CPSE 402 - Section 004

Fall 2012

Section 004: 160 MCKB on T Th from 3:00 pm - 4:50 pm

Name: Heidi Abraham

Office Phone: 801-422-1690

Office Location: 237A MCKB

Email: heidiabe@gmail.com

Name: Caitlin McKinnon

Office Phone:

Office Location:

Email: caitlin.mckinnon@live.com

Course Information

Box Location

340 MCKB

Description

This course prepares future secondary classroom teachers to understand how students with exceptionalities learn, and to use basic strategies for meeting their educational needs.  Participants will identify the way individuals differ, the exceptionalities defined in the Individuals with Disabilities Education Act, strategies to instruct students with various learning needs, curricular adaptations and accommodations for students with disabilities, and ways to collaborate with parents and professionals.

Prerequisite

Admission to Secondary Education program or consent of instructor.

Material

Item

Vendor

Price (new)

Price (used)

INCLUSIVE CLASSROOM + WHAT EVERY TEACHER SHOULD KNOW PKG Required

by M, MASTROPIERI,

ISBN: 9781256421788

BYU Bookstore

$105.40

$79.05

Concurrent Field Experience

Work a minimum of 12 hours in a service opportunity that involves persons with disabilities.

 

                                    Service opportunities can be found by contacting the Center for Service at 422-8686 or visiting them online at centerforservice.byu.edu

 

                                    Additional service opportunity: Special Education Seminary – 1175 Birch Lane, Provo.  Call 370-6889 for information.

Learning Outcomes

Sensitivity

Demonstrate sensitivity to individuals with disabilities.

Effects of Diversity

Describe the effects of cultural, ethnic, and language diversity on the education of individuals with disabilities

IEP

Describe the steps in the Individual Education Program (IEP) process, including Individualized Transition Plans for students aged 14-22.

Research-supported Methods

Use research-supported methods for academic instruction of individuals with disabilities including explicit instruction, learning strategies, task analysis, and active participation.

Models and Strategies of Consultation

Describe models and strategies of consultation and collaboration including co-planning and co-teaching.

Definitions and Descriptions of Legal Structure

Define special education and describe the legal structure of services for individuals with disabilities, including the Individuals with Disabilities Education Act (IDEA).

Personal Philosophy

Develop a personal philosophy of special education which includes an understanding of the implications of Least Restrictive Environment as defined in IDEA.

Classroom Management Theories

Demonstrate knowledge of basic classroom management theories and an understanding of teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.

High and Low Incidence Disabilities

Describe the characteristics and educational implications of students with high and low incidence disabilities

General Curriculum

Demonstrate ability to identify and prioritize areas of the general curriculum and provide accommodations for individuals with exceptional learning needs

Grading Scale

Grade

Percent

A

93% to 100%

A-

90% to 92%

B+

87% to 89%

B

83% to 86%

B-

80% to 82%

C+

77% to 79%

C

73% to 76%

C-

70% to 72%

D+

67% to 69%

D

63% to 66%

D-

60% to 62%

E

0% to 59%

Grading Policy

All assignments are due at the beginning of class on the day assigned.  It is expected that all written work reflect the efforts of the individual student (with the exception of cooperative learning group projects).  Identical work submitted by two or more students will be regarded as plagiarism.  Late work is marked off 10% for each day it is late (not including weekends).

Participation Policy

The class sessions are designed with you in mind.  Please plan to attend each of them and to participate actively in the problem solving activities.  You will complete several in-class assignments that will count toward your grade.  You will work in cooperative teams throughout the semester.  Your participation in these teams will be valued.  It is important to share your experiences and insights. 

The Interstate New Teachers Assessment and Support Consortium (INTASC)

The INTASC standards center on five major propositions:  (1) Teachers

committed to students and their learning.  (2) Teachers know the subjects they teach and

how to teach those subjects to diverse learners.  (3) Teachers are responsible for

managing and monitoring student learning.  (4) Teachers think systematically about their

practice and learn from experience.  (5) Teachers are members of learning communities.

Assignment Descriptions

Study Guide #1

Due: Tuesday, Oct 23 at 3:00 pm

Study Guide #1.Fall2012.B2.doc  Download

Study Guide #2

Due: Tuesday, Oct 23 at 3:00 pm

Study Guide #2.Fall2012.B2.doc  Download

Study Guide #3

Due: Thursday, Oct 25 at 3:00 pm

Study Guide #3.Fall2012.B2.doc  Download

Study Guide #4

Due: Tuesday, Oct 30 at 3:00 pm

Study Guide 4.Fall2012.B2.docx  Download

Study Guide #5

Due: Tuesday, Nov 06 at 3:00 pm

Study Guide #5.Fall2012.B2.docx  Download

Study Guide #6

Due: Thursday, Nov 08 at 3:00 pm

Study guide #6.Fall2012.B2.docx  Download

Study Guide #7

Due: Tuesday, Nov 27 at 3:00 pm

Study Guide #7.Fall2012.B2.doc  Download

Study Guide #8

Due: Thursday, Nov 29 at 3:00 pm

study guide 8.Fall2012.B2.docx  Download

Co-Teaching Assignment

Due: Tuesday, Oct 30 at 11:59 pm

Co-Teaching Assignment.2012.doc  Download

IRIS Module

Due: Tuesday, Nov 06 at 3:00 pm

IRIS Module

Due: Thursday, Nov 15 at 3:00 pm

IRIS Module

Response to Intervention Plan #1

Due: Tuesday, Nov 27 at 3:00 pm

RTI Plan for Social Competence and Motivation.2012.doc  Download

Response to Intervention Plan #2

Due: Thursday, Nov 29 at 3:00 pm

RTI Plan for Language Skills.2012.doc  Download

Response to Intervention Plan #3

Due: Tuesday, Dec 04 at 11:59 pm

RTI Plan for Concept Formation.2012.doc  Download

Response to Intervention Plan #4

Due: Thursday, Dec 06 at 11:59 pm

RTI Plan for Memory and Attention.2012.doc  Download

Experiences working with a person with a disability

Due: Thursday, Dec 06 at 11:59 pm

Experiences in Working with Students with Disabilities.doc  Download

Point Breakdown

Assignments

Percent of Grade

Study Guides

22.86%

Study Guide #1

2.86%

Study Guide #2

2.86%

Study Guide #3

2.86%

Study Guide #4

2.86%

Study Guide #5

2.86%

Study Guide #6

2.86%

Study Guide #7

2.86%

Study Guide #8

2.86%

Co-Teaching Assignment

14.29%

Co-Teaching Assignment

14.29%

IRIS Modules

11.43%

IRIS Module

5.71%

IRIS Module

5.71%

RTI Plans

34.29%

Response to Intervention Plan #1

8.57%

Response to Intervention Plan #2

8.57%

Response to Intervention Plan #3

8.57%

Response to Intervention Plan #4

8.57%

Experiences

17.14%

Experiences working with a person with a disability

17.14%

Schedule

Date

Topics

Assignments

Th - Oct 18

Introduction to Course

Special Ed Law

Read The Inclusive Classroom Ch.1

T - Oct 23

Collaboration and the IEP

Study Guide #2

Study Guide #2.Fall2012.B2.doc  Download

Study Guide #1

Study Guide #1.Fall2012.B2.doc  Download

Read The Inclusive Classroom Ch. 2

Th - Oct 25

High Incidence Disabilities:  Learning Disabilities, Communication Disorders, and Intellectual Disabilities

Study Guide #3

Study Guide #3.Fall2012.B2.doc  Download

Read The Inclusive Classroom Ch. 3

T - Oct 30

Low Incidence Disabilities

Co-Teaching Assignment

Learner Characteristics

Study Guide #4

Study Guide 4.Fall2012.B2.docx  Download

Co-Teaching Assignment

Co-Teaching Assignment.2012.doc  Download

Read the Inclusive Classroom Ch. 4

Th - Nov 01

IRIS Module

Out of Class Assignment

T - Nov 06

RTI in Secondary Settings

Assessment and Accommodations

IRIS Module

Study Guide #5

Study Guide #5.Fall2012.B2.docx  Download

Read The Inclusive Classroom Ch. 5

Th - Nov 08

Struggles with Social Competence and Motivation in Secondary General Education Classrooms


Emotional Disturbance and Autism

Read The Inclusive Classroom Ch. 7

Study Guide #6

Study guide #6.Fall2012.B2.docx  Download

T - Nov 13

IRIS Module Functional Behavioral Assessment

Out of Class Assignment

Th - Nov 15

Struggles with and strategies for Reading and Writing in Secondary General Education Classrooms

IRIS Module

IRIS Module

T - Nov 20

Friday Instruction

Th - Nov 22

Thanksgiving Holiday

T - Nov 27

Struggles with and Strategies for Concept Formation in Secondary General Education Classrooms

Response to Intervention Plan #1

RTI Plan for Social Competence and Motivation.2012.doc  Download

Study Guide #7

Study Guide #7.Fall2012.B2.doc  Download

Read The Inclusive Classroom Ch. 6

Th - Nov 29

Struggles with and strategies for Memory in Secondary Education Classrooms

Response to Intervention Plan #2

RTI Plan for Language Skills.2012.doc  Download

Study Guide #8

study guide 8.Fall2012.B2.docx  Download

Read The Inclusive Classroom Ch. 10

T - Dec 04

Struggles with and strategies for Attention in Secondary Education Classrooms

ADHD

Response to Intervention Plan #3

RTI Plan for Concept Formation.2012.doc  Download

Th - Dec 06

Response to Intervention Plan #4

RTI Plan for Memory and Attention.2012.doc  Download

Experiences working with a person with a disability

Experiences in Working with Students with Disabilities.doc  Download

F - Dec 07

F - Dec 14

Final Exam:

160 MCKB

7:00am - 10:00am

University Policies

McKay School of Education Mission Statement

The mission of the David O. McKay School of Education is to improve learning and teaching in the school, home, church, and community worldwide

BYU Special Education Program Mission Statement

We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life.  We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service.  We specifically:

·       Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.

·       Prepare master special educators who provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors. 

·       Add to the knowledge base of special education and related disciplines through research.

·       Serve and advocate for learners with individualized educational needs and others who support them.

 

 

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours).

Student Disability

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

Statement on Diversity

The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society.  In this course students will learn methods and material that may be adapted to various settings and contexts.  Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.