INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2013 ......Aug 19, 2013 · EEX3012, Fall 2013 Revised 6/4/13- SLC 3 may not use these particular articles). The people assigned for

INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2013

Revised 6/4/13- SLC 1

Instructor: Course Information: Shauna Miller Monday, 4: 05 pm – 6:15 pm Norman Hall, Room 2327 [email protected] Office Hours: By appointment Course Description: The purpose of this course is to develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. Text: Smith, D. D., & Tyler, N. C. (2010). Introduction to special education: Making a difference (7th

Ed.). New Jersey: Pearson. Additional Readings: Chapter 2 from Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building

reciprocal family-professional relationships. Baltimore: Brookes. Selected sections from Kauffman, J. M., Pullen, P. L., Mostert, M. P., & Trent, S. C. (2010).

Managing classroom behaviors: A reflective case-based approach (5th Ed.). Upper Saddle River, NJ: Prentice Hall.

Course Objectives: The students will

1. Explain the roles of legislation and litigation in the general and special education. 2. Identify the impact of special education and general education reforms on students with

exceptionalities. 3. Describe characteristics and classifications of students with exceptionalities and the nature

and impact of exceptional conditions (including learning disabilities, mental handicaps, sensory impairment, emotional handicaps, physical impairments, and gifted) and Limited English Proficiency on the individual.

4. Describe social, cognitive, physical, emotional, communicative, and intellectual behavior of children with exceptionalities and Limited English Proficiency at different age levels.

5. Identify populations of exceptional learners by definition, characteristics, appropriate assessments and interventions, continuum of services, related services and agency and related professionals.

6. Discuss the relationship of home, school, and community environmental conditions to the behavior and outlook of students with exceptionalities.

7. Explain the roles of inclusion and collaboration for students with exceptionalities. Course Format: Lecture, viewing of media, and presentations of article summaries. Course information is also provided via Moodle: http://online.education.ufl.edu. All assignments will be uploaded to the Moodle website. All quizzes will be available via Moodle.



Course Requirements: I WILL NOT ACCEPT ANY ASSIGNMENT WITH NO NAME. IT WILL BE CONSIDERED LATE AND WILL FOLLOW THE POINTS DEDUCTED SCHEDULE FOR EACH DAY IT IS NOT RESUBMITTED WITH A NAME.

1. Three tests will be given which will include information from the textbook and class lectures/activities. Each test is worth 50 points.

The tests will be taken on the Moodle course website and will be open for a period of 4 days (from Wednesday through Saturday). If you do not take the test before it closes I will not reopen it unless there are extenuating circumstances that you have informed me about BEFORE the test opens or supply a note from your health care provider on letterhead.

2. Media Notebook: Students will compile an electronic Media Notebook with 2 entries illustrating how individuals with disabilities are portrayed in the popular media. Media will include 1 book and 1 movie. The notebook must contain each type of media and follow the instructions below. Groups of 4 will determine which book and movie to watch. You can read the book, either individually or using a book club format. Also, you can watch the movie, either individually or as a group. You MUST discuss both as a group. At least 1 person will take notes to share with the group as a reminder of the discussion as they write their reflection. a. Book—Book reference must follow APA guidelines. Summarize the book. Follow

your summary with a reflection discussing the book and how persons with disabilities were portrayed.

b. Movie—Movie reference must follow APA guidelines. Summarize the movie. Follow your summary with a reflection discussing the movie and how persons with disabilities were portrayed.

c. Include an overall reflection to the experience of this project after reading the book, watching the movie, and discussing it as a group. You should also react to the content of both types of media.

d. Questions to answer in your summaries are on page 14. We will determine the groups for each book and movie on the first day of class and the groups will have 10 minutes to choose both the book and movie from the list provided.

If you do not post your notebook by the due date and time, 10 points will be deducted for each day that is late.

3. Chapter Presentations: Beginning with Speech and Language Impairments and ending with Giftedness and Talents, a pair or triad will read articles on the topic for their assigned week. Each person will read two articles. Samples are attached to use as a guide (but you

Upload the Media Notebook by 11:55 pm on November 24th in Word format and must be between 6 - 10 pages double-spaced. (This is Thanksgiving weekend so don’t wait until the last minute.) The Media Notebook is worth 70 points (30 points for the book entry, 30 points for the movie entry, plus 10 points for the reflection).



may not use these particular articles). The people assigned for the week need to meet and work together to accomplish the following: a. You may not summarize the same article b. One person presents a research based article—Research articles follow a specific

format: Introduction, Methods, Results, Discussion c. One person presents a non-research based article—Non-research articles are either

opinion, information, interview, summaries (some articles will discuss a case study as an example, but are not research articles)

d. For triads the third person presents a research based article e. Your presentations must go together (for example do not present a research article that

highlights collaboration and a non-research based article that focuses on working independent of colleagues).

Points will be deducted for late summaries (10 points per day). No points will be given for presentation if you are absent on the day of your presentation. If you are unfamiliar with how to locate journals or conduct a search in a database, please let me know or ask a librarian for assistance. It is your responsibility to locate your articles but the librarians are very helpful or you can meet with me.

4. Study Guide on Culture in Special Education: Student will be provided a study guide of questions about the Kalyanpur & Harry chapter and chapter 3 of the textbook to complete and turn in.

If you do not post your study guide by the due date and time, 5 points will be deducted for each day that is late.

5. Case Studies on Culture in Special Education: Student will be provided with various classroom-based scenarios and questions to answer and turn in.

Upload the typed summary for each of the two articles (one research based and one non-research based) as one Word document on the same day you present by 11:55 pm. Each article summary should be 2 pages double-spaced. The Chapter Presentation is worth 100 points (40 points for each article and 20 points for the presentation).

Upload the Study Guide on Culture in Special Education by 11:55 pm on September 15th as a Word document. The study guide should not exceed 5 pages double-spaced. The Study Guide Assignment is worth 30 points.

Upload the Case Studies on Culture in Special Education by 11:55 pm on October 20th as a Word document. The study guide should not exceed 5 pages double-spaced. The Case Studies Assignment is worth 30 points.



If you do not post your case studies by the due date and time, 5 points will be deducted for each day that is late.

6. Class Attendance / Participation: Students are expected to attend class, complete the assigned readings each week before the class session, and participate in class activities and discussion. Active involvement is the key to learning. Each class will be designed to allow participation on an individual and/or group basis. Participation includes extending ideas presented in class; presenting and supporting your own ideas and perspectives; and asking questions. Texting, checking email, surfing the web, and/or visiting social networking sites will result in not receiving participation points for that class.

COURSE GRADES Activity Total Points Three tests 150 (50 points X 3 tests) Media Notebook 70 (30 points for movie, 30 points for

book + 10 points for reflection) Article Summaries (written products and presentation) 100 (40 points for each article + 20

points for presentation) Study Guide on Culture in Special Education 30 points Case Studies on Culture in Special Education 30 points Class Attendance / Participation 30 points 410 Final course grades will be determined by the total number of points earned for the requirements described above. A >90 369 – 410 C 70-73 287 – 302.5 A- 87-89 357 – 368.5 C- 67-69 274 – 286.5 B+ 84-86 344 – 356.5 D+ 64-66 262 – 273.5 B 80-83 328 – 343.5 D 60-63 246 – 261.5 B- 77-79 315 – 327.5 D- 57-59 233 – 245.5 C+ 74-76 303 – 314.5 E <56 Below 233 NOTE: C- and below is not considered a passing grade. Policy concerning accommodations for students with disabilities The instructor respects human diversity and provides equal opportunity and treatment regardless of race/ethnicity, gender, disability, religion, sexual orientation, or age. Any individual needing specialized assistance due to a disability should inform the professor or graduate teaching assistant of the course during the first week of class. Please bring your letter from the UF Dean of Student’s

Class Attendance / Participation is worth 30 points. Each class is worth 2 points. All students are allowed one (1) absence without losing points.



Office with you when you come to discuss your needs. Every effort will be made to ensure that appropriate accommodations are made. We want everyone to be successful! Honesty Policy As a result of completing the registration form at the University of Florida, every student has signed the following statement: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University.” (See Student Handbook) Plagiarism UF Plagiarism Policy can be found at http://regulations.ufl.edu/chapter4/4041.pdf Plagiarism Definition: A student shall not represent as the student’s own work all or any portion of the work of another. Plagiarism includes but is not limited to: •Quoting oral or written materials including but not limited to those found on the Internet, whether published or unpublished, without proper attribution •Submitting a document or assignment, which in whole or in part is identical or substantially identical to a document or assignment not authorized by the student •Unauthorized use of materials or resources •Prohibited collaboration or consultation •Submission of paper or academic work purchased or obtained for an outside source

COURSE CALENDAR

Date Readings & Topics Assignment Due

Chapter Presentation

1- Aug 26 Course Introduction Review Syllabus

Sept 2 Labor Day- No Class 2- Sept 9 Chapter 1: Disabilities and Special Education

Chapter 2: Individualized Special Education Programs

3- Sept 16 Chapter 3: Cultural and Linguistic Diversity Kalyanpur & Harry: Chapter 2

#4 by 9/15

4- Sept 23 Chapter 4: Speech and Language Impairments Test 1 (Chapters 1-4, 90 minutes online)

Test 1 2 people

5- Sept 30 Chapter 5: Learning Disabilities Kauffman et al., Selected sections will be provided

2 people

6- Oct 7 Chapter 6: ADHD 2 people 7- Oct 14 Chapter 7: Emotional and Behavioral Disorder 2 people 8- Oct 21 Chapter 8: Intellectual Disabilities / Mental Retardation #5 by 10/20 2 people 9- Oct 28 Chapter 9: Physical or Health Disabilities

Test 2 (Chapters 5-9, 90 minutes online) Test 2 2 people

10- Nov 4 Chapter 10: Deaf and Hard of Hearing 2 people Nov 11 Veteran’s Day- No Class 11- Nov 18 Chapter 11: Low Vision and Blindness 2 people 12- Nov 25 Chapter 12: ASD #2 11/24 2 people



13- Dec 2 Chapter 13&14: Very Low-Incidence Disabilities & Gifted and Talents

2 people

Finals Week Test 3 (Chapters 10-14, 90 minutes online) Test 3

Books/Fiction for Media Notebook

Autism Denied Elizabeth Brown Autism Family Pictures Sue Miller Family life of a child with autism. Rules (Young Adult) Cynthia Lord Autism The Curious Incident of the Dog in the Nighttime (Young Adult)

Mark Haddon From the perspective of a 15 year old boy with Autism

Out of My Mind Sharon M. Draper Cerebral Palsy Accidents of Nature (Young Adult)

Harriet McBryde Johnson

Cerebral Palsy

Affliction Russell Banks Delusion and abuse I Know This Much Is True Wally Lamb Schizophrenia Wild Child Elaine Landau Child growing up without human contact Ellen Foster Kaye Gibbons Foster care and neglect White Oleander Janet Fitch Mental Retardation Of Mice and Men John Steinbeck Mental Retardation Like Normal People Karen Bender Mental Retardation Flowers for Algernon Daniel Keyes Mental Retardation My Name is Asher Lev Chaim Potok Life of a gifted artist whose mother is mentally ill. Jewel Brett Lott Family with child with Down Syndrome in 1940’s-

60’s Summer of the Swans Betsy Byars Family life of a girl growing up with a brother with

Down Syndrome Yellow Raft in Blue water Michael Dorris Fetal Alcohol Syndrome The Broken Cord Michael Dorris Fetal Alcohol Syndrome Icy Sparks Gwen Hyman Rubio Young girl with Tourette’s Syndrome growing up

during the 1950’s in a small Kentucky town. A Bed By the Window M. Scott Peck Physical Disability The Running Dream Wendelin van Draanen Loss of limb Imperfect Beauty E. A. West Blindness and Physical Disability Wintering Well Lea Wait Physical Disability Freak the Mighty W. Rodman Philbrick Two friends both with differences The Reader Bernard Schlink Illiteracy Of Sound Mind (Young Adult) Jean Ferris Deaf T4: A Novel in Verse Ann Clare LeZotte Deaf girl in 1939





Movies for Media Notebook Sean’s Story ABC News Special Inclusion Common Miracles ABC News Special Educational Reform How Difficult Can This Be? The F.A.T. City Workshop

PBS Learning Disabilities

Adam Max Meyer Autism David’s Mother Robert Allan Ackerman Autism Mercury Rising Harold Becker Autism Rainman Barry Levison Autism Touch of Truth Michael Switzer Autism My left Foot Jim Sheridan Cerebral Palsy A Beautiful Mind Ron Howard Schizophrenia Radio Michael Tollin Mental Retardation/Normalization Forrest Gump Robert Zemeckis Mental Retardation I Am Sam Jessie Nelson Mental Retardation What’s Eating Gilbert Grape Paramount Mental Retardation Shine Scott Hicks Pianist with mental illness As Good As It Gets James L. Brooks Obsessive compulsive disorder One Flew Over the Cuckoo’s Nest Milos Forman Mental ward The Other Sister Garry Marshall Sister is mildly retarded and wants to marry Hillary and Jackie Anand Tucker Brilliant cellist has mental problems The Madness of King George Nicholas Hytner Mental decline Girl Interrupted James Mangold Mental illness Benny and June Jeremiah S. Chechik Mental illness Charly Ralph Nelson Mental Retardation L’enfant Sauvage (Wild Child) François Truffaut Mental Retardation Being There Hal Ashby Mental Retardation Of Mice and Men Gary Sinise Mental Retardation The Broken Cord Ken Olin Fetal Alcohol Syndrome Tic Code Gary Winick Tourette Syndrome Twitch and Shout Emmett Williams Tourette Syndrome Simon Birch Mickey Gilbert Abnormally small boy in 1960’s New England Lorenzo’s Oil George Miller Family deals with son’s terminal disease Waterdance Neal Jimenez Being paralyzed La Ceremonie (subtitled) Claude Chabrol Illiteracy and Violence The Hero Who Couldn’t Read Robert Chenault Learning Disabilities World According To Garp. George Roy Hill Speech or Language Impairments A Fish Called Wanda Charles Crichton Speech or Language Impairments Primal Fear Gregory Hobilt Speech or Language Impairments Mask Peter Bogdanovich Low Vision & Blindness Children of a Lesser God Randa Haines Auditory Impairment/Deafness The Miracle Worker Arthur Penn Blindness and Deafness—Helen Keller Mr. Holland’s Opus Stephen Herek Music teacher has hearing impaired son Sound and Fury Josh Aronson Deafness, families, & culture



Suggested Journals for Chapter Presentation Some suggested journals that you might want to use from the UF Library System are shown in the table below. However, there are many other journals that you can use to find your articles. Topics for Summaries Sample Journals from the UF Library System Speech and Language Impairments Language, Speech and Hearing Services in the

Schools; Communication Disorders; Communication Disorders Quarterly; Journal of Communication Disorders; Topics in Language Disorders

Learning Disabilities Journal of Learning Disabilities; Learning Disabilities Quarterly; Topics in Learning and Learning Disabilities

Specific Reading Disability Reading and Writing Quarterly; Overcoming Learning Disabilities; Journal of Reading, Writing, and Learning Disabilities International

Attention Deficit Hyperactivity Disorder (ADHD)

Behavioral Disorders; Journal of Emotional and Behavioral Disorders

Emotional and Behavioral Disorder Behavioral Disorders; Journal of Emotional and Behavioral Disorders

Intellectual Disabilities or Mental Retardation Mental Retardation; Intellectual and Developmental Disabilities; Journal of Intellectual Disabilities

Deaf and Hard of Hearing Volta Review; American Annals of the Deaf; Sign Language Studies; American Journal of Audiology; Journal of Speech, Language, and Hearing Research; Language, Speech, and Hearing Services in Schools

Physical or Health Disabilities Intellectual and Developmental Disabilities Low Vision and Blindness Intellectual and Developmental Disabilities;

Journal of Visual Impairment and Blindness Very Low-Incidence Disabilities Intellectual and Developmental Disabilities;

Blindness, Visual Impairment, and Deaf-Blindness

Giftedness and Talents

The Gifted Child Quarterly, Gifted Education International, Gifted Child Today







Additional Information: The following are specific ESOL Performance Standards that are addressed in this course. Upon completion of this course you should be able to demonstrate your knowledge and understanding of these at a basic level. These same standards will be addressed in other courses as you progress through the program. The goal is that by the time you graduate with your Master’s degree you will be able to apply this accomplished practice to the needs of particular students or situations, especially in classroom settings. Teaching Strategies Used: Lecture, PowerPoint Presentations, Reading Discussion Groups, Observation Reports

ESOL Standards/ Performance Indicators Course Objectives Readings

Class Activities Assessment

Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELL’s Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

Performance Indicator 1.1.a Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. 3 and 7

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B. Chapter 2 Kauffman et al., Selected sections

Class discussion

Exams Study Guide Case Studies

Performance Indicator 1.1.d Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. 4 and 6

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B. Chapter 2 Kauffman et al., Selected sections Class activity


Performance Indicator 1.1.e Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families (e.g., Parent Leadership Councils [PLC]). 6

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B. Chapter 2 Kauffman et al., Selected sections Class activity


Performance Indicator 1.1.f Understand and apply knowledge about concepts related to the interrelationship between language and culture for students 3 and 4

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B.

PowerPoint Class discussion




from diverse backgrounds and at varying English proficiency levels.

Chapter 2 Kauffman et al., Selected sections

Domain 3: Methods to Teaching English to Speakers of Other Languages (ESOL) Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. Performance Indicator 3.1.c Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. 1 and 2

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B. Chapter 2

PowerPoint Lecture

Exams Study Guide

Domain 5: Assessment (ESOL Testing and Evaluation) Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. Performance Indicator 5.1.b Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. 5

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B. Chapter 2

PowerPoint Lecture

Exams Study Guide

Performance Indicator 5.1.c Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse 5

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B.

PowerPoint Class discussion




backgrounds and at varying English proficiency levels. Chapter 2 Kauffman et al., Selected sections

Performance Indicator 5.1.d Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5

Smith, D. D. & Tyler, N. C. Chapter 3 Kalyanpur, M. & Harry, B. Chapter 2 Class activity

Exams Study Guide

Performance Indicator 5.1.e Distinguish among ELLs’ language differences, giftedness, and special education needs. 3 and 5

Smith, D. D. & Tyler, N. C. Chapter 3 Kauffman et al., Selected sections

Class discussion

Exams Case Studies

ESOL Performance

Indicators

Assignment (Key Task)

Rating Guide

For each Performance Indicator identified above

Students will complete an examination and/or assignment on which they must correctly answer questions regarding ESE issues related to ELLs.

Met Met With Weakness

Not Met

Responses to exam items demonstrate ability to recall, understand, and apply information regarding ESE issues related to ELLs.

Responses to exam items demonstrate marginal ability to recall, understand, and apply information regarding ESE issues related to ELLs.

Responses to exam items DO NOT demonstrate ability to recall, understand, and apply information regarding ESE issues related to ELLs.


15

This assignment is a way to consider how people with disabilities are viewed in society. The media can be an effective tool for providing information on disabilities or it can provide harmful myths about disabilities. Teachers should be aware of how different disabilities are portrayed in the media so they can be prepared to deal with any negative stereotyping that may occur as a result of these portrayals. Assignment Disabilities in the Media Critique: Book Purpose To gain a better understanding of how people with disabilities have been portrayed in fictional

books Choose a fiction book that portrays persons with disabilities. In a brief paper (3 – 4 page maximum):

1. Provide the complete reference information for your selection. 2. Summarize the item for a naïve audience, i.e., someone who has not read the book. In a brief summary,

provide an overview and a few significant highlights from the book. Allocate no more than one third of your paper to the summary.

3. Discuss the major themes raised by the author. 4. Critically review the book in terms of

a. portrayal of persons with disabilities, (e.g., was the portrayal positive or negative? In what ways? How did the disability impact the character?)

b. bias and rhetoric, (i.e., what language and terms were used to portray the person or the disability?)

c. accuracy and completeness of information about the disability, d. conclusions. Include your reactions to the character and portrayal of the movie character (e.g.,

was it realistic, etc.), the impact on you (how the book/movie made you feel, how the book has changed your ideas of disability.

5. When possible, support your opinions with information from factual sources and cite references. Note: Allocate the majority of your paper to evaluation of the book rather than to the summary.

6. Indicate if you would recommend this book to others. (Why or why not?) Assignment Disabilities in the Media Critique: Movie Purpose To gain a better understanding of how people with disabilities have been portrayed in films. Choose a movie that portrays persons with disabilities. In a brief paper (3 – 4 page maximum) answer the same questions from the book section above. Overall Reflection (1 – 2 -page maximum) Reflect on both the book and movie and how people with disabilities are portrayed in society in general. Did you come away from either reading the book or watching the movie with a better understanding of the disability? Do you think other people will? Reflect also on working with a group as well as working individually while completing the assignment.

Documents

INTRODUCTION TO SPECIAL EDUCATION EEX3012, Fall 2013 ......Aug 19, 2013 · EEX3012, Fall 2013 Revised 6/4/13- SLC 3 may not use these particular articles). The people assigned for