59 pm
Feb 15, 2015 – 11:59 pm
Feb 19, 2015 – 11:59 pm
Feb 22, 2015 – 11:59 pm
Feb 22, 2015 – 11:59 pm
Feb 26, 2015 – 11:59 pm
Mar 1, 2015 – 11:59 pm
Mar 7 – 11:00am–6:00pm
Mar 8, 2015 – 11:59 pm
Mar 15, 2015 - 11:59 pm
Mar 15, 2015 – 11:59 pm
Assignment
Student Homepage
Course Introduction via Blackboard Collaborate
Unit 1 Discussion Board Initial Post
Unit 1 Discussion Board Response(s)
Unit 1 Assessment
MLK Day – University Closed
Unit 2.1 Lecture via Collaborate
Unit 2.1 Discussion Board Initial Post
Unit 2.1 Discussion Board Response(s)
Unit 2.1 Written Assignment – ECC Lesson Plan in Wiki
Unit 2.1 Written Assignment – ECC Lesson Plan Critiques in Wiki
Unit 2.1 Written Assignment – ECC Lesson Plan in DropBox
Unit 2.2 Discussion Board Initial Post
Unit 2.2 Discussion Board Response(s)
Unit 2.3 Written Assignment – Visual Skills Instruction in Wiki
Unit 2.3 Written Assignment – Visual Skills Instruction Critiques in Wiki
Unit 2.3 Written Assignment – Visual Skills Instruction in DropBox
Unit 2 Assessment
Unit 3.1 Discussion Board Initial Post
Unit 3.1 Discussion Board Response(s)
Face-to-Face Class
Unit 3.2 Written Assignment #1 – Close Reading Lesson in DropBox
Unit 3.2 Written Assignment #2 – Written Expression in DropBox
Unit 3.1/3.2 Assessment
Points
Possible
4
8
56
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Mar 16 – 20, 2015
Mar 29, 2015 – 11:59 pm
Apr 5 , 2015 – 11:59 pm
Apr 5, 2015 – 11:59 pm
Spring Break
Unit 3.3 Written Assignment – Adapting a Math Lesson in DropBox
Unit 3.4 Written Assignment – Science Instruction
Unit 3.3/3.4 Assessment
Apr 11 - 11:00am–6:00pm
Apr 12 - 8:30am-1:00pm
Apr 12, 2015 – 11:59 pm
Apr 16, 2015 – 11:59 pm
Apr 19, 2015 – 11:59 pm
Apr 23, 2015 – 11:59 pm
Apr 26, 2015 – 11:59 pm
Apr 26, 2015 – 11:59 pm
Apr 26, 2015 – 11:59 pm
Apr 30, 2015 – 11:59 pm
Apr 30, 2015 – 11:59 pm
May 3, 2015 – 11:59 pm
May 6, 2015 – 11:59 pm
May 6, 2015 – 11:59 pm
Total Points Possible
Weekend Seminar
Unit 3.5 Written Assignment – In-Service Training PowerPoint in Blog
Unit 3.5 Written Assignment – In-Service Training PowerPoint Critiques
Unit 3.5 Assessment
Unit 4.1 Discussion Board Initial Post
Tactile Graphics Project in Blog
Unit 4.1 Written Assignment – Technology Instruction in DropBox
Unit 4.1 Discussion Board Response(s)
Unit 4.2 Discussion Board Initial Post
Tactile Graphics Project PQW Critique in Blog
Unit 4.2 Discussion Board Response(s)
Unit 4 Assessment
Tactile Graphics Project Responses in Blog
925
Grading– Final grades will be based upon the total number of points earned in the
course.
Grade
Percent of Total Possible Points
Points Needed to Earn Grade
A+
A
AB+
B
BC+
C
F
100%
96% - 99.9%
92% - 95.9%
88% - 91.9%
84% - 87.9%
80% - 83.9%
76% - 79.9%
72% - 75.9%
Less than 72%
925
888-925
851-887
815-850
777-814
740-776
703-739
666-702
Less than 666
Face-to-Face Class/Weekend Seminar:
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Overview– This course includes one face-to-face class and one weekend seminar. The face-to-face
class will have lectures and activities centered on creating a positive classroom climate and
empowering others to work with your students. The weekend seminar will be devoted to materials and
the use of assistive technology to improve instruction for students who are blind or have low vision.
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Absences– Candidates are expected to attend the face-to-face class and the weekend seminar.
There are no “make-ups” in order to earn missed points.
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Inclement Weather/Emergency Class Cancellation Policy– Candidates are responsible for their
own safety and they must personally determine whether or not to attend seminars during inclement
weather. Candidates who choose not to attend seminars will forfeit all points for participation.
Candidates should notify the instructors of their decision not to attend. If class must be cancelled due
to inclement weather or for any other emergency reason, every effort will be made to notify candidates
as soon as possible.
The overarching theme of Indiana State University's educator preparation programs is Becoming a Complete
Professional. This theme encompasses three broad areas that recognize essential areas of the work of an
educator:
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Educator as Expert or Mediator of Learning,
Educator as Person, and
Educator as Member of Communities.
The word complete in the title acknowledges that, to be truly successful, an educator must be effective in all
three of these areas. Similarly, the word becoming is included in the title because new graduates, alumni,
and our faculty are never fully finished with their learning in their profession as a teacher, counselor, school
psychologist, speech language pathologist, principal, or superintendent.
The component Educator as Expert or Mediator of Learning deals with an educator’s professional skill as a
mediator of students’ learning and/or of the progress individuals make in achieving their potential. The
component Educator as Person represents the traits and dispositions that make a successful educator
justifiably respected and emulated by students while meeting the expectations of professional, state, and
institutional standards. The component Educator as Member of Communities reflects the necessity of
contributing to the various communities of which educators, as professionals, are members. A truly successful
educator must concurrently exhibit the traits of mediator of learning, person, and member of communities while
incorporating the latest knowledge and technologies and demonstrating multicultural competence and
sensitivity to diversity.
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Diversity Statement – Department of Elementary, Early, and Special Education:
The faculty, staff and students of the Department of Elementary, Early and Special Education recognize and
value diversity. The department embraces the contributions of all groups, including those formed by gender,
ethnicity, race, culture, sexual orientation, age, religion, personal experience, disability and ability in the
creation of a diverse, inclusive environment. Professional preparation of students in the department and
college includes knowledge of diversity issues, recognizing the benefit to all from the combination of many
voices. This affirmation of diversity is critical to developing students as full partners in local, national and
global communities.
Other Policies:
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Academic Integrity and Originality (Plagiarism) – Students are expected to adhere to the ISU policy
on plagiarism and cheating as articulated in the Code of Student Conduct
(http://www1.indstate.edu/sjp/docs/code.pdf).
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Americans with Disabilities Act Statement – Indiana State University seeks to provide effective
services and accommodation for qualified individuals with documented disabilities. If you need an
accommodation because of a documented disability, you are required to register with Disability
Support Services at the beginning of the semester. Contact the Director of Student Support Services
by calling (812)237-2301. The Director will ensure that you receive all the additional help that ISU
offers.
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