CPSE 300 - Ex Students: Principles of Collaboration

Spring 2013

Section 002: 160 MCKB on M W from 10:00 am - 11:50 am

Instructor/TA Info

Instructor Information

Name: JoAnn Munk
Office Location: 237 E MCKB
Office Phone: 801-422-9133
Email: joann_munk@byu.edu
Name: Barbara Smith
Office Location: 340R MCKB
Office Phone: 801-422-8396
Email: barbara_smith@byu.edu
Name: Katie Steed
Office Location: 237 C MCKB
Office Phone: 801-422-1408
Email: katie_steed@byu.edu

TA Information

Name: Danielle Peck
Email: daniellemdewaal@gmail.com

Instructor/TA Info

Instructor Information

Name: JoAnn Munk
Office Location: 237 E MCKB
Office Phone: 801-422-9133
Email: joann_munk@byu.edu
Name: Barbara Smith
Office Location: 340R MCKB
Office Phone: 801-422-8396
Email: barbara_smith@byu.edu
Name: Katie Steed
Office Location: 237 C MCKB
Office Phone: 801-422-1408
Email: katie_steed@byu.edu

TA Information

Name: Danielle Peck
Email: daniellemdewaal@gmail.com

Course Information

Description

This course prepares future elementary classroom teachers to understand how students with exceptionalities learn, and how to use basic strategies to meet their educational needs.

Guiding Model

Teachers have a responsibility to oversee the education of all students in their classroom and for collaborating with others to determine appropriate education for students with exceptional learning needs. Teacher candidates will learn how universal design for learning (UDL) allows teachers to adapt curriculum, customize the delivery of instruction, and assess students in ways that permits students to demonstrate mastery of the curriculum. Teacher candidates will also learn how to evaluate the academic/social performance of their students and how to initiate interventions when students are at-risk for failure. They will learn how to make instructional accommodations/adaptations that meet the educational needs of students who qualify for special education services and collaborate with others in ensuring an appropriate and effective education for all students.

Download syllabus file for full chart

Other Assignments

Assignment #1: Disability Awareness Assignment

Teacher candidates will complete ONE of the following: (1) family history analysis, (b) personal interaction analysis or (c) children’s book analysis. A description of each follows:

 

1.     Analysis of Personal History. Most families have member who were born with or acquired disabilities sometime in their lifetime. The purpose of this assignment is to learn more about these individuals and the history of your family’s response to those persons. Interview relatives to find out as much as you can about these family members. Spending time with those with disabilities can also be insightful. The person with a disability may be you. Learn what impact your disability had on your parents and other family members.  

o   Provide a concise, clear summary of how you went about your inquiry including dates, times, persons interviewed or interacted with, methods for inquiry, questions asked, and what you learned.

o   Answer the following questions in a well-developed reflection on your inquiry and analysis of your findings:

1.     Describe your emotional, intellectual and behavioral responses to the exercise. How did the interview make you feel? What did it make you think? What did you want to do after conducting this interview?

2.     What has been discussed in class that ties into what you learned in the interview? Make direct reference to how you have integrated new understandings and made connections with class lectures, discussions, readings, and in-class activities.

3.     What did you learn about individuals with exceptionalities or cultural/personal response from completing this exercise?

4.     How do others in your family view this person with a disability? What is your perception of disabilities?

 

2.     Analysis of Personal Interaction with an Individual with Disabilities. Provide a summary of an interaction with an individual with disabilities that you engaged in or observed. This interaction should have occurred within the last year. Provide information about when and where the interaction took place, who was involved in the interaction, and what happened. Describe the person with a disability that the interaction revolved around. Please use first names only or pseudonyms to protect the confidentiality of those involved.

o   Describe your initial response to the interaction, and then dig deeper. Reflect on your own personal response to the interaction. What assumptions were challenged? What did you learn from the interaction?  Consider how this interaction compares and contrasts with what you are learning about individuals with disabilities.

·       Describe your emotional, intellectual and behavioral responses to the interaction. How did this interaction make you feel? What did it make you think? What did you want to do after this interaction?

·       What has been discussed in class that ties into what you experienced in this interaction and the comments you’ve made? What was your personal reaction to the interaction or connections you made with what you’ve experienced or learned?

·       Do you think people would have a more positive attitude about people with exceptionalities if they interacted with this individual? If so, explain why? What negative attitudes or beliefs about people with disabilities do you think might be subtly or not so subtly reinforced?

·       What did you learn about individuals with exceptionalities from this interaction? What is your perception of disabilities?

·       Did you notice other peoples’ reactions to this person? What were their perceptions of this person with a disability?

 

3.     Children’s Literature Analysis. For this assignment, a list of Children’s Literature that includes characters with disabilities is posted on Learning Suites.  Please review one of the books on the list provided. The purpose of this assignment is to analyze how individuals with disabilities are portrayed in children’s literature.  Read the book and briefly summarize the plot.  Using what you are learning about specific disabling conditions, analyze whether the information presented is correct.  Reflect on how this book impacts your perception of disabilities and determine if this book would be appropriate for a disability awareness lesson in your classroom. The analysis should include the following:

1.     The title and author of the book.

2.     A brief summary of the book.

3.     Describe your emotional, intellectual, and behavioral responses to the book. How did this book make you feel? What did it make you think? Did the book motivate you to do anything?

4.     Analyze whether the information presented about the disabling condition is accurate. Be specific in providing examples from the book and comparing the information in the book with information available about the disabling condition.

5.     Discuss how this book would influence children’s perceptions of disability.

6.     Describe how you would use this book to teach about disabilities. Would you use this book in your class?  If you would, explain why.  If not, explain your reasons for not using the book

 

Assignment #2: Disability Presentation

With a group you will choose one of the disability categories, research the disability and create a professional presentation. Be sure to use the resources provided in Content/Assignments/Disabilities tab on Learning Suite. As a group you will present the information you have researched in class. Your presentation should include the following:

  1. Briefly provide information about the disabling condition and how the conditions are manifested in the general classroom. Cite References (4 points)
  2. Provide general suggestions for teaching students with this condition. Cite References (3 points)
  3. Describe at least two (2) specific accommodations/teaching strategies (e.g., multisensory learning, graphic organizer, mnemonic device, etc.) Cite References (3 points)
  4. Demonstrate one of the strategies to the class. For this demonstration, assume that you are teaching a student in your future class to use your strategy. You will sequence the steps of the strategy and teach as if your classmates have the disability you have researched.  (e.g., questions, guided notes, choral responding, brief activity). Cite References (4 points)
  5. Create a handout of the sequence of steps necessary to teach the strategy to a student. Post this handout on Digital Dialog under :Disability Presentation." (2 points)
  6. Provide a hard copy of the outline for the professor. (2 points)
  7. Peer evaluation (2 points)

Assignment #3: Church Accommodation Assignment

You will select one of the two following case studies accompanied with the resources below, and write a one page response on how you could best support the needs of the leaders and parents. Be sure to cite how you used the resources provided to formulate your response.

 

Case Study #1:

A Primary President comes to you with concerns about a child named Jose in Sunbeams who has recently been diagnosed with Autism. In his last ward, his parents were asked to just stay with him in nursery at all times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents right beside him. Jose gets easily over stimulated with noises and people, he struggles with sitting in his seat longer than a few minutes at a time, gets extremely bothered when things interrupt the typical routine and has a tendency to throw small objects because he likes to watch as they move through the air.

 

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child with a disability. She has come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Jose successfully access Primary to his fullest extent possible.

 

OR

 

Case Study #2:

A Primary President comes to you with concerns about an 8 year old child named Sterling who has difficulty reading and is frequently disruptive in class. In his last ward, his parents were asked to just stay with him through their meeting times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents with him. Sterling gets bored easily and frequently refuses to read any of the class materials. He makes noises and bothers the kids who sit next to him for the majority of the time.  

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child like Sterling. Sterling’s parents are also frustrated, and his mom is frequently seen leaving church crying because she does not know how to handle him and help his primary teacher. The parents and primary president have come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Sterling successfully access Primary to his fullest extent possible.

 

Resources:

LDS Disability Specialist Calling: http://www.lds.org/callings/disability-specialist?lang=eng

 

LDS Disability Resources: http://www.lds.org/topics/disability?lang=eng

 

Members with disabilities: http://www.lds.org/handbook/handbook-2-administering-the-church/selected-church-policies?lang=eng#21.1.26

 

 

Advice for Dad: http://www.lds.org/tools/print/article/narrow/?lang=eng&url=/children/resources/tips/2012/03

 

 

               

 

 

Other Course Assignments                                             Points Possible

·       Disability Awareness Assignment                                10 points

        Disability Presentation                                                           20 points

·       Church Accommodations Assignment                         10 points

 

Subtotal                                                                                40 points

Field Study Assignments

Teacher candidates are required to complete a 10-hour field experience as part of this course. Placements are made through the BYU Center for Service and Learning (Fall and Winter Semesters only.) Spring Term refer to letter sent by instructors. 

 

Assignment #1: Arrange for and complete the field experience

Teacher candidates must complete the following steps to arrange their field experience:

·       Register with the Center for Service and Learning (2330 Wilkinson Center) TOPS program during the FIRST WEEK OF THE SEMESTER. *Fall and Winter only

·       Give the teacher the letter to cooperating teacher (Forms found in the packet provided and in the Content/Assignments/Forms tab of Learning Suite)

·       Discuss the assignment for this course, and obtain his or her signature on the Practicum Contract Sheet (see form location above). You will work out a time frame that works both with your schedule and the teacher’s classroom schedule.  You should spend time with one or more students who are experiencing difficulty academically (i.e., learning to read, write, spell, or solve mathematic problems). Ten total hours are to be completed during the semester. Logging less than ten hours will result in your grade being lowered by one letter grade per hour missed. Logging less than seven hours will result in a failing grade.

·       Complete the Log of Attendance form (see form location above) and submit at the end of the semester.

 

Assignment #2: Practicum Reflection Log

This assignment consists of four parts. (a) Log the time spent working with student, as well as the date, location and activity. (b) Describe the learning activity and any learning characteristic observed for the student with whom you are working. (c) List or describe how and/or what you did to assist the student with the assigned learning activity. (d) List and reference an accommodation that addresses the concern. Use the Practicum Reflection Log provided in Field Experience packet and on Learning Suite.

 

Assignment #3: Praise Notes

Teacher candidates must create a praise note and present 10 praise notes to various students. The praise note should include spaces for (a) the name of the student, (b) a description of the specific behavior that the student engaged in during the day, and (c) your signature. Both a log of who received the note (a variety of student names should be listed), the dates, and the specific behaviors that prompted each note must be listed. Also, a copy of the praise template must be submitted to receive maximum points.  In addition, write a paragraph on this experience, specifically reflecting on the observed change(s) in your behavior and the students’ behaviors as a result. Share how you will apply what was learned from this assignment in your future classroom. (Field Experience packet and on Learning Suite).

 

Assignment #4: Visit to the Resource Room.

Schedule a visit to a school’s resource room by contacting the teacher in advance. The purpose of this assignment is for you to learn about the resource room placement option for educating students with disabilities and to demonstrate your knowledge of teacher roles and responsibilities.  During your visit, discuss with the teacher his/her roles and responsibilities for educating students with disabilities.

Remember to schedule your visit in advance. And be respectful of the teacher’s schedule while you are there.

 

Include the following in a one-page (double-spaced, 12 pt. font) write-up: 

1.     Describe setting, grade level, students, teacher’s background and physical environment.

2.     State the teacher’s instructional objective on that particular day and the curriculum content (be as specific as possible).

3.     Describe the service delivery model.  For example, is it a pullout resource setting?  (Is it a setting in which basic skills or a particular subject is being taught?)

4.     Based on what you have learned thus far, evaluate the model.  (Is it effective? If so in what way?  Would changes make the model more effective?  If so, what are those suggested changes?

 

Assignment #5: Practicum Written Report

  • 1.     Describe your moral/ethical and legal responsibilities for educating students with disabilities (include the six components of IDEA), specifically the students you worked with.

2.     Analyze your response to working with students with learning problems during your field experience.  Provide specific examples of how you felt, or how you interacted with the student. Discuss how your feelings influenced your teaching.  Describe how the knowledge you have acquired and your experience working with your student have shaped your perception of disability. Be specific. Describe your perceptions of disability and analyze how your experience and the knowledge you have gained have shaped your perception of disability.  

 

 

Field Experience Assignments                                    Points Possible

1.        Arrange for and complete the field assignment         5 points

2.        Practicum Reflection Log                                          50 points        

3.        Praise Notes                                                              20 points

4.        Visit to a Resource Room                                          10 points

5.        Practicum Written Report                                          15 points

 

Subtotal                                                                              100 points

Final EXAM Project

Final EXAM Project

This project has 4 parts: (a) case study, (b) unit plan, (c) Tier 2 intervention plan, and (d) accommodation plan.  You will work in pairs to complete this assignment. Given that this is a collaborative project, you will also analyze your collaboration experience.  You will create a written report for your project, as well as present your final project to the class. Some of the elements will be submitted separately, but should be placed in the final written product you submit. You will write a case study which you will use as the foundation for this project.  The case study will describe a typical elementary classroom and include one case study for a student at-risk and one for a student with disabilities.

 

                  A. Case Study

FOR SPRING TERM 2013 THE CASE STUDY WILL BE PROVIDED. YOU WILL USE THE INFORMATION IN THE CASE STUDY TO COMPLETE THE EXAM

Write a case study of one “typical” elementary classroom. You may use your field experience to help generate the case study although it should not represent the exact classroom in which you worked. Include in your case study:

                  Classroom

Provide a description of the classroom (e.g., grade level, teacher’s background) and the students (e.g., number, gender, ethnicity, disabilities).

2 Students 

Provide a detailed description of one student at-risk for disabilities and one having a disability, including student’s age, gender, ethnicity; family background; experience in school; student’s interests’ learning characteristics (e.g., strengths, challenges, disabilities) and how they impact learning.

                 

                  B.  Unit Plan

FOR SPRING TERM 2013 YOU WILL USE AN OBJECTIVE FROM THE UT STATE CORE AND WRITE IT IN ABCD FORMAT FOR THIS PART OF THE EXAM.

Create a unit plan for the case study class using core curriculum standards for that grade level and UDL principles discussed in class. You may select the content and core curriculum standard.  THE UNIT PLAN TEMPLATE AND AN EXAMPLE WILL BE POSTED IN LEARNING SUITE AND HANDOUT OUT IN CLASS THE FIRST OR SECOND WEEK OF CLASS. 

 

                  C. Tier 2 Intervention Plan

Based on the case study of a student who is at-risk of having a disability create a Tier 2 intervention plan by (a) writing a goal in an areas in which the student is struggling, (b) planning what you and others can do to help the student meet the goal, and (c) describing how you will measure and report progress.  THE TEMPLATE AND EXAMPLE WILL BE POSTED IN LEARNING SUITE THE FIRST OR SECOND WEEK OF CLASS.

 

                  D. Accommodation Plan

Based on the case study of a student who has a disability, you will create an accommodations plan by (a) identifying the specific area(a) in which the student is struggling, (b) planning 2 different accommodations to help the student master content of the unit plan, and (c) describing how you will measure and report progress.  SEE TEMPLATE AND EXAMPLE POSTED IN LEARNING SUITE.

 

                  Written Report

                  Your written report will be submitted as a pair and should include:

·       The case study (as described earlier)

·       The unit plan

·       A description of the Tier 2 intervention plan for the at-risk student including how you will measure and report progress

·       An outline of how you would teach the 2 accommodations for the student with disabilities including how will measure and report progress

·       An analysis of the collaboration experience (e.g., working with your partner). Rate your contributions and your partner’s contributions (1 to 5 scale – 5 outstanding, 1 completely inadequate). Discuss your successes and/or challenges collaborating.

 

                  Presentation

                  The oral presentation in class will consist of:

·       A description of the case study

·       A description of the unit plan including and explanation of how it meets UDL criteria (provide copies to the class)

·       A description of the tier 2 intervention and assessment plan (provide copies to the class)

·       A description of the accommodations and assessment plan (provide copies to the class)

·       A demonstration of the 2  accommodations

 

Final EXAM Project:

Total Points                                  100 points

Assignments

Assignment Description

Ch. 1. Video 1: Foundations: Aligning Instruction with Federal Legislation.

May
06
Due: Monday, May 06 at 10:00 am

Write a statement (3 sentences) about how you will apply the principles from the video in your future class.  Save the statement in a Word document and submit  through Learning Suite before class.

Interactive Quiz 1

May
06
Due: Monday, May 06 at 10:00 am

Interactive Quiz 2

May
08
Due: Wednesday, May 08 at 10:00 am

Field Assignment 1 (Contract)

May
08
Due: Wednesday, May 08 at 10:00 am

Fat City Notes

May
08
Due: Wednesday, May 08 at 12:00 pm

In-class DVD notes

Interactive Quiz 5

May
13
Due: Monday, May 13 at 10:00 am

Ch.5 Video 1: Amy

May
13
Due: Monday, May 13 at 10:00 am

Write a statement (3 sentences) about how you will apply the principles from the video in your future class.  Save the statement in a Word document and submit  through Learning Suite before class.

Ch. 5 Video 2: Rebecca and Ben

May
13
Due: Monday, May 13 at 10:00 am

Write a statement (3 sentences) about how you will apply the principles from the video in your future class.  Save the statement in a Word document and submit  through Learning Suite before class.

Disability Awareness Assignment

May
13
Due: Monday, May 13 at 10:00 am

Assignment #1: Disability Awareness Assignment

Teacher candidates will complete ONE of the following: (1) family history analysis, (b) personal interaction analysis or (c) children’s book analysis. A description of each follows:

 

1.     Analysis of Personal History. Most families have member who were born with or acquired disabilities sometime in their lifetime. The purpose of this assignment is to learn more about these individuals and the history of your family’s response to those persons. Interview relatives to find out as much as you can about these family members. Spending time with those with disabilities can also be insightful. The person with a disability may be you. Learn what impact your disability had on your parents and other family members.  

o   Provide a concise, clear summary of how you went about your inquiry including dates, times, persons interviewed or interacted with, methods for inquiry, questions asked, and what you learned.

o   Answer the following questions in a well-developed reflection on your inquiry and analysis of your findings:

1.     Describe your emotional, intellectual and behavioral responses to the exercise. How did the interview make you feel? What did it make you think? What did you want to do after conducting this interview?

2.     What has been discussed in class that ties into what you learned in the interview? Make direct reference to how you have integrated new understandings and made connections with class lectures, discussions, readings, and in-class activities.

3.     What did you learn about individuals with exceptionalities or cultural/personal response from completing this exercise?

4.     How do others in your family view this person with a disability? What is your perception of disabilities?2.     Analysis of Personal Interaction with an Individual with Disabilities. Provide a summary of an interaction with an individual with disabilities that you engaged in or observed. This interaction should have occurred within the last year. Provide information about when and where the interaction took place, who was involved in the interaction, and what happened. Describe the person with a disability that the interaction revolved around. Please use first names only or pseudonyms to protect the confidentiality of those involved.

o   Describe your initial response to the interaction, and then dig deeper. Reflect on your own personal response to the interaction. What assumptions were challenged? What did you learn from the interaction?  Consider how this interaction compares and contrasts with what you are learning about individuals with disabilities.

·       Describe your emotional, intellectual and behavioral responses to the interaction. How did this interaction make you feel? What did it make you think? What did you want to do after this interaction?

·       What has been discussed in class that ties into what you experienced in this interaction and the comments you’ve made? What was your personal reaction to the interaction or connections you made with what you’ve experienced or learned?

·       Do you think people would have a more positive attitude about people with exceptionalities if they interacted with this individual? If so, explain why? What negative attitudes or beliefs about people with disabilities do you think might be subtly or not so subtly reinforced?

·       What did you learn about individuals with exceptionalities from this interaction? What is your perception of disabilities?

·       Did you notice other peoples’ reactions to this person? What were their perceptions of this person with a disability?3.     Children’s Literature Analysis. For this assignment, a list of Children’s Literature that includes characters with disabilities is posted on Learning Suites.  Please review one of the books on the list provided. The purpose of this assignment is to analyze how individuals with disabilities are portrayed in children’s literature.  Read the book and briefly summarize the plot.  Using what you are learning about specific disabling conditions, analyze whether the information presented is correct.  Reflect on how this book impacts your perception of disabilities and determine if this book would be appropriate for a disability awareness lesson in your classroom. The analysis should include the following:

1.     The title and author of the book.

2.     A brief summary of the book.

3.     Describe your emotional, intellectual, and behavioral responses to the book. How did this book make you feel? What did it make you think? Did the book motivate you to do anything?

4.     Analyze whether the information presented about the disabling condition is accurate. Be specific in providing examples from the book and comparing the information in the book with information available about the disabling condition.

5.     Discuss how this book would influence children’s perceptions of disability.

            6.     Describe how you would use this book to teach about disabilities. Would you use this book in your class?  If you would, explain why.  If not, explain your reasons for not using the book

Ch. 5 Video 3: Including Students With Physical Disabilities

May
13
Due: Monday, May 13 at 10:00 am

Write a statement (3 sentences) about how you will apply the principles from the video in your future class.  Save the statement in a Word document and submit  through Learning Suite before class.

IEP Organizer

May
14
Due: Tuesday, May 14 at 11:59 pm

In-class

Disability Presentation

May
15
Due: Wednesday, May 15 at 11:59 pm

With a group, you will research and create a professional presentation on a disability following the assignment rubric. 

Interactive Quiz 9

May
20
Due: Monday, May 20 at 10:00 am

RTI: (Part 1) AN OVERVIEW

May
20
Due: Monday, May 20 at 11:00 pm

 

Teacher candidates will complete the IRIS on-line modules and submit answers to the assessment questions at the end of the Assessment section of the module  To begin each module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on RTI.  Then click on RTI (PART 1) AN OVERVIEW.  This is the 4th link under Modules.

Work through each phase of the module (from the Challenge through the Wrap up). The module is worth 15 points.

 

Interactive Quiz 8

May
22
Due: Wednesday, May 22 at 10:00 am

Interactive Quiz 7

May
22
Due: Wednesday, May 22 at 10:00 am

Ch. 7 Video 2: Communicating with Parents

May
22
Due: Wednesday, May 22 at 10:00 am

Write a statement (3 sentences) about how you will apply the principles from the video in your future class.  Save the statement in a Word document and submit  through Learning Suite before class.

Ch. 7 Video 1: Inclusion Classroom Implications for the General and Special Educator

May
22
Due: Wednesday, May 22 at 10:00 am

Post statement on LS

Who are your professors?

May
22
Due: Wednesday, May 22 at 11:59 pm

Classroom Management (Part 1)

May
29
Due: Wednesday, May 29 at 10:00 am

http://iris.peabody.vanderbilt.edu/beh1/chalcycle.htm

Complete the module and submit assessment questions and answers on Learning Suite.

Interactive Quiz 11

May
29
Due: Wednesday, May 29 at 10:00 am

On-time to Class 5/29

May
29
Due: Wednesday, May 29 at 11:59 pm

Interactive Quiz 10

Jun
03
Due: Monday, Jun 03 at 10:00 am

Accommodation Plan

Jun
04
Due: Tuesday, Jun 04 at 11:59 pm

In-class with a partner

Tier 2 Intervention Plan

Jun
04
Due: Tuesday, Jun 04 at 11:59 pm

In-class with a partner

Related Services: Common Supports for Students with Disabilities

Jun
05
Due: Wednesday, Jun 05 at 11:00 pm

"Related Services: Common Supports for Students with Disabilities."

Teacher candidates will complete the IRIS on-line modules and submit answers to the assessment questions listed in the Assessment section of the module.  To begin each module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on Related Services.  Then click on the specific module, "Related Services: Common Supports for Students with Disabilities."  Work through each phase of the module (from the Challenge through the Wrap up). Each module is worth 15 points.

Church Accommodation Assignment/Activity

Jun
10
Due: Monday, Jun 10 at 9:59 am

Please select one of the two following case studies accompanied with the resources below, and write a one page response on how you could best support the needs of the leaders and parents. Be sure to cite how you used the resources provided to formulate your response.

 

Case Study #1:

A Primary President comes to you with concerns about a child named Jose in Sunbeams who has recently been diagnosed with Autism. In his last ward, his parents were asked to just stay with him in nursery at all times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents right beside him. Jose gets easily over stimulated with noises and people, he struggles with sitting in his seat longer than a few minutes at a time, gets extremely bothered when things interrupt the typical routine and has a tendency to throw small objects because he likes to watch as they move through the air.

 

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child with a disability. She has come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Jose successfully access Primary to his fullest extent possible.

OR

 

Case Study #2:

A Primary President comes to you with concerns about an 8 year old child named Sterling who has difficulty reading and is frequently disruptive in class. In his last ward, his parents were asked to just stay with him through their meeting times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents with him. Sterling gets bored easily and frequently refuses to read any of the class materials. He makes noises and bothers the kids who sit next to him for the majority of the time.  

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child like Sterling. Sterling’s parents are also frustrated, and his mom is frequently seen leaving church crying because she does not know how to handle him and help his primary teacher. The parents and primary president have come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Sterling successfully access Primary to his fullest extent possible.LDS Disability

Resources: http://www.lds.org/topics/disability?lang=eng

 

Members with disabilities: http://www.lds.org/handbook/handbook-2-administering-the-church/selected-church-policies?lang=eng#21.1.26

 

 

Advice for Dad: http://www.lds.org/tools/print/article/narrow/?lang=eng&url=/children/resources/tips/2012/0

 

Resources:

 

LDS Disability Specialist Calling: http://www.lds.org/callings/disability-specialist?lang=eng

Interactive Quiz 6

Jun
10
Due: Monday, Jun 10 at 10:00 am

Ch. 6 Video: Kristina

Jun
10
Due: Monday, Jun 10 at 10:00 am

Write a statement (3 sentences) about how you will apply the principles from the video in your future class.  Save the statement in a Word document and submit  through Learning Suite before class.

Praise Notes

Jun
12
Due: Wednesday, Jun 12 at 10:00 am

Create a praise note and present 10 praise notes to various students.  The praise note should include spaces for (a) The name of the student.  (b) Describe the specific behavior. (c) List or describe what you did to assist the student. (d) LIst and reference an accommodation that addresses the concern.  Use the practicum reflection log provided at the end of the syllabus. 

Practicum Reflection Log

Jun
12
Due: Wednesday, Jun 12 at 10:00 am

This assignment consists of four parts:  (1) Log the time you spent working with the student, the date, location and activity;  (2)  Describe the learning activity and any learning activity you might observe for the student with whom you are working; (3) List how or what you did to assist the child with the assigned learning activity; (4) List and reference an accommodation that addresses the concern.

Practicum Written Report

Jun
12
Due: Wednesday, Jun 12 at 10:00 am

Describe your moral/ethical and legal responsibilities for educating students with disabilities (consider the 6 components of IDEA).  Analyze your response to working with students with learning problems during your field experience.  Provide specific examples of how you felt or how you interacted with the student.  Discuss how your feelings influenced your teaching.  Describe how the knowledge you have acquired and your experience working with your student have shaped your perception of disability.  Be specific.  Describe your perceptions of disability and analyze how the experience and knowledge you have gained have shaped your perception of disability. 

Visit to the Resource Room

Jun
12
Due: Wednesday, Jun 12 at 10:00 am

Schedule a visit to the school's resource room by contacting the teacher in advance.  During your visit discuss with the teacher his/her roles and responsibilities for educating students with disabilities.  Include the following in a one-page write-up:  Describe setting and teacher's background.  Describe the instructional objective for that day and/or curriculum content taught. Describe the service delivery model.  Evaluate the model.  Does it appear to be effective?  Suggested improvements to the model? 

ABCD Goal

Jun
12
Due: Wednesday, Jun 12 at 4:00 pm

SPRING SEMESTER ONLY

 

FALL/WINTER SEMESTERS ONLY

Unit Plan: Create a unit plan for the class described in the case study using core curriculum standards for that grade level and UDL principles discussed in class.  Select content and core curriculum standard.

Final Project Presentation

Jun
12
Due: Wednesday, Jun 12 at 4:00 pm

The oral presentation will consist of a description of the case study, the unit plan with explanation of how it meets UDL criteria (provide copies ot the class), a description of the tier 2 intervention and assessment plan (provide copies), a description of the accommodations and assessment plan (provide copies), and a demonstration of the two accommodations.  Present on assigned day the last week of class.  (December 3rd or December 5th.)

Tier 2 Intervention Plan

Jun
12
Due: Wednesday, Jun 12 at 4:00 pm

Based on the case study of a student who has a disability, create a Tier 2 Intervention Plan by (a) writing a goal/objective in an area in which the student is struggling, (b) planning what you and others can do to help the student meet the goal, (c) and describe how you will measure and report progress. 

Accommodation Plan

Jun
12
Due: Wednesday, Jun 12 at 4:00 pm

 Identify specific areas in which the student (case study) is struggling, plan two different accommodations to help the student master content of the unit plan, and describe how you will measure and report progress.

Case Study

Jun
12
Due: Wednesday, Jun 12 at 4:00 pm

Using one of the  case studies provided of a "typical" elementary classroom complete the following: Unit Plan, Tier 2 Intervention Plan, Written Report, Accommodation Plan and Final Project PresentationCase Study.pdf  Download

Course Evaluation

Jun
17
Due: Monday, Jun 17 at 12:59 am

Written Collaboration Report

Jun
17
Due: Monday, Jun 17 at 4:00 pm

Collaboration Experience

                 This is to be submitted individually.

·       An analysis of the collaboration experience (e.g., working with your partner). Rate your contributions and your partner’s contributions (1 to 5 scale – 5 outstanding, 1 completely inadequate). Discuss your successes and/or challenges collaborating.

Written Report

Jun
17
Due: Monday, Jun 17 at 4:00 pm

Submitted as a pair.  Contents:  case study, unit plan, tier 2 intervention plan, outline for teaching 2 accommodations. This is an outline or summarization that you will use for your presentation. One page, double spaced. Highlight the points from the various components of your case study, unit plan, tier 2 intervention plan, and accommodation plan.

Schedule

Date Topic Textbook On-line Before Class Out-of-Class Assignments Due In-Class Assignment
W - May 01

Introduction to Coursemate

Introduction to Course

Disability Awareness

Mary Ness, Guest Presenter

M - May 06

Continuum of Placement

Referral to Special Education

IEPs and 504 Plans

Chapter 1

Interactive Quiz 1
Ch. 1. Video 1: Foundations: Aligning Instruction with Federal Legislation.
W - May 08

Universal Design for Learning

F.A.T. City 

Chapter 2

Interactive Quiz 2
Field Assignment 1 (Contract)

 

F. A. T. City

Learning Disability Checklist

M - May 13

 

Learners with Low Incidence Disabilities

Autism

Chapter 5

Interactive Quiz 5
Ch. 5 Video 2: Rebecca and Ben
Ch.5 Video 1: Amy
Ch. 5 Video 3: Including Students With Physical Disabilities
Disability Awareness Assignment

Introduction to RTI

 

Misunderstood Minds

Cognitive Characteristics

W - May 15

Disability Presentations

Learning Characteristics

Chapter 4

WETSKA Part 1

Disability Presentation
M - May 20

RTI Assessment

Chapter 9

Interactive Quiz 9
RTI: (Part 1) AN OVERVIEW
W - May 22

Ch.7&8 Unit Organizer

Chapter 8

Chapter 7

Interactive Quiz 7
Ch. 7 Video 1: Inclusion Classroom Implications for the General and Special Educator
Ch. 7 Video 2: Communicating with Parents
Interactive Quiz 8

Writing an ABCD Objective and Case Study

M - May 27
Memorial Day Holiday
W - May 29

Social/Behavioral Strategies

Chapter 11

Interactive Quiz 11
Classroom Management (Part 1)
M - Jun 03

Specific Learning Accommodations

Designing Learning

Chapter 10

WETSKA Part II

Interactive Quiz 10

Begin to develop Tier 2 Intervention Plan

 

(1) Shape the Critical Questions.  (2) Map the Critical Content (3) Complete Unit Organizer

 
T - Jun 04
W - Jun 05

Out of Class Assignment: IRIS Module

Related Services: Common Supports for Students with Disabilities
M - Jun 10

Gospel Perspective on Disabilities

Gifted and Talented

Chapter 6

Interactive Quiz 6
Ch. 6 Video: Kristina
Church Accommodation Assignment/Activity

Complete case study, first draft of unit plan, and tier 2 intervention plan. Refer to posted announcement.

W - Jun 12

FINAL DAY OF CLASS

MEET IN 160 MCKB

Presentations

Visit to the Resource Room
Praise Notes
Practicum Reflection Log
Practicum Written Report

Present Final Project

M - Jun 17

NO CLASS

Written Report for Final Project

Course Evaluation
T - Jun 18
W - Jun 19

Final Exam:

160 MCKB

11:00am - 12:50pm

University Policies

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.

Academic Honesty

The first injunction of the Honor Code is the call to "be honest." Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. "President David O. McKay taught that character is the highest aim of education" (The Aims of a BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Plagiarism

Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of academic integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action administered through the university Honor Code Office, in addition to academic sanctions that may be applied by an instructor. Inadvertent plagiarism, which may not be a violation of the Honor Code, is nevertheless a form of intellectual carelessness that is unacceptable in the academic community. Plagiarism of any kind is completely contrary to the established practices of higher education where all members of the university are expected to acknowledge the original intellectual work of others that is included in their own work. In some cases, plagiarism may also involve violations of copyright law. Intentional Plagiarism-Intentional plagiarism is the deliberate act of representing the words, ideas, or data of another as one's own without providing proper attribution to the author through quotation, reference, or footnote. Inadvertent Plagiarism-Inadvertent plagiarism involves the inappropriate, but non-deliberate, use of another's words, ideas, or data without proper attribution. Inadvertent plagiarism usually results from an ignorant failure to follow established rules for documenting sources or from simply not being sufficiently careful in research and writing. Although not a violation of the Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose appropriate academic sanctions. Students who are in doubt as to whether they are providing proper attribution have the responsibility to consult with their instructor and obtain guidance. Examples of plagiarism include: Direct Plagiarism-The verbatim copying of an original source without acknowledging the source. Paraphrased Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader might mistake for the author's own. Plagiarism Mosaic-The borrowing of words, ideas, or data from an original source and blending this original material with one's own without acknowledging the source. Insufficient Acknowledgement-The partial or incomplete attribution of words, ideas, or data from an original source. Plagiarism may occur with respect to unpublished as well as published material. Copying another student's work and submitting it as one's own individual work without proper attribution is a serious form of plagiarism.

Respectful Environment

"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional. "I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010

Class Late Work Policy

ALL assignments, quizzes, videos, etc. are expected to be turned in on time for full credit. NO EXCEPTIONS. For each day that an assignment is late, the score will be reduced by 10%. For example, if a quiz is worth 5 points and you turn it in two days late, you will receive a score of 4/5.