Course Syllabus

EDSP 5302-20: SURVEY OF THE EXCEPTIONAL CHILD

Fall, 2013

The S h!!l !" E#$ a%&!' a'# (eha)&!*al S &e' e+

COURSE DESCRIPTION

This course will provide a sound foundation for developing an appreciation and an understanding of the exceptional student and his/her unique educational needs. Students will then be equipped to apply and evaluate a variety of interventions and instructional methods aimed at students with unique educational characteristics. The focus of the course is broad in scope; however, the depth of coverage will be sufficiently thorough to prepare the student to advance to speciali ation courses.
COURSE SE,UENCE IN CURRICULU- AND PRERE,UISITE INFOR-ATION

This course may be ta!en by any "#$ student. There are no prerequisites for this course.
DATE AND TI-E OF CLASS -EETIN.S: -!'#a/+: 5:00 P- 0 1:25 PROO- NU-(ER H&'%!' 115 INSTRUCTOR INFOR-ATION %ame/Title& )*mail& ,ffice -hone& ,ffice 6ocation& ,ffice "ours& LEARNIN. RESOURCES Course Text9s:& "eward, ;., 9.504:. )xceptional children& <n introduction to special education 905 h ed.:. $pper Saddle =iver, %>& -rentice "all. List ISBN 13:978-0-13-514436-7 RELATION TO THE -ISSION OF THE UNIVERSITY 'r. Charlotte (ontenot cfontenot+hbu.edu ./0*123*45/2 "inton 4.5 .&55 pm 7 2&55 pm 8onday 7 Thursday; 05&55 am 7 noon on (ridays

The mission of "ouston #aptist $niversity is to provide a learning experience that instills in students a passion for academic, spiritual, and professional excellence as a result of our central confession, ?>esus Christ is 6ord.@ An relation to the mission of the $niversity, this course will help students

0. -rovide a supportive atmosphere for students from all bac!grounds which fosters intellectual and social interaction in the teaching*learning processes; .. )ncourage academic excellence, freedom, and obBectivity; 4. -romote the development of critical and creative thin!ing, compassion, responsibility, ethics, professionalism and a continuing interest in learning The learning experiences in the courses throughout the School of )ducation Craduate -rogram support the Ten -illars, especially, -illar A 9#uild on the Classics:, -illar AAA 9)mbrace the Challenge of Christian Craduate )ducation:, -illar D 9Ancrease our Cultural Ampact through our faculty:, -illar DA 9=enew our Campus, =enew our Community:,and -illar AE 9Cultivate a Strong Clobal (ocus:.
RELATION TO COLLE.E .OALS AND PURPOSES The mission of The School of )ducation is to prepare students to be effective professional educators who reflect Christ in their wor! and service. To accomplish this mission we will provide students with the following& the courses and mentoring necessary for a +!l&# 2e#a3!3& al 3*!$'#&'3 in the art, science and practice of teaching; e++e'%&al lea*'&'3 e42e*&e' e+ that will provide a sure foundation of !nowledge and wisdom; and, an understanding of their Ch*&+%&a' 5&++&!' a'# all&'3 as educators to influence individual students and the larger society.

An relation to the stated goals and purpose of the School of )ducation, this course assists students in developing a !nowledge base, attitudes, and s!ills necessary for effective professional practice. This includes addressing designated T)x)S competencies. This test must be successfully completed for certification to teach in Texas. The proficiencies are the abilities the state requires of all teachers; which the $niversity must document in order to recommend a person for teacher certification. RELATION TO DEPART-ENTAL .OALS AND PURPOSES

The mission of the 'epartment of )ducation is to prepare students to be effective professional educators who reflect Christ in their wor! and service. To accomplish this mission we will provide students with the following& the courses and mentoring necessary for a +!l&# 2e#a3!3& al 3*!$'#&'3 in the art, science and practice of teaching; e++e'%&al lea*'&'3 e42e*&e' e+ that will provide a sure foundation of !nowledge and wisdom; and, an understanding of their Ch*&+%&a' 5&++&!' a'# all&'3 as educators to influence individual students and the larger society.

An relation to the stated goals and purpose of the School of )ducation, this course will endeavor to prepare professionals in the art, science and practice of teaching with !nowledge and s!ills related to helping students with learning difficulties.
COURSE LEARNIN. O(6ECTIVES 7 OUTCO-ES $pon completion of this course, students should be able to&

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0. .. 4. 2. F. 1. G. /. 3. 05.

-lan and implement educational programs for exceptional students. <pply basic professional terminology associated with the study of exceptional children. Adentify and discuss legislation, litigation and characteristics which have influenced the provision of educational services for exceptional children. Adentify the services available for exceptional children. 'efine, identify, and describe characteristics of exceptional children students including 04 disability categories with explanation including qualifiers for each Adentify inter*and intra individual characteristics of exceptional children. Adentify =TA levels and how to manage and differentiate instruction for academic areas covered in public schools 7 what part does the 6<T play in thisH Adentify who serves on the <=' committee. 'escribe the components required on an A.).-. 'efine <utism I be able to describe the five <utism Spectrum 'isorders.

SCHOOL OF EDUCATION RE,UIRE-ENTS RELATED TO TE4ES AND IDA STANDARDS The course learning obBectives acquired through the experiences in this course support both the T)< Standards for -edagogy and -rofessional =esponsibilities and Standards and the Anternational 'yslexia <ssociation 9A'<: Standards for =eading. < matrix at the end of this document indicates the --= topics and A'< standards addressed in this course. <ppropriate grade level T)< guidelines and T)JS are included as part of this course. < list of specific Tex)S competencies for this course is presented below. < complete listing of S#)C Standards for all certifications including !nowledge and s!ills statements may be found at& http&//www.sbec.state.tx.us/S#)C,nline/standtest/edstancertfieldlevl.asp

TE4ES S%a'#a*#+8 The following T)x)S -edagogy and -rofessional =esponsibilities Standards are addressed in part or in full in this course&

D!5a&' I8

The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.

D!5a&' II8

D!5a&' III8 The teacher promotes student learning by providing responsive instruction that ma!es use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high*quality feedbac!. D!5a&' IV8 The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. )'S- F45.*.5 Syllabus (all, .504 -age 4 of .5

The "!ll!9&'3 TE4ES S2e &al E#$ a%&!' !52e%e' &e+ *e2*e+e'%e# &' %h&+ !$*+e:

P*!"e++&!'al De)el!25e'% 0 Ele5e'%a*/-Se !'#a*/

Competency 505& The teacher uses processes of informal and formal assessment to understand individual learners. 8onitor instructional effectiveness and shape instruction. Competency 502& Cognitive development. The early childhood teacher understands the cognitive development of young children and !nows how to create a classroom environment that provides children with opportunities to develop a wide range of cognitive s!ills and abilities. Competency 50F& The teacher understand requirements, expectations, and can apply this understanding in a variety of contexts. Competency 503& Child development as an integrated process. The early childhood teacher understands child development as an integrated process in which development in any one area may affect development in other areas and can use this understanding to provide learning opportunities that enhance development of the whole child. Competency 5.5& (actors affecting development. The early childhood teacher understands how specific factors may effect individuals in one or more developmental domains and can provide learning experiences and environments that respond to the individual needs of all children. Competency 5.2& School*home relationships. The early childhood teacher !nows how to establish and maintain strong school*home relationships and can wor! effectively with primary care givers to address young childrenKs needs and promote their development in all domains.

S2e &al E#$ a%&!' S$22le5e'%al Ce*%&"& a%&!' 0 F&el# 1:3

Competency 550& The special education teacher understands and applies !nowledge of the characteristics and needs of students with disabilities. Competency 55/& The special education teacher understands the philosophical, historical, and legal foundations of special education. Competency 553& The special education teacher applies !nowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession.
Competency 505& The special education teacher !nows how to communicate and collaborate effectively in a society of professional settings. Competency 550& The special education teacher understands and applies !nowledge of the characteristics and needs of students with disabilities. Competency 505& The special education teacher understands the philosophical, historical, and legal foundations of special education. Competency 500& The special education teacher applies !nowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

TE4ES C!52e%e' &e+ "!* S%a'#-Al!'e ;EC-12< Ce*%&"& a%&!' &' S2e &al E#$ a%&!'-F&el# 1:1

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Competency 50.& The special education teacher !nows how to communicate and collaborate effectively in a society of professional settings. )C*0. --= Standard A, AAA 05.

Pe#a3!3/ a'# P*!"e++&!'al Re+2!'+&=&l&%&e+ Te h'!l!3/ O=>e %&)e+8 S#)C Technology Standards are incorporated into this course. (or a complete listing of the standards, please go to (ollowing the completion of the course, the student will be able to& http&//www.sbec.state.tx.us/S#)C,nline/standtest/edstancertfieldlevl.asp This site lists the standards for Technology <pplications 9<ll #eginning Teachers: %,T)& These Technology <pplication standards are expected of <66 beginning teachers and will be incorporated into the new T)x)S for -edagogy and -rofessional =esponsibilities at each certification level. There is also a list for Technology <pplications 9)C*Crade 0.: at this site. Technology/computer s!ills. 0. The students will use the 'D'Ks, websites, or other resources to access information. .. The students will develop, present, and turn in an electronic copy of presentation assigned by instructor.
;riting and ,ral Standards 0. ;riting experiences 7 Students will participate in class and outside of class writing activities in which they must use formal Standard )nglish and conventions of academic writing. .. ,ral language experiences 7 Students will participate in small group activities and discussions which provide opportunities for developing oral language s!ills.

IDA S%a'#a*#+8
The following Anternational 'yslexia <ssociation 9A'<: =eading Standards are addressed in part or in full in this course&

C.

Jnowledge of 'yslexia and ,ther 6earning 'isorders& .. =ecogni e the tenets of the %AC"'/A'< definition of dyslexia. 4. =ecogni e that dyslexia and other reading difficulties exist on a continuum of severity. 2. Adentify the distinguishing characteristics of dyslexia dn related reading and learning disabilities 9including developmental language, comprehension disorder, attention deficit hyperactivity disorder, disorders of written expression or dysgraphia, mathematics, learning disorder, nonverbal learning disorders, etc.. F. Adentify how symptoms of reading difficulty may change over time in responsive to development and instruction. 1. 'iscuss federal and state laws that pertain to learning disabilities, especially reading disabilities and dyslexia. '. Anterpretation and <dministration of <ssessments 1. )xplain the content and purposes of the most common diagnostic tests used by psychologists and educational evaluations. )*.. Structured 6anguage Teaching& -honics and ;ord =ecognition 2. Adentify the routines of a complete lesson format, from the introduction of a word recognition concept to fluent application in meaningful reading and writing. )'S- F45.*.5 Syllabus (all, .504 -age F of .5

)*4.

)*2

)*F )*1

F. 'iscuss research*based adaptations of instruction for students with wea!nesses in wor!ing memory, attention, executive function, or processing speed. Structured 6anguage Teaching& (luent, <utomatic =eading of Text .. )xplain reading fluency as a stage of normal reading development as the primary symptom of some reading disorders; and as a consequence of practice and instruction. 2. 6ocated sources of activities for building fluency in component reading s!ills. F. 'iscuss which instructional activities and approaches are most li!ely to improve fluency outcomes. G. 'iscuss appropriate uses of assistive technology for students with serious limitations in reading fluency Structured 6anguage Teaching& Docabulary .. 'escribe the role and characristics of direct and indirect 9contextual: methods of vocabulary instruction 4. )xplain varied techniques for vocabulary instruction before, during, and after reading. 2. =eview that word !nowledge is multifaceted. Structured 6anguage Teaching& Text Comprehension 0 'escribe teaching strategies that are appropriate before, during, and after reading and that promote reflective reading. Structured 6anguage Teaching& "andwriting, Spelling, and ;ritten )xpression "andwriting 0. =eview research*based principles for teaching letter naming and letter formation, both manuscript and cursive .. 'emonstrate techniques for teaching handwriting fluency. Spelling 0. )xplain the relationship between transcription s!ills and written expression. 4. )xplain the influences of phonological !nowledge on spelling. F. )xplain the influences on morphemic !nowledge on spelling ;ritten )xpression 0 )xplain the maBor components and processes of written expression and how they interact 9e.g., basic writing/transcription s!ills versus text generation:. 4. =eview appropriate uses of assistive technology in written expression.

,ther =TA
TOPICAL OUTLINE

< course agenda is included at the end of this syllabus. At includes the following topics&

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0. .. 4. 2. F. 1. G. /. 3. 05. 00. 0..

The -urpose and -romise of Special )ducation -lanning and -roviding Special )ducation Services and Transitioning to <dulthood Antellectual 'isabilities 6earning 'isabilities * 'yslexia and =TA -rocess )motional or #ehavioral 'isorder <utism Spectrum 'isorders 'eafness and "earing 6oss #lindness and 6ow Dision -hysical 'isabilities, "ealth Ampairments, and <'"' 6ow*Ancidence 'isabilities, 'eaf*#lindness, and Traumatic #rain AnBury )arly Childhood Special )ducation Collaborating with -arents and (amilies in a culturally and 6inguistically 'iverse Society

< class by class outline can be found at the end of this syllabus. The content of this outline and the attached schedule are subBect to change at the discretion of the professor. TEACHIN. STRATE.IES
< variety of learning methods will be used including the following&

0. .. 4. 2. F. 1. G.

6ecture; reading 'iscussion Spea!ers Croup <ctivities -ractice )xercises Andividual/Croup Conferences =eadings, research, and presentations

ASSESS-ENT OF LEARNIN.
(oundational learning experiences required for all students see!ing &'&%&al %ea he* e*%&"& a%&!' are included in this course. S h!!l !" E#$ a%&!' .*a#$a%e C!52*ehe'+&)e E4a5&'a%&!' )ach course in the graduate school program is designed to assist the student in the preparation of the required comprehensive examination ta!en after .2 semester hours in the program. The rigor of the comprehensive assessment demands the student to evaluate, analy e, and synthesi e all learning experiences. #y fulfilling course goals, obBectives, !nowledge and s!ills involved in learning experiences prepares the graduate student to be successful. This culminating assessment demonstrates the graduate studentKs capability to thin! globally regarding educational theory and practice as they become educational leaders in their chosen field of study.

C!$*+e Re?$&*e5e'%+8
A++&3'5e'% 1 Lea*'&'3 O=>e %&)e;+< 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 2, 3, 4, 5, 1, 2, 3, 4, 5, 6, 7, 8, S%a'#a*#+ 2 --=& A, AA, AAA, AD --=& A, AAA 05; A'< --=; A, AA, AAA, AD; A'< C, ', )*. P!&'% Val$e

)xams =esearch 7 (ield -roBect1 Course Content

4

25L .FL .5L

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#lac!board 'iscussions "omewor! <ctivities

9, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

2, F; )*4 ., 2, F, G; )*2 ., 4, 2; )* F 0; )*1 0, . --=; AD

-articipation and <ttendance

0 .

0FL

'escriptions and rubrics for assignments are included at the end of this document. These assignment/activities develop and/or assess state and national standards including T)x)S competencies, A'< reading standards, T)JS and/or AST) standards 9listed previously:. )ach of these will result in a 0*055 score and an average of these scores will be determined. This average will count .5L of the final grade.

.*a#&'3 S%a'#a*#+
<ssessments in this course are designed to correlate to the rigor and expectations addressed within the School of )ducation Craduate Comprehensive )xamination. 32 *055M<; 35*34M<*; /G*/3M#N; /4*/1M#; /5*/.M#*; GG*G3MCN; G4*G1MC; G5*G.MC*; 13 and belowM( At is the studentKs individual responsibility to be aware of his/her current grade standing in the class and to confer with the professor regarding any assessment concerns/questions during designated office hours. 'etailed descriptions/rubrics regarding every assessment are provided towards the end of this syllabus.

S%$#e'% A22*a&+al Students will complete faculty appraisal forms as regularly administered by the $niversity. CLASS POLICIES <bsence and Tardy -olicies . =egular attendance in class is important for student success, and
it is university policy that students must attend class. <bsences are recorded beginning from the first class session after the student has enrolled in the course. -rofessors are not obligated to allow students to ma!e up wor! they miss due to unexcused absences. <ny student who does not attend at least GFL of the scheduled class sessions will receive a grade of ?(@ for the course, regardless of his performance on other assessments such as tests, qui es, papers, or proBects. -rofessors may apply additional attendance policies as appropriate to individual courses. 6i!ewise, the college or school may also apply additional attendance requirements as necessary. -lease see the catalog currently in use for the universityKs policy on classroom absences caused in the course of student representation of the university, such as athletics, chorale, and moc! trial activities . 6ate ;or!. <ll assignments submitted after the due date will be assessed a 05 point penalty. -lease ensure that all assignments are submitted on time. 8issed Tests. -lan to ta!e all exams at the scheduled time. Af you must miss an exam, notify the instructor by telephone within 24 hours of the scheduled exam. <cceptable reasons for ma!ing up an exam are as follows 9documentation is required to verify the reason for your absence:& 0. Serious illness 9hospitali ation:. .. < death in the family.

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<cceptable reasons #! NOT include the following& 0. 'octorOs appointments for a non*emergency. .. ?A didnOt have time to study.@

Use of Electro ic !e"ices. !#ri $ cl%ss sessio s, electro ic &e"ices %re o l' to (e #se& to s#))ort cl%ss %cti"ities. *t+er #ses ,te-ti $, s#rfi $ t+e .e(, etc./ .ill res#lt i t+e &e"ice ot (ei $ %llo.e& i t+e cl%ssroo0.
<cademic "onesty -lease refer to the current catalog for the universityOs policy and procedures regarding academic honesty. %ote that the university utili es PTurn*At*AnP and other programs to investigate possible plagiarism activities. <ll maBor papers for this course will be submitted to the plagiarism prevention software, T$*'&%&'8 !5 on or before a paperKs due date. %o paper will be graded without meeting this requirement beforehand. < separate handout will be provided to give detailed instructions on this process which must include the class identification number and class password. An accordance with ()=-<, and to best protect the studentsK privacy, no personal identification 9e.g., name, social security number, " number: should be uploaded with the text of student papers. "owever, Turnitin will as! for the studentKs name and e*mail address when setting up a personal account. This identifying information will be used by the professor to evaluate the studentKs paper and cannot be viewed by other faculty or students. To further increase confidentiality, the student may choose to use a pseudonym 9false name: when setting up his or her personal Turnitin account. Af a pseudonym is used for Turnitin, the student must provide this identifier next to his/her typed name on the paper copy which is submitted to the professor. (ive 9F: points will be deducted if the professor is unable to easily match the paper copy to the Turnitin submission of the studentKs paper. Children in Classroom An almost all instances, children are not allowed in the classroom nor are they allowed to be on campus unattended. Class sessions are for enrolled students only unless other arrangements are approved by the instructor in advance. Classroom #ehavior )xpectations The classroom environment is to be conducive to learning and is under the authority of the instructor. An order to assure that all students have the opportunity to gain from the time spent in class, students are expected to demonstrate civil behavior in the classroom, use proper netiquette, and show appropriate respect for the instructor and other students in class and on discussion forums. Anappropriate behavior toward the instructor may result in a directive to the offending student withdrawal from course. . )arly <lert <s an instructor, A am committed to your success, not only in this class, but in all aspects of "#$ life. To ensure that every student ta!es full advantage of the educational and learning opportunities, "#$ has implemented an 1c%&e0ic E%rl' 1lert 2eferr%l S'ste0 ,E12S/ . Af A thin! you would benefit from some of these special programs or services available to you, A will ma!e the appropriate referral. Qou, in turn, will be expected to ta!e advantage of the help offered to you. )mail -olicy

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<ll university and class email communication will be sent to your "#$ email account. Qou are responsible for chec!ing this frequently. Af you choose, you may reroute your "#$ email to another email address. Qour email correspondence should be in a professional format with correct spelling, capitali ation, and grammar. Crievance -rocedures The <cademic Crievance -olicy may be found in the catalog currently in use, in the <cademic section of the "#$ (orms section of the "#$ -ortal, and on the =egistrarKs page on the "#$ ;ebsite. Ancomplete Crades ,nly the dean of the college or school may grant incompletes and only to students who have a maBor documented emergency in the last few days of a semester. Students with excessive absences or lac! of participation in on*line activities, which may result in failing the course, will not be allowed to ta!e the final exam nor be eligible to receive an incomplete. 6earning 'isabilities/<cademic <ccommodations "ouston #aptist $niversity complies with the <mericans with 'isabilities <ct and Section F52 of the =ehabilitation <ct of 03G4 regarding students with disabilities. <ny student who needs learning accommodations should inform the professor immediately at the beginning of the semester that he/she will be requesting accommodations. An order to request and establish academic accommodations, the student should contact the Coordinator for 6earning 'isability Services at F52+hbu.edu to schedule an appointment to discuss and request academic accommodation services. <cademic <ccommodations must be applied for and written each semester. Af academic accommodations are approved, a 6etter of <ccommodations will then be sent to the professor9s:. -lease refer to the website, www.hbu.edu/F52 for all accommodation policies and procedures. PERSON RESPONSI(LE FOR DEVELOPIN. SYLLA(US Dr. Charlotte Fontenot !r. 3+%rlotte 4o te ot. AnstructorKs Signature RRRRRRR5G/05/.504RRRRRRRRRRRRRRRR 'ate

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EDSP 5302 TENTATIVE SCHEDULE

Da%e A72:713 Cla++ %!2& + a'# *ea#&'3+
Antroduction =eview Syllabus =eview #lac!board Shell 'iscuss -resentations Cha2%e* 1 #lac!board 'iscussion <ctivities 7 0 and .

Ta+@;+<7A++&3'5e'%+
-&'& (&!B+ due on #b by 00&FF pm on ;ednesday =espond to at least . classmates bioKs by 00&FF pm on Sunday Submit Syllabus <c!nowledgement Statement and Cheating and -lagiarism -ages on #b by 00&FF pm on Sunday

C702713
C70C713

LA(OR DAY HOLIDAY C!52le%e Cha2%e* 1 a'# +%a*% Cha2%e* 2 De)el!2&'3 /!$* O9' V&e9 !" S2e &al E#$ a%&!' Cha2%e* 2 Da% h a'# D&+ $+ DVD !' E""e %&)e Pla''&'3
=ead, study, and discuss (eatured teacher 7 pages 24 * 2F #lac!board 'iscussion <ctivity 8a!e sure you ta!e good notes and study. Qou cannot pass this class without really studying. NOTE: Se2%e5=e* 11, 2013 &+ %he la+% #a/ %! #*!2 9&%h!$% a EDE Cha2%e* F =ead, study, and discuss Croup <ctivity #lac!board 'iscussion <ctivity

#lac!board 'iscussion due for Chapter 0 -resentation topics due in class.

C71:713

-hilosophy of )ducation/Teaching #lac!board 'iscussions due for Chapter ., 2, and 0F 'eadline for all )xam 0 chapter discussions.

Cha2%e* 15 =ead, study, and discuss C723713 C730713 )xam 0 9Chapters 0,., 2, and 0F: Cha2%e* 5 ;atch 'D' on 6earning 'isabilities Students to ta!e notes on form provided and discuss #lac!board 'iscussion <ctivity 10701713 Cha2%e* : (eatured teacher, pages 03F 7 03G
=ead, study, and discuss Croup <ctivity

#b 'iscussion due for Chapters F

#lac!board 'iscussion <ctivity 1071F713 Cha2%e* 1G DVD A$%&+5 Students to ta!e notes on form provided and discuss )'S- F45.*.5 Syllabus (all, .504

'yslexia <ssignment due by Sunday, 00&FF -8 on #lac!board.

-age 00 of .5

(eatured teachers 7 pages .44 * .4F #lac!board 'iscussion <ctivity 10721713 )xam . 9Chapters F, 1, I G: 1072A713 Cha2%e* C (eatured teacher 7 pages 400 7 40. Croup <ctivity Cha2%e* 10
=ead, study, and discuss

#b 'iscussion due for Chapters 1 and G 'eadline for all )xam . chapter discussions.

)ducational <pproaches #lac!board 'iscussion <ctivity 1170F713 Cha2%e* 11 ;atch 'D' on -hysical 'isabilities and discuss (eatured teacher 7 pages 25F 7 25G #lac!board 'iscussion <ctivity 11711713 )xam 4 9Chapter /, 3, 05, and 00: 1171A713 (la @=!a*# Da/ S2e &"& P*!>e % P*e+e'%a%&!'7P!9e*P!&'% )&a (la @=!a*# D&+ $++&!' F!*$5 #b 'iscussions due for chapters 3, 05, and 00 'eadline for all )xam 4 chapter discussions <ll presentations should be posted by F&55 -8; our class time. . Qou are also required to respond to at least two of your classmatesK presentations. .

11725713 Cha2%e* 12 ;atch 'D' 7 Community #ased ,uting (eatured teacher 7 pages 20/ * 203 1272713 #lac!board 'iscussion <ctivity Cha2%e* 1F (eatured teacher 7 pages 234 * 23F Selecting toys 7 pages 23/ * 233 9#ring toy maga ines to class: #lac!board 'iscussion <ctivity Cha2%e* 3 Cuest Spea!er 7 (rom a -arents -erspective 1270C713 READ DAY 12710713 FINAL EXA- a'# C!$*+e Re"le %&!'

#b 'iscussions for all chapters are due Sunday by 00&FF -8

HNOTEH The &'+%*$ %!* *e+e*)e+ %he *&3h% %! 5!#&"/ %h&+ +/lla=$+ a'# !$*+e a3e'#a a'# 9&ll '!%&"/ %he la++ !" a'/ ha'3e+ &' a %&5el/ 5a''e*.

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Pedagogy and Professional Responsibilities Course Correlation to TAC 228.30*

*Source: TEA Audit Monitoring Handbook 2009 EC- 2 PPR !tandard Curri"ulu# Topi" TAC 228.30
.Reading 'nstru"tion Programs are encouraged to select from a variet of t!eories and met!ods a""ro"riate for teac!ing t!ese five essential com"onents of reading instruction# 2. Code of Et*i"s 3. C*ild +e,elop#ent -. .oti,ation /. $earning T*eories 0. TE1! 2rgani3ation( 7. Content TE1! 8. TA1! Responsibilities 4. Curri"ulu# +e,elop#ent and $esson Planning 0. Classroo# Assess#ent and +iagnosing $earning 5eeds . Classroo# .anage#ent 2. !pe"ial Populations )3.S4)nglish 3anguage .roficiencies htt!0''ritter.tea.state.tx.us'curricul u$'biling'el!s.ht$l 5ational +ssoc. for 6ifted &hildren Teacher 1nowledge and S(ills htt!0''www.nagc.org'index2.as!x 7id819:3 T)+ website resources htt!0''ritter.tea.state.tx.us's!ecial. ed 3. Parent Conferen"ing and Co##uni"ation !8ills 1. 2. 3. ". %.

Essential Co#ponents
Text Structure (organization) Vocabulary teaching strategies Identifying the word (root !refix suffix) #luency (words !er $inute correct) basic teaching strategies &o$!rehension (finding $ain idea su$$arizing su!!orting details synthesizing'$a(ing connections inferences $a(ing generalizations

$earning E%perien"es& Produ"ts

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Texas )ducators* &ode of )thics T+&, 2"-.2 .rogra$s will teach a /ariety of theories for child de/elo!$ent. .rogra$s will select fro$ a /ariety of theories and $ethods a!!ro!riate for teaching $oti/ation # .rogra$s will teach a /ariety of learning theories htt!0''ritter.tea. state.tx.us'te(s' htt!0''ritter.tea. state.tx.us'te(s' htt!0''www.tea.state.tx.us' clic( on Testing' +ccountability clic( on Texas )ssential 1nowledge and S(ills for $uch $ore infor$ation. .rogra$s will select fro$ a /ariety of theories and $ethods a!!ro!riate for teaching curriculu$ de/elo!$ent and lesson !lanning. .rogra$s will select fro$ a /ariety of theories 2 $ethods a!!ro!riate for teaching for$ati/e assess$ent to diagnose learning needs 2 other ty!es of classroo$ assess$ent. .rogra$s will select fro$ a /ariety of theories 2 $ethods a!!ro!riate for teaching classroo$ $anage$ent. A. E!$& 6ilingual E$P! 1. learning strategies 2. listening 3. s!ea(ing (ecture& 'iscussion (ecture& 'iscussion& E$ams (ecture& 'iscussion& *lackboard& E$am + E$ams %& 'iscussions& (ecture )inal E$am %& E$am %%& )inal& )ield Pa"er

". reading %. writing Exams, OHI project, Research Project

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6. 7&T 1. 3earner characteristics and de/elo!$ent 2. Instructional strategies C. !pe"ial Edu"ation 1. +crony$s'Ter$s 2. <odifications' +cco$$odations 3. Inclusion

3. Socio;cultural influences ". Identifying 6T ". .arent In/ol/e$ent %. =isci!line

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.rogra$s will select fro$ a /ariety of theories and $ethods a!!ro!riate for teaching co$$unication s(ills and !arent conferencing. !6EC Te"*nology !tandards for All Tea"*ers 1. Tech ter$s conce!ts data in!ut strategies and ethical !ractices to $a(e infor$ed decisions about tech a!! 2. Identify tas( re@uire$ents a!!ly search strategies use tech to ac@uire analyze and e/aluate a /ariety of infor$ation 3. Ase technology to synthesize (nowledge create and $odify solutions and e/aluate results ". &o$$unicate in different for$ats. %. .lan organize deli/er and e/aluate instruction that uses technology and technology T)1S for students. .rogra$s will teach a /ariety of instructional strategies suitable for all classroo$s and also for s!ecific subBects and content. .rogra$s will teach a /ariety of instructional strategies suitable for differentiating instruction.

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$e"ture( +is"ussion( 6la"8board

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3ecture =iscussion >lac(board )xa$s 3ecture =iscussion >lac(board Cesearch .roBect )xa$s =iscussion 3ecture

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Testing study guides standards fra$ewor(s co$!etencies

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Preparation (: cloc( hrs re@uired)

www.texes.ets.org

<ssignment 'escriptions and =ubrics

Ph&l!+!2h/ !" E#$ a%&!'

The purpose of the -hilosophy of )ducation is to provide you with a framewor! for exploring your education speciali ation, either as a Ceneral )ducation or Special )ducation )ducator. Qou will engage in a continuous and collaborative learning process with professors and colleagues as you construct a base of !nowledge in which to ground your own professional philosophy. Qou will use reflection and critical perspectives to refine and develop this philosophy over the course of your program, informed by your understanding of professional ethics and your growing identification and involvement with your speciali ation field. The following questions may help to guide the development of your philosophy& 0. ;hat is the purpose of educationH .. ;hat are the essential elements defining special educationH 4. ;hat does it mean to be a professional educator in your speciali ationH 2. ;hat are your beliefs about learning and teaching and how they interrelate in regards to the impact of disabilitiesH a. ;hat are the roles and responsibilities of the teacherH b. ;hat are the roles and responsibilities of the learnerH F. ;hat is important for you to consider about the learners with whom you will interact as a teacherH 1. ;hat is important for you to consider about the community within which you will operate as a teacherH ;ith whom will you need to cooperate and collaborate in order to be effectiveH G. Jeeping in mind "ouston #aptist $niversityKs mission of positive social change, how do you plan to effect positive social change in your wor! as a professional educatorH Assignment length of 3 5 pages and APA formatting is re uired! Submit this assignment via the A++&3'5e'% +$=5&++&!'

D/+le4&a A++&3'5e'% 0 Cha2%e* 5

The most common practice for identifying children with learning disabilities is determining if a discrepancy exists between their ability and achievement. The discrepancy criterion is usually determined by comparing the studentKs AS score to an achievement test score. There are many problems with this system of identification. <ccording to Sternberg and Crigoren!o 9.550:, ?;e should immediately stop using discrepancy scores to identify children with learning disabilities. The method is psychologically and psychometrically indefensible. At must go@ 9p. 443:. 0. ;rite a position paper explaining some of the problems with the discrepancy criterion .. Suggest alternative ways of identifying children with learning disabilities. Assignment length of 3 5 pages and APA formatting is re uired! Submit this assignment via the A++&3'5e'% +$=5&++&!' l&'@ R$=*& "!* A++&3'5e'%+:

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-age 02 of .5

,$al&%/ !" D!*@ S$=5&%%e#

E4e52la*/ 45

P*!"& &e'% 20 <ssignment meets all criteria.

-&'&5al ;'ee#+ &52*!)e5e'%< 10 <ssignment mostly meets the criteria.

D!*@ S$=5&%%e# =$% U'a e2%a=le 5 <ssignment does not meet the criteria.

A#he*e' e %! <ssignment meets A++&3'5e'% or exceeds all C*&%e*&a criteria. 30 2!&'%+ -a4&5$5 5+e e-te t to .+ic+ .or6 0eets t+e %ssi$ e& criteri%. ,$al&%/ !" D!*@ E4e52la*/ S$=5&%%e# 50

P*!"& &e'% 30

-&'&5al ;'ee#+ &52*!)e5e'%< 10

D!*@ S$=5&%%e# =$% U'a e2%a=le 0 StudentKs wor! demonstrates little or no understanding of the assignmentKs purpose.

A++&5&la%&!' a'# S/'%he+&+ !" I#ea+ 50 2!&'%+ -a4&5$5 The extent to which the wor! reflects& $nderstanding of the assignmentKs purpose $nderstanding of material presented in course videos, readings, ;eb resources, and discussions 1))lic%tio , % %l'sis, % & s' t+esis of co ce)ts7str%te$ ies )rese te&

StudentKs wor! demonstrates a clear and deep understanding of the assignmentKs purpose.

StudentKs wor! demonstrates a solid understanding of the assignmentKs purpose.

StudentKs wor! demonstrates some understanding of the assignmentKs purpose.

Jey concepts are addressed with exceptional breadth and depth. =eference to course readings, videos, and other resources is purposeful, accurate, and extensive. StudentKs wor! shows abundant evidence of insightful reflection and sophisticated critical thin!ing throughout.

Jey concepts are addressed with reasonable breadth and depth. =eference to course readings, videos, and other resources is appropriate and reasonably thorough. StudentKs wor! shows evidence of reflection and critical thin!ing throughout.

Jey concepts are identified but are only partially developed. =eference to course readings, videos, and other resources is limited in scope and quality.

Jey concepts are misidentified and/or significantly underdeveloped. =eference to course readings, videos, and other resources is inappropriate or missing. StudentKs wor! shows little or no evidence of reflection and critical thin!ing.

StudentKs wor! shows some evidence of reflection and critical thin!ing.

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-age 0F of .5

,$al&%/ !" D!*@ S$=5&%%e#

E4e52la*/ 20

P*!"& &e'% 10

-&'&5al ;'ee#+ &52*!)e5e'%< 5

D!*@ S$=5&%%e# =$% U'a e2%a=le 0 ;riting lac!s coherence and organi ation.

C!lle3e-Le)el D*&%&'3 a'# -e ha'& + 20 2!&'%+ -a4&5$5 5+e e-te t to .+ic+ t+e .riti $ &e0o str%tes co+ere ce % & cl%rit' of t+o#$+t8 effecti"e or$% i9%tio % & e-)ressio of i&e%s8 #se of )ro)er $r%00%r % & .riti $ 0ec+% ics8 % & #se of 1:1 for0%t i reso#rce cit%tio s.

;riting is exceptionally clear, coherent, well organi ed, and logical. Citations, references, and formatting adhere to <-< guidelines, with virtually no errors. Dirtually no errors in grammar, mechanics or syntax are present in the assignment.

;riting is generally clear, coherent, and well organi ed.

;riting is coherent but loosely organi ed and sometimes lac!s clarity. Citations, references, and formatting generally adhere to <-< guidelines, but errors are significant. Significant errors in grammar, mechanics, or syntax are present in the assignment.

Citations, references, and formatting adhere to <-< guidelines with a few minor errors. < few minor errors in grammar, mechanics, or syntax are present in the assignment.

Citations, references, and formatting do not adhere to <-< guidelines.

)xtensive errors in grammar, mechanics, or syntax ma!e it difficult to read the assignment.

S2e &"& Re+ea* h P*!>e %

This paper a'# -ower-oint will present information regarding one of the following "ealth Ampairments that would qualify students under the ,ther "ealth Ampairment eligibility& Choose a topic from below. Qou can also go outside of the list below; however, approval is needed from the professor. -rader*;illi Syndrome TouretteKs Syndrome 'own Syndrome <ngleman Syndrome (ragile E Syndrome "ydrocephalus )pilepsy <'/"' "emophilia %ephritis =heumatic (ever Sic!le cell <nemia 'iabetes (etal <lcohol Syndrome

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"e uirements: ;rite 4 to 2 pages in length utili ing <-< formatting& which includes but is not limited to double spaced, 0P margins 9left, right, top, and bottom:, Times %ew =oman style writing, font si e 0, cover page, in*text citations, and a reference page. "esearch Paper and PowerPoint must address the following& 90: characteristics of the syndrome, 9.: causes, 94: treatment options, 92: effects on the child for learning and 9F: recommendations for teachers.

%ame RRRRRRRRRRRRRRRRRRRRRRRRRRRRR -roBect Title RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR Time& RRRRRRRRRRRRR

Re+ea* h P*!>e % R$=*&

C!'%e'% a'# De)el!25e'% A0 2!&'%+ 18 Re+ea* h a'# 9*&%e a *e2!*% a'# 2*e2a*e a P!9e*P!&'% !' !'e !" %he "!ll!9&'3 a+2e %+ !" %ea h&'3 +2e &al e#$ a%&!': P!&'%+ Ea*'e# 7A0 Additional Comments:

28

-rader*;illi Syndrome TouretteKs Syndrome 'own Syndrome <ngleman Syndrome (ragile E Syndrome "ydrocephalus )pilepsy <'/"' "emophilia %ephritis =heumatic (ever Sic!le cell <nemia 'iabetes (etal <lcohol Syndrome
-$+% =e 3 %! F 2a3e+ &' le'3%h 9F pts:

38 A##*e++ %he "!ll!9&'3: Characteristics of the syndrome 9F pts: Causes 9.5 pts: Treatment options 9.5 pts: )ffects on the child for learning 90F pts: %ew !nowledge gained from research 905 pts: =ecommendations for teachers 9F pts: -e ha'& + 10 P!&'%+ <ppropriate tone is used. 9. pts.: Sentences are complete and clear 9. pts.:. Spelling is correct. 9. pts.: <-< guidelines are followed& double spacing, Times %ew =oman style

P!&'%+ Ea*'e# 710

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writing, font si e 0., in*text citations, cover page, and reference page. 92

pts.:
P!9e*P!&'% P*e+e'%a%&!' 10 P!&'%+ ,rgani ed ideas in a logical way 92 pts.: $se of Disual <ids and Technology 9. pts.: -ictures and graphics improved the presentation or reinforced main points P!&'%+ Ea*'e# 710

9. pts.:
)ffective 'elivery and remained within the allocated time frame 9. pts.: T!%al 100 P!&'%+ O)e*all C!55e'%+: P!&'%+ Ea*'e# 7100

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COURSE ACINODLED.E-ENTS
S/lla=$+ S%a%e5e'% A am aware of all topics listed and described in the course syllabus **by reading the syllabus on my own and through class discussions. Such topics include, but are not limited to the following& course description; course sequence in the curriculum and pr*requisite information; instructor information and learning resources; relation to the mission of the $niversity and to the goals and purposes of School of )ducation; course learning obBectives; state and national standards covered 9Tex)S competencies, A'< standards, etc:; topical outline and learning strategies;; assessment for learning& requirements I grading standards;; H(U CLASS POLICIES 0 Plea+e *ea# %he +e !'#a*/ #! $5e'% $2l!a#e# %! (la @=!a*#G additional policies for this class& a%%e'#a' e, late wor!, missed tests and electronic devices; and the possibility of changes to the syllabus. TThe content of this syllabus and the attached agenda are subBect to change at the discretion of the professor.U

P*!"e++&!'al I'%e3*&%/ S%a%e5e'% To maintain and uphold the highest level of professional integrity and honesty, cheating and plagiari ing are not allowed. Cheating is a catch*all term for not doing your own wor!. ;ithin the broader view of cheating is the idea of using someone elseKs wor! in place of your own. This is called plagiarism and is not allowed in this class. Af a student cheats and/or plagiari es, then the student will receive a ?5@ for the assignment and/or fail the course. <ny attempt during a test to consult with notes or another person or to loo! at anotherKs test will constitute cheating. Af you share answers in any way, both students will receive a ?5@ for the test and/or fail this course. $sing stolen tests or ?borrowed@ tests 9any test that is not readily available to all members of the class: to study for an exam is cheating and will result in a ?5@ and/or course failure. DO NOT& copy another personKs paper/proBect/wor! or part of that and turn it in as your own; copy a paper/proBect from the Anternet and turn them in as your own; copy another paper/proBect 9or cut and paste parts of Anternet articles:, ma!e changes to it, and submit it as your own; include the wor! of others without documentation/reference 9Af seven or more words are ta!en directly from another source it must be quoted and referenced.:; submit a paper/proBect or large parts of a paper/proBect you have done for another class at "#$ or another institution to this class. 9<lways get a professorKs approval before using a prior wor! or topic from a different class.:; have someone write parts or all of your paper/proBect/wor! share your wor! with others; and, change references or ma!e up references. falsify fieldwor! documentation

#y signing this page, I a""&*5 that A have read and understand the contents of this course S/lla=$+ S%a%e5e'% a'# %he P*!"e++&!'al I'%e3*&%/ S%a%e5e'% . A understand that at any time during the course, A may request clarification, if needed.

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-rinted %ame

Signature

'ate

T<fter reading the course syllabus and this page, please 2*&'% a'# +&3' %h&+ form then turn it in to the professor.U

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-age .5 of .5