Andrews University

EDTE228

Psychology and Education of Exceptional Children

(2-3 semester credits, Spring, 2007)

To Educate is to Redeem

Instructor - Donna Jeffery, EdS, Licesnsed School Psychologist

Home Phone 269.471.5229
Fax: 269.471.6540
E-mail: djeffery@andrews.edu
Office Hours: Anytime by appointment or e-mail

Course Webpage: http://www.andrews.edu/~djeffery

Class Time: 3:30 to 6:20 pm Wednesday - January 10, through May 2, 2007

** additional time outside of class is required for clinical experiences and course requirements/activities

EDTE228 provides a, "A comprehensive survey of the psychological and educational needs of exceptional children. Strategies for incorporating an exceptional student into regular classroom and for supporting the exceptional child in the community. The instructor reserves the right to change the schedule if necessary for the understanding of students in the class.

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Each student will:

Develop appropriate attitudes toward persons with disabilities.

Understand the needs of both low and high performing students.

Provide the conceptual background for further study in the area of special education.

Provide basic information for teachers and psychologists who are faced with a student who has exceptional needs.

Objectives for Michigan Special Education/Learning Disabilities:

Students will read textbook information and take quiz assessments over chapter readings to measure their knowledge of disabilities. Additionally, students will engage in special education classroom observations, bringing this information into classroom discussions regarding the educational implications of disabilities observed.

Students will read textbook information and discuss in class the continuum of least restrictive program delivery systems, which include all the levels of service and the process of referral from general screening to full evaluations. These discussions will come to life for students when they meet teachers and parents who come to the classroom to speak with them about authentic children and classrooms and when the students spend time observing and evaluating special education classrooms across a range of settings.

Students will read textbook information and discuss in class the roles and organizational structures of general education and special education. Particular attention will be paid to the referral process, collaboration, high stakes accountability, and the ethics of teaching all students. This will further be addressed in the requirement of evaluating special education classroom observations across a range of settings.

Students will read textbook information, discuss in class, and take quiz assessments over chapter readings to measure their knowledge of state, federal laws, rules, and regulations. Disability label definitions will be discussed along with the 6 principles of IDEA, case law that contributed to the initiation of special education laws, and additional federal civil right protections. Application of this information will be demonstrated by student discussions.

Students will read textbook information, discuss in class, and take quiz assessments over chapter readings to measure their knowledge regarding the historical and philosophical background of the education of students with disabilities and knowledge of attitudes toward students with disabilities. Additionally, students will track the reasons why special education began and how it has progressed over time via case law and advocacy groups to the present federal regulations. Class activities will be enhanced by the involvement of teachers and parents who bring an authentic perspective to the conversation.

Students will investigate and observe individual differences relative to disabilities and report this information in group discussions.

Michigan Language Arts:

Students will read information in the textbook regarding the value of all learner abilities. They will evaluate films, biographies, autobiographies, Internet sites, and authentic classrooms, which concentrate on diversity and respect relative to the ability of an individual and their contribution to society.

Students will read textbook material on understanding the needs of diverse learners. Additionally they will practice teaching instructional interventions to meet the needs of students with diverse needs.

Students will spend 25 hours observing and then evaluating special education classroom instruction across a range of settings, which represent a wide variety of student cultures, abilities, and languages.

Students will read and discuss the legal requirements of an Individualized Educational Program (IEP) and the relationship between Long Term Annual Goals and Short Term Objectives within the IEP. Additionally, students will construct unit and lesson plans in the areas of reading, written language, and mathematics. These plans will contain long term goals, short term objectives and daily student outcomes.

Students will define what the components of reading instruction are and how they would vary instruction for the beginning and advanced reader. Additionally, they will implement effective reading interventions for the struggling reader to improve phonological awareness, word identification, oral reading rate, and comprehension. Implementation will reflect an understanding of a student's culture and language on reading acquisition, comprehension and instructional needs along with understanding of how contextual factors in the classroom can influence students' learning and reading (grouping, integration across curriculum, assessment).

Students will read and discuss information on multicultural curricula and interventions for diversified instruction (i.e., IDEA categories). They will reflect in journals about these experiences with analyses tied to textbook readings.

Students will evaluate websites emphaizing the teaching of children with exceptional learning needs.

Michigan Reading:

Students will read textbook material regarding the theories of language development, cognition, and learning.

The students will use textbook information gained and observation experiences to participate in class discussion about the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning processes specific to diverse populations.

Students will observe in a variety of special education 1-12 educational settings and write an evaluative analysis of the experience in preparation for career applications.

Students will read information in the textbook regarding the value of all learner abilities. They will evaluate films, biographies, autobiographies, Internet sites, and authentic classrooms, which concentrate on diversity and respect relative to the ability of an individual and their contribution to society.

Students will read textbook material on understanding the needs of diverse learners. Additionally they will practice teaching instructional interventions to meet the needs of students with diverse needs.

Finally, students will spend 25 hours observing and then evaluating special education classroom instruction across a range of settings, which represent a wide variety of student cultures, abilities, and languages. Students, during their authentic classroom observation experiences, will engage in conversations about literacy and instruction with education professionals. The information gained will be reflected in the evaluative produce the student prepares.

Students participate in textbook reading, Internet research, film reviews, bio/autobiography reading, authentic classrooms observations, and classroom discussions.

The students then develop their critical thinking skills by combining these experiences into one synthesis/evaluative product, which is presented in written, visual, and/or oral format.

Students will read textbook material regarding involvement, support, and communication with parents in an ongoing and collaborative manner. Following the reading of the textbook material, students will participate in classroom discussion regarding the implementation techniques necessary to promote and sustain positive educator/parent relationships.

Students will define what the components of reading instruction are and how they would vary instruction for the beginning and advanced reader. Additionally, they will implement effective reading interventions for the struggling reader to improve phonological awareness, word identification, oral reading rate, and comprehension. Implementation will reflect an understanding of a student's culture and language on reading acquisition, comprehension and instructional needs along with understanding of how contextual factors in the classroom can influence students' learning and reading (grouping, integration across curriculum, assessment).

Students will participate in hands-on experiences using assistive technologies to improve reading and writing skills for diverse learners.

Michigan History & Political Science:

Secondary pre-service political science teachers and elementary, as well as secondary, pre-service history teachers describe the characteristics and educational needs of learners from various backgrounds with emphasis placed on meeting these students' educational needs in general classrooms.

You will be introduced to a broad range of theories, laws and concepts relevant to special education. It will be necessary to pay attention to the learning of basic factual information. You will also be encouraged to engage in higher level learning such as application and problem solving.

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Smith, D. D. (2007). Introduction To Special Education: Making A Difference (6th ed.). Allyn and Bacon, Boston, MA.

Policies and laws of your state: Michigan, Indiana,

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CONCEPTUAL FRAMEWORK ELEMENTS and KNOWLEDGE BASES of the School of Education, Andrews University

The mission of the School of Education (SED) at Andrews University is to serve an international clientele, preparing educators for excellence in thinking, teaching, service and research. As companions in learning, students and faculty are committed to global Christian service. The mission is succinctly captured in the phrase "To educate is to redeem" through harmonious development of students for service. The mission is expressed through six elements which reflect the ideal development for all graduates of the School of Education. They are:

1. Worldview - addresses appreciation of the perspective of others and development of a personal philosophy from which action and service arise; (WV)

2. Human Growth and Change - addresses principles of growth, development, and learning, and the use of these principles to effect positive change; (HGC)

3. Groups, Leadership and Change - addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations; (GLC)

4. Communication and Technology - addresses oral, written, intrapersonal and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning; (CT)

5. Research and Evaluation - addresses valuing and conducting disciplined inquiry for decision-making; (RE)

6. Personal and Professional Growth - addresses commitment to holistic personal and professional growth. (PPG)

We serve an international clientele by preparing professionals for leadership and administration from the perspective of Christian service in a global setting. This is put into practice through the cooperative effort between students and professors in the exchange of information in research, and participation in field-based experiences.

These are the course requirements:

1. Attendance and Participation (5% of Final Grade)

Students are encouraged to attend class regularly, having read the assigned readings. The instructor expects that regularly attending classes will significantly improve your ability to learn and recall the basic factual information presented in this course. The instructor also reserves the right to give the benefit of the doubt to those students who have contributed to the quality of the lectures by their participation. Asking questions and giving opinions during lectures is encouraged. It is your active participation that earns the good will of this teacher.

Students will also participate in class discussions by providing a minimum of 5 current event items involving special education programs, or individuals with special needs.

2. Examinations/Quizzes (30% of Final Grade)

There will be three exams over assigned material. Chapters 1 - 5, Chapters 6 - 10, Chapters 11 - 14. Each exam will include related materials presented during class times. Students will know before each test what will be covered on the test. There will be a pre and post quiz activity each week over the assigned reading.

3. Application Activities - Field Experience (25% of Final Grade)

Students are required to spend 18 hours observing and assisting in a special education program. This should include at least three types of classroom experience (i.e. inclusion, resource room, self-contained, day treatment or residential). Students are expected to become involved with the learning of the children, as directed by the classroom teacher. A log of your activities must be signed by the teacher, or other professional observed, and submitted by the final class time of the semester. You may copy the log form here.

4. Application Activities - Video Reviews (10% of Final Grade)

Choose three films about individual's with special needs, from a list on reserve in the James White Library. You may also view a film of your choice with the instructor's approval. Answer the following questions about each one:

Briefly summarize the film

Explain whether individuals with cultural differences and/or exceptionalities were portrayed realistically, stereotypically, or as superhumans

Discuss whether other people had high or low expectations for the individual(s) with disabilities or cultural differences

How did the individual(s) with disabilities or cultural differences make positive contributions to the lives of others

Describe the strengths that were portrayed of the individual(s) with disabilities or cultural differences

How did the individual(s) with disabilities or cultural differences have the opportunity to make choices regarding important life decisions

Discuss the relationships the individual(s) with disabilities or cultural differences had with people without disabilities or who were not from the same culture

Explain whether the individual(s) with disabilities or cultural differences seemed to have the rights of other citizens

What did you learn about individuals with exceptionalities or cultural differences from watching the film

5. Application Activities - Internet Site Reviews (5% of Final Grade)

You are to locate 3 Internet websites which can provide assistance and support to you as a professional in school who would have an individual(s) with disabilities or cultural differences in your classroom. Describe the site in such a way that a person who has not visited the site can visualize it and know what information is available at the site. Your type written description and evaluation should be 1 full page per Internet site.

6. Major Paper (25% of Final Grade)

Major Paper - Each student must choose an area of related interest (disability, disorder…) and read a least 4 primary, peer reviewed, research papers on the current thinking and findings in the area. The student will then write a research review covering all 4+ sources (minimum 7 pages, 10 pt. font size, double spaced, not to exceed 12 pages). It must be integrated and deal with apparent contradiction in the field. It must be written in APA style and in the students own words. See helps for writing research reviews here.

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NB The following table outlines the standards used for evaluating the major paper assignment above.

A	B	C	D
Tightly focused writing relating to a narrow topic.	Generally focused on single topic.	Somewhat focused on broad topic.	Scattered random writing without focus.
A high degree of conceptual development	Indicates good ability to conceptualize	Concept discussed but not well developed.	Little if any conceptualization.
Properly documented where sources used.	Outside sources given proper credit.	Outside sources alluded to.	No credit given to sources used.
Excellent organization and logical progression of thought.	Good organization and logic.	Moderately well organized, but logical progression not evident.	Poorly organized with little or no logic evident.
Excellent use of prose in capturing the essence of referenced material.	A good job of summarizing the material reviewed.	Much paraphrasing of other material.	Mostly paraphrased or copied; not really the authors own work.
Syntax and grammar excellently done. Well edited material.	Only a few errors of minor significance.	A number of errors. Not well edited.	Many errors. Poor grammar and sentence structure.
Complete yet concise discussion of the issue.	Concise and generally recognizes most aspects of the topic.	Topic appears to be one-sided with aspects of the topic missing. Overly verbose.	Incomplete discussion of the issue. Major points ignored.
Opinion based on fact, research or scholarly authority.	Generally good evidence given in support of opinion.	Evidence only somewhat supports opinion.	Opinion entirely unsupported.

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EDTE228 - Determination of Final grades

Final Grades for the entire course (3 credits) are based on the following distribution of points.

Percent of Grade

Attendance & Participation

5 %

100 pts.

Examinations/Quizzes

30 %

290 pts.

Application Activities - Field Experience

25 %

300 pts.

Application Activities - Video Reviews

10%

60 pts.

Application Activities - Internet Site Reviews

5 %

50 pts.

Major Research Paper

25 %

100 pts.

Final Grade

100%

900 pts.

Suggested Grade Scale: A (95-100), A- (90-94.9), B+ (85-89.9), B (80-84.9), B- (75-79.9), C+ (70-74.9), C (65-69.9)

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ACADEMIC HONESTY POLICY

The submission of work which includes the work or ideas of another without citing or attributing them to their author possibly constitutes plagiarism. Assignments which are plagiarized will be given a failing grade and their authors treated in accordance with AU Honor Code on academic dishonesty as stated in the Andrews University Academic Calendar.

AFFIRMATIVE ACTION STATEMENT

The School of Education, and the University are committed to providing appropriate support for students with documented disabilities, including learning disabilities. Any student who has a documented disability may identify him/herself to the teacher at the beginning of the semester so that reasonable accommodations or arrangements can be made.

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Books/Articles

Hammeken, P. A. (1997). 450 Strategies for success: A practical guide for all educators who teach students with disabilities. Minnetonka, MN: Peytral Publications.

Hoover, J. J, & Patton, J. R. (1997). Curriculum adaptations for students with learning and behavior problems: Principles and practices (2nd ed.). Austin, TX: Pro-Ed.

Mastropieri, M. A., & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Merrill Prentice Hall.

Meyen, E. L., Vergason, G. A., & Whelan, R. J. (1996). Strategies for teaching exceptional children in inclusive settings. Denver: Love. Miller, S. P. (2002). Validated practices for teaching students with diverse needs and abilities. Boston: Allyn and Bacon.

Pierangelo, R., & Giuliani, G. A. (2001). What every teacher should know about students with special needs: Promoting success in the classroom. Champaign, IL: Research Press.

Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2001). Teaching students with special needs in inclusive settings (4th ed.). Boston: Allyn and Bacon.

Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D. (2002). Exceptional lives: Special education in today's schools (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Wood, J. W. (2002). Adapting instruction to accommodate students in inclusive settings (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Online Articles

http://www.beachcenter.org/ http://www.soe.ku.edu/sped/research/outreach.php

http://www.ablongman.com/html/productinfo/smithintro6e/images/Smith_Chapter01.pdf

http://college.hmco.com/education/kirk/educating/10e/students/ace.html

http://college.hmco.com/education/resources/res_prof/students/spec_ed/index.html

http://college.hmco.com/education/resources/res_prof/students/spec_ed/pande_resources/sped_resources.html

http://college.hmco.com/education/resources/res_prof/students/spec_ed/links/index.html

http://college.hmco.com/education/resources/res_prof/students/spec_ed/legislation/index.html

http://college.hmco.com/education/resources/res_prof/students/spec_ed/tools_support/index.html

http://college.hmco.com/education/resources/res_prof/students/spec_ed/reform_standards/prof_standards.html

http://college.hmco.com/education/kirk/educating/10e/students/ace.html

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	Percent of Grade
Attendance & Participation	5 %	100 pts.
Examinations/Quizzes	30 %	290 pts.
Application Activities - Field Experience	25 %	300 pts.
Application Activities - Video Reviews	10%	60 pts.
Application Activities - Internet Site Reviews	5 %	50 pts.
Major Research Paper	25 %	100 pts.
Final Grade	100%	900 pts.