CPSE 402 - Section 1 (2nd Block)

Winter 2012

Section 001: W011 BNSN on M W from 9:00 am - 10:50 am

Name: Heidi Abraham

Office Phone: 801-422-1690

Email: heidi_abraham@byu.edu

Office Hours: M,Th 3:00 pm to 4:00 pm

Office Location: 237-A MCKB/Box 340 MCKB

Name: Gary Lacock

Office Phone:

Email: garyla@provo.edu

Office Location: 305 MCKB

Name: Tenery Campbell

Office Phone:

Email: tenten321@gmail.com

Office Location:

Course Information

Box Location

Box will be at 340 MCKB

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. 

 

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. 

 

Admission to Secondary Education program or consent of instructor.

Attendance Policy

 

Come to class every day and be prepared.

 

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 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. 

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).

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%

Concurrent Field Experience

 

You will complete a 12 hour field experience for the course.  You must spend 8 hours observing in a secondary general education classroom that includes at least one student with an IEP or a 504 plan. 

 

You have the option of spending 4 hours of the field experience by completing volunteer work with a person with a disability.  The 4 volunteer hours can be completed with a person of any age with any type of disability.  If you choose not to complete 4 hours in a volunteer assignment, then you should complete all 12 hours in the secondary general education classroom.

 

You will sign a paper on the last day of class indicating that you completed your volunteer hours. 

 

You must complete at least 9 hours of the field experience to pass the course.  If you complete between 9-11 hours you will lose 2 points off your final grade for each hour you did not complete. 

 

Work a minimum of 8 hours with a student with disabilities in a general education secondary school classroom.

Work a minimum of 4 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.

 

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.

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.

 

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.

Point Breakdown

Assignments

Percent of Grade

Study Guides

7.92%

Study Guide 1

0.99%

Study Guide 2

0.99%

Study Guide 3

0.99%

Study Guide 4

0.99%

Study Guide 5

0.99%

Study Guide 6

0.99%

Study Guide 7

0.99%

Study Guide 8

0.99%

Study Guides

7.92%

Study Guide #1

0.99%

Study Guide #2

0.99%

Study Guide #3

0.99%

Study Guide #4

0.99%

Study Guide #5

0.99%

Study Guide #6

0.99%

Study Guide #7

0.99%

Study Guide #8

0.99%

Assignments

37.62%

Experiences Working With a Person With a Disability 1

1.98%

Experiences Working With a Person With a Disability 2

1.98%

Experiences Working With a Person With a Disability 3

1.98%

Co-Teaching Assignment

3.96%

Course Planning Assignment

24.75%

Disability Chart

1.98%

IRIS Module

0.99%

Exams

19.8%

Final

19.8%

Co-Teaching Assignment

4.95%

Co-Teaching Assignment

4.95%

IRIS Modules

3.96%

IRIS Module

1.98%

IRIS Module

1.98%

RTI Plans

11.88%

Response to Intervention Plan #1

2.97%

Response to Intervention Plan #2

2.97%

Response to Intervention Plan #3

2.97%

Response to Intervention Plan #4

2.97%

Experiences

5.94%

Experiences working with a person with a disability

5.94%

Final

0%

Assignment Descriptions

Study Guide 1

Due: Wednesday, Feb 29 at 11:59 pm

           

Study Guide 2

Due: Monday, Mar 05 at 11:59 pm

                   

Study Guide 3

Due: Monday, Mar 12 at 11:59 pm

                 

Study Guide 4

Due: Monday, Mar 19 at 11:59 pm

                 

Study Guide 5

Due: Monday, Mar 26 at 11:59 pm

               

Study Guide 6

Due: Monday, Apr 02 at 11:59 pm

                     

Study Guide 7

Due: Wednesday, Apr 04 at 11:59 pm

                      

Study Guide 8

Due: Monday, Apr 09 at 11:59 pm

                      

Study Guide #1

Due: Wednesday, Feb 29 at 3:00 pm

Study Guide #1.Fall2012.B2.doc  Download

Study Guide #2

Due: Wednesday, Feb 29 at 3:00 pm

Study Guide #2.Fall2012.B2.doc  Download

Study Guide #3

Due: Monday, Mar 05 at 3:00 pm

Study Guide #3.Fall2012.B2.doc  Download

Study Guide #4

Due: Wednesday, Mar 07 at 3:00 pm

Study Guide 4.Fall2012.B2.docx  Download

Study Guide #5

Due: Wednesday, Mar 14 at 4:00 pm

Study Guide #5.Fall2012.B2.docx  Download

Study Guide #6

Due: Monday, Mar 19 at 4:00 pm

Study guide #6.Fall2012.B2.docx  Download

Study Guide #7

Due: Monday, Apr 02 at 4:00 pm

Study Guide #7.Fall2012.B2.doc  Download

Study Guide #8

Due: Wednesday, Apr 04 at 4:00 pm

study guide 8.Fall2012.B2.docx  Download

Experiences Working With a Person With a Disability 1

Due: Wednesday, Apr 11 at 3:00 pm

                    

Experiences Working With a Person With a Disability 2

Due: Wednesday, Apr 11 at 3:00 pm

                     

Experiences Working With a Person With a Disability 3

Due: Wednesday, Apr 11 at 3:00 pm

                     

Co-Teaching Assignment

Due: Monday, Mar 12 at 3:00 pm

                         

Course Planning Assignment

Due: Wednesday, Apr 11 at 11:59 pm

                               

Disability Chart

Due: Wednesday, Mar 07 at 3:00 pm

                                

IRIS Module

Due: Wednesday, Mar 14 at 11:59 pm

                     

Final

Due: Tuesday, Apr 10 at 11:59 pm

                            

Co-Teaching Assignment

Due: Wednesday, Mar 07 at 11:59 pm

Co-Teaching Assignment.2012.doc  Download

IRIS Module

Due: Wednesday, Mar 14 at 4:00 pm

IRIS Module

Due: Monday, Mar 26 at 4:00 pm

IRIS Module

Response to Intervention Plan #1

Due: Wednesday, Mar 28 at 4:00 pm

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

Response to Intervention Plan #2

Due: Monday, Apr 02 at 4:00 pm

RTI Plan for Language Skills.2012.doc  Download

Response to Intervention Plan #3

Due: Wednesday, Apr 04 at 12:59 am

RTI Plan for Concept Formation.2012.doc  Download

Response to Intervention Plan #4

Due: Monday, Apr 09 at 6:00 pm

RTI Plan for Memory and Attention.2012.doc  Download

Experiences working with a person with a disability

Due: Monday, Apr 09 at 12:59 am

Experiences in Working with Students with Disabilities.doc  Download

Schedule

Date

Topics

Assignments

M - Feb 27

Introduction to Course

Special Ed Law

Read The Inclusive Classroom Ch.1

W - Feb 29

Collaboration and the IEP

 

Special Education Law

 

The Inclusive Classroom Ch. 1

Study Guide #1

 

Study Guide 1

           

Read The Inclusive Classroom Ch. 2

M - Mar 05

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

Collaboration

Individualized Education Programs (IEPs)

The Inclusive Classroom Ch. 2

Study Guide #2

 

Study Guide 2

                   

Read The Inclusive Classroom Ch. 3

W - Mar 07

13 Disability Categories

Identification

Low Incidence Disabilities

Co-Teaching Assignment

Learner Characteristics

 

Assign Co-teaching Assignment

Learner Characteristics

Disability Awareness

Watch How Difficult Can This Be?

The Inclusive Classroom Ch 3 and 4

Disability Chart (No study guide)

 

Disability Chart

                                

Read the Inclusive Classroom Ch. 4

M - Mar 12

IRIS Module

Out of Class Assignment

Co-Teaching Assignment

Access to the General Curriculum

Course Planning Component #1

Making Accommodations and Adaptations...Part I

 

The Inclusive Classroom Ch 5

Study Guide #3

 

IRIS Module

 

www.iriscenter.com/resources.html

-Go to IRIS center website

-Select RTI on left

-Select Modules

-Select RTI Part 1 an overview

Complete all sections of module

Answer questions in assessment section and submit on Learning Suite

 

Co-Teaching Assignment

                         

Study Guide 3

                 

W - Mar 14

Response to Intervention

 

IRIS Module

RTI in Secondary Settings

Assessment and Accommodations

IRIS Module

                     

 

IRIS Module

 

www.iriscenter.com/resources.html

-Go to IRIS center website

-Select RTIt on left

-Select Modules

-Select RTI Part 1 an overview

Complete all sections of module

Answer questions in assessment section and share with cpseclass@gmail.com

 

Read The Inclusive Classroom Ch. 5

M - Mar 19

Access to the General Curriculum:  Course Outcomes

 

Course Planning Assignment Component #2

Struggles with Social Competence and Motivation in Secondary General Education Classrooms


Emotional Disturbance and Autism

Read The Inclusive Classroom Ch. 7

 

Making Accommodations and Adaptations...p. 41-52

 

Study Guide #4

 

 

Bring copy of the core curriculum from www.uen.org

 

 

Share your Course Planning Assignment Component #1 on Google Docs

 

Study Guide 4

                 

W - Mar 21

IRIS Module Functional Behavioral Assessment

Out of Class Assignment

Access to the General Curriculum:  Unit Outcomes

 

Course Planning Assignment

Component #3

Three Tiered Instruction in a Secondary General Education Classroom

IRIS Module

 

www.iriscenter.com/resources.html

-Go to IRIS center website

-Select Behavior and Classroom Management on left

-Select Modules

-Select Functional Behavioral Assessment

M - Mar 26

Reading and Writing in Secondary General Education Classrooms

 

Course Planning Assignment

Component #4

 

Making Accommodations and Adaptations...p. 52-57, 100-117

Study Guide #5

 

Study Guide 5

               

W - Mar 28

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

Reading and Writing in Secondary General Education Classrooms

 

Course Planning Assignment

Component #4

M - Apr 02

Concept Formation in Secondary Education Classrooms

 

Course Planning Assignment #5

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

 

The Inclusive Classroom Ch. 6

 

Making Accommodations and Adaptations...p. 57-64

 

Study Guide #6

 

Study Guide 6

                     

Read The Inclusive Classroom Ch. 6

W - Apr 04

Memory and Attention in Secondary Education Classrooms

 

Course Planning Assignment #6

Struggles with and strategies for Memory and Attention in Secondary Education Classrooms

ADHD

 

The Inclusive Classroom Ch. 10

 

Making Accommodations and Adaptations...p. 65-76

 

Study Guide #7

 

Study Guide 7

                      

Read The Inclusive Classroom Ch. 10

M - Apr 09

Social Comptetance in Secondary Education Classrooms

 

Course Planning Component #7

 

The Inclusive Classroom Ch. 7

 

Making Accommodations and Adaptations...p. 76-80

 

Study Guide #8

 

Study Guide 8

                      

T - Apr 10

Final Exam:

160 MCKB

7:00am - 10:00am

W - Apr 11

 

Course Planning Assignment Due in Hard Copy

 

Experiences working with a person with a disability (3 assignments) due on google docs

 

Course Planning Assignment

                               

Experiences Working With a Person With a Disability 2

                     

Experiences Working With a Person With a Disability 1

                    

Experiences Working With a Person With a Disability 3

                     

W - Apr 18

Final Exam:

W011 BNSN

7:00am - 10:00am

Th - Apr 19

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.

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.

 

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.

 

 

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.

 

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.

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.

 

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