Whitlowe R. Green College of Education Department of ...Whitlowe R. Green College of Education – Department of Curriculum & Instruction COURSE SYLLABUS FOR SPED 3003-PO1 4 CORRELATION

Prairie View A&M University Whitlowe R. Green College of Education – Department of Curriculum & Instruction

COURSE SYLLABUS FOR SPED 3003-PO1

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INSTRUCTOR CONTACT INFORMATION & GENERAL COURSE INFORMATION

Instructor: Office Location: Office Phone: Office Fax: Mobile: E-mail Address:

Postal Address: Office Hours: Virtual Office Hours: Class Meeting Days & Time: Class Location: Course Web Support: Course Abbrev. & Number: Course Duration: CATALOGUE DESCRIPTION: COURSE OVERVIEW:

Note: This course syllabus is a general plan; deviations/adjustments may be made by the instructor as necessary. Doris A. Barnes-Green, M.Ed., M.Ed. Delco Building, Room 332 936-261-3414 – Leave a message on voicemail 936-261-3419 281-989-5484 – This number is for Emergencies & Text Messages Only! [email protected] Email should be your primary method of communication with the instructor. Prairie View A&M University P. O. Box 519; MS 2410 Prairie View, Texas77446 Monday, Tuesday, Wednesday 1:00 – 5:00 Thursday 12:00 – 2:00 p.m.

24/7 Via Email and Voice Messages to the Office Phone Number Only. NOTE: Email and Voice Messages will be responded to within 24 to 48 hours. CALLS AND/OR TEXT MESSAGES TO THE INSTRUCTOR’S CELL PHONE SHOULD ONLY BE MADE MONDAY – FRIDAY 10:00 A.M. TO 6:00 P.M. Independent Study – Meetings weekly as designated by the instructor. Delco Room 332

This course is designated as a web-assisted course. Some class meetings will take place via web interaction, discussions, and assignments. For E-Course access log on to www.pvamu.edu. SPED 3003-PO1 June 3, 2013 – July 8, 2013 SPED 3003. Introduction to Special Education. (3-0) Credit 3 semester hours. Basic theories and concepts related to identification and classification of exceptional children and youth. Prerequisite: Junior status. Introduction to Special Education (SPED 3003) supports the development of potential general and special education teacher-candidates’ ability to understand the characteristics, etiologies, and instructional and assessment needs of students with disabilities. Candidates will become knowledgeable of special education law, including the referral process, the ARD/IEP process, and transition across the lifespan. In addition, candidates will also understand the historical and philosophical perspectives of special education, and the importance of effective communication with parents, staff and the community.

mailto:[email protected]

http://www.pvamu.edu/



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REQUIRED TEXT: RELATED WEBSITES

1. For Star Legacy Modules and Case Studies:

2. For SBEC Website to Access the Special Education EC-12 Exam Test Preparation Manuals, Test-Taking Tips Guide, and Reducing Test Anxiety Guide:

3. For Access to PVAMU Learning Resources:

OVERALL COURSE GOALS:

Exceptional Learners: An Introduction to Special Education, 12/E Daniel P. Hallahan, University of Virginia James M. Kauffman, University of Virginia Paige C. Pullen, University of Virginia ISBN-10: 0132995336 • ISBN-13: 9780132995337 ©2012 • Pearson • Cloth Bound with Access Card, 552 pp Published 08/01/2012 • Instock Suggested retail price: $166.07 Website www.mypearson.com It's important you buy this book because:

There will be required reading from the book.

Homework assignments will come from the book.

Tests will be based on material from the book. www.iris.peabody.vanderbilt.edu This website is the source of required Case Study and Star Legacy Modules Assignments. http://www.sbec.state.tx.us PVAMU Library - Phone: (936) 261-1500 https://www.tamu.edu/pvamu/library/ University Bookstore - Phone: (936) 261-1990 https://www.bkstr.com/Home/10001-10734-1?demoKey=d

THE GOALS OF THIS COURSE ARE . . . 1. To emphasize correlation of course content to NCATE Standards, INTASC Standards,

the Content Area and Pedagogy Standards for Texas Educators, the Test Frameworks (domains and competencies) for the TExES Special Education EC-12 Exam, and the PVAMU E-FOLD-P Conceptual Framework. See Syllabus Appendix for

The PVAMU conceptual framework model – Educator as Facilitator of Learning for Diverse Populations (E-FOLD-P) – supports the major goals of the Teacher Education Unit. E-FOLD-P guides the design and implementation of teacher education programs located in the College

http://www.mypearson.com/

http://www.iris.peabody.vanderbilt.edu/

http://www.sbec.state.tx.us/

https://www.tamu.edu/pvamu/library/

https://www.bkstr.com/Home/10001-10734-1?demoKey=d



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ACCREDITING AGENCY STANDARDS

of Education and constitutes a commitment by the Unit to develop and prepare candidates as:

problem solvers, critical thinkers, and decision makers;

reflective and continual learners who utilize effective teaching practices;

facilitators of student growth and development, by precept and example;

educators with understanding and appreciation of human diversity and global awareness.

2. To promote the professional development and competence of students preparing

for student teaching. 3. To prepare beginning professionals as problem-solvers, critical thinkers, and

decision-makers who are able to communicate these cognitive skills to students. 4. To prepare beginning professionals as facilitators of student growth and

development by exhibiting a positive self-esteem and concept, and by being able to transmit these affective components to learners.

5. To prepare beginning professionals as reflective and continual learners who initiate

and distribute knowledge and skills and who utilize effective teaching practices. 6. To prepare beginning professionals as those who understand and appreciate human

diversity, and who demonstrate global awareness by recognizing that diverse learners can meet all learner outcomes.

At the End of This Course, Students Will Be Able to Meet the Following NCATE Standards: Understand the foundations of teaching, including the concepts of effective teaching, standards and professional development, the teacher as a reflective decision maker, and the impact of increasing student diversity. Be able to articulate and demonstrate the fundamentals of planning for instruction, including approaches to planning, and planning considerations. Understand and articulate the types of teacher planning, including course planning, term planning, unit planning, weekly planning, and daily planning, as well as the components of a daily lesson plan. Be able to articulate and design differentiated instruction for diverse learners, including understanding the sources of student diversity, how to create an inclusive, multicultural classroom, and implementing differentiated instruction. Understand the importance of direct instructional strategies and approaches, as well as indirect instructional strategies and approaches, including social approaches and independent approaches. Understand the importance of implementing strategies that promote student understanding, including summarizing and note taking, reinforcing effort and providing recognition, homework practice, and setting objectives and providing feedback.



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CORRELATION OF COURSE AND TEXT TO THE STATE OF TEXAS SPECIAL EDUCATION STANDARDS AND THE TExES SPECIAL EDUCATION EC-12 EXAMINATION DOMAINS AND COMPETENCIES. (A complete listing of the State Special Education Standards is included as a handout with this syllabus)

Understand the importance of managing instruction in the classroom through the management of lesson delivery, parts of the lesson, student work, and whole-group instruction. Understand the importance of classroom management, preparation, organization of materials, selecting rules and procedures, and maintaining appropriate student behavior. Understand the importance of classroom discipline, including misbehavior, interventions and chronic misbehaviors. Understand the importance of assessing and reporting student performance, grading systems, marking, and reporting, designing a grade book, reporting grades and communicating to families, and general principles of grading and reporting. Understand and articulate the importance of working with colleagues and families.

DOMAIN I – UNDERSTANDING CHILDREN WITH DISABILITIES AND EVALUATING THEIR NEEDS Standards Assessed: IV and V Competency 1: The special education teacher understands and applies knowledge of the characteristics and needs of students with disabilities. Competency 2: The special education teacher understands formal and informal assessment and evaluation procedures and knows how to evaluate student competencies to make instructional decisions. Domain II – PROMOTING STUDENT LEARNING AND DEVELOPMENT Standards Assessed: VI, VII, VII, IX, X Competency 3: The special education teacher understands and applies knowledge of procedures for planning instruction for individuals with disabilities. Competency 4: The special education teacher understands and applies knowledge of procedures for managing the teaching and learning environment including procedures related to the use of assistive technology. Competency 5: The special education teacher knows how to promote students’ educational performance in all content areas by facilitating their achievement in a variety of settings and situations. Competency 6: The special education teacher understands and applies knowledge of issues and procedures for teaching appropriate student behavior and social skills. Competency 7: The special education teacher understands and applies knowledge of transition issues and procedures across the life span. DOMAIN III – PROMOTING STUDENT ACHIEVEMENT IN ENGLISH LANGUAGE ARTS AND READING AND MATHEMATICS Standards Assessed: XI, XII Competency 8: The special education teacher promotes performance in English language arts and reading. Competency 9: The special education teacher promotes student performance in mathematics. DOMAIN IV – FOUNDATIONS AND PROFESSIONAL ROLES AND RESPONSIBILITIES



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SPECIFIC COURSE GOALS AND OBJECTIVES

Standards Assessed: I, II, III Competency 10: The special education teacher understands the philosophical, historical and legal foundations of special education. Competency 11: The special education teacher applies knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

At the end of this course, candidates will be able to demonstrate comprehension and analysis of the following concepts:

1. Exceptionality and Special Education, including the educational definition and prevalence of exceptional learners, definition of special education, history and origins of Special Education, and the progress of Special Education.

2. Integration, Inclusion, and Support of Positive Outcomes, including evaluation and identification of exceptional learners, the intent of Special Education Law (individualized education for students with disabilities), providing Special Education (placement issues for exceptional learners), teachers’ roles in providing Special Education, and Special Education in the context of standards based reform.

3. Multicultural and Bilingual Aspects of Special Education, including America and multiculturalism, education and cultural diversity, multicultural and bilingual Special Education, identification and classification of disabilities, assessment issues in multicultural and Bilingual Education, and instruction in multicultural and Bilingual Special Education.

4. Parents and Families, including professionals’ changing views of parents and

families, the effects of a child with a disability on the family, family involvement in treatment and education.

5. Definitions, Prevalence, Origins, Variations, and Considerations for Learners

with Intellectual and Developmental Disabilities, including mental retardation, learners with learning disabilities learners, attention deficit hyperactivity disorder, emotional or behavioral disorders, autism spectrum disorders, communication disorders, learners who are deaf or hard of hearing, learners with blindness or low vision, learners with low-incidence, multiple, and severe disabilities, learners with physical disabilities and other health impairment, and learners with special gifts and talents.



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COURSE EVALUATION METHODS GRADING RUBRICS

COURSE PROCEDURES

This course will utilize the following instruments to determine student grades:

Exams – written tests designed to measure knowledge of presented course material.

Projects (group, individual) – assignments designed to measure ability to apply presented course material.

Case Studies – from designated Iris Center downloads Homework & In-class Exercises – written assignments designed to supplement

and reinforce course material. Class Participation – daily attendance and participation in class discussions.

Instrument Percentages Total Points

Chapter Tests 20% 200

Individual Projects / Assign.

20% 200

Group Projects /Assign. 20% 200

In-class Participation & Homework Assignments

20% 200

Mid-Term & Final Exam 20% 200

Total: 1000

GRADING DETERMINATION (per University policy):

A = 900 – 1000 pts. or 90 – 100 B = 800 – 899 pts. or 80 – 89 C = 700 – 799 pts. or 70 – 79 D = 600 – 699 pts. or 60 – 69 F = 0 – 599 pts. or 0 – 50

1. RUBRICS WILL BE USED TO GRADE ALL MAJOR ASSIGNMENTS. 2. SEE THE SYLLABUS APPENDIX FOR COPIES OF ALL RUBRICS. 3. THE CORRESPONDING RUBRIC SHOULD BE TURNED IN WITH EACH MAJOR 4. ASSIGNMENT.

EACH STUDENT IS EXPECTED TO:

1. Attend ALL class meetings. 2. Remain in class for the entire class period, and when presentations are in

progress. 3. Purchase required textbooks. 4. Bring your text book to class each day. 5. Complete all required document downloads. 6. Read and be thoroughly familiar with the course syllabus; follow directions

for completing assignments! 7. Read all supplementary handouts. 8. Utilize all supplementary websites and web sources. 9. Read and respond to all assigned case studies. 10. Read the assigned text chapters prior to each class meeting. 11. Be prepared to discuss and answer questions from the chapters. 12. Be prepared to make meaningful contributions to class discussions. 13. Complete and document the required 15 hours of DOCUMENTED classroom

observations, in your content area, in a public school setting, or in an approved private school facility with children from diverse populations.

14. Follow the instructions/requirements/guidelines and/or format provided by



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ASSIGNMENT TIPS FORMATTING DOCUMENTS

the instructor for completing all assignments, including group projects, classroom observations, case study assignments, individual projects, homework assignments, and in-class assignments.

15. Utilize the required title page format for ALL submitted assignments. 16. Type all assignments that are to be turned in to the instructor. 17. Turn in all assignments (major and minor) on the assigned date. (LATE

ASSIGNMENTS WILL BE PENALIZED---NO EXCEPTIONS.) 18. Take notes on class lectures and classroom discussions. 19. Bring a Scantron® and a #2 pencil to take your tests and exams. Do Not leave

class to buy or borrow these items! 20. Take all chapter tests, mid-semester, and final examinations for evaluative

purposes. KEEP A COPY OF ALL ASSIGNMENTS SUBMITTED TO THE INSTRUCTOR, INCLUDING RETURNED ASSIGNMENTS AND TESTS, AS WELL AS ANY OTHER COURSE RELATED DOCUMENTS!

21. Read and become familiar with our “Class Ground Rules” for behavior found in the Appendix of this syllabus. These rules include, but are not limited to the following:

22. Listen while others are talking; refrain from “side conversations”. 23. Turn OFF all electronic devices – use only before or after class! 24. Abide by the university policy on bringing visitors and children to class with

you – NONE are allowed! 25. Conference with the instructor, as needed, throughout the semester. 26. MAINTAIN A PROFESSIONAL ATTITUTE AND PROFESSIONAL APPEARANCE AT

ALL TIMES! When Developing Your Projects & Assignments………

Be creative!

Follow course lecture guidelines, as well as current research and

best practices for development of all of the above.

Keep in mind the age and academic level of your students.

Provide a handout sample for each class member when required.

Be prepared to present your assignment to the class.

Plan to complete your presentation in the designated amount of time.

Have ALL assignments stapled, or bound in a presentation folder.

Loose papers will not be accepted!!!

Do not use over-sized notebooks for small projects.

Do not use plastic sheet protectors or sleeves on individual pages.

Microsoft Word is the standard word processing tool used at PVAMU.

If you are using other word processors, be sure to use the “save as” tool and save the document in either the Microsoft Word, Rich-Text, or plain text format.

Utilize the services of the Writing Center prior to submitting a major paper or project.

Follow the American Psychological Association (APA) writing guidelines for submitting all essays and/or papers. See the Purdue APA Formatting Style and Guide at the following website: http://owl.english.purdue.edu/owl/resource/560/01/. Also see this Syllabus Appendix for a sample APA document.

When using Power Point for presentations, be sure to choose appropriate backgrounds, fonts, font sizes, graphics, and use hyperlinks as needed, and/or as required by the instructor.

http://owl.english.purdue.edu/owl/resource/560/01/



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MPROPER ACADEMIC CONDUCT, PLAGIARISM, AND ACADEMIC DISHONESTY EXAM POLICY

UNIVERSITY RULES AND PROCEDURES

Use Power Point 2003 so that your presentation can be shown on PVAMU computer projection equipment.

To print out handouts from PPT for class distribution, always choose to print as a black and white handout, with two to four slides per page.

Plagiarism is the theft of words, thoughts, and ideas. Consult the PVAMU Undergraduate Catalog for guideline and procedures related to plagiarism. Also see the web link listed below on Plagiarism - Frequently Asked Questions compiled by the Coleman Library staff. http://www.pvamu.edu/PDFFiles/Library/Ref/Plagiarism_FAQ.pdf Academic Dishonesty for this class includes:

1. Copying from another student’s test or exam, taking an exam for another student, or collaborating with another student(s) during an exam.

2. Signing the roll for another student, or related misrepresentation. 3. Using materials during a test that have not been authorized by the instructor

giving the exam. 4. Failing to credit sources used in a work or product in an attempt to pass off the

work as one’s own (Plagiarism is the theft of words, thoughts, and ideas.) 5. Attempting to receive credit for work performed by another, including papers

obtained in whole or in part from individuals or other sources. 6. Attempting to receive credit in one or more classes for the same paper or

project without written approval of instructors involved. 7. Failure to creditably document 15 hours of actual classroom observations,

during the current semester, on the provided Observation Log Form for each course that requires observations. This will result in a grade of “0” for the required observations assignment.

Exams must be taken as scheduled by the instructor. Makeup examinations will NOT be allowed except under documented, extreme emergencies (See Student Handbook). See attached document in Syllabus Appendix titled: UNIVERSITY RULES AND PROCEDURES. Topics Addressed:

Disability Statement

Academic Misconduct (Also see Student Handbook)

Forms of Academic Dishonesty

Nonacademic Misconduct (Also see Student Handbook)

Sexual Misconduct (Also see Student Handbook)

Attendance Policy (Also discussed below)

Student Academic Appeals Process.

http://www.pvamu.edu/PDFFiles/Library/Ref/Plagiarism_FAQ.pdf



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ATTENDANCE POLICY

PLEASE READ AND BECOME FAMILIAR with the UNIVERSITY ATTENDANCE POLICY, INCLUDING THE FOLLOWING: EXCUSED ABSENCES – Absences due to illness, attendance at university approved activities, and family or other emergencies constitute EXCUSED ABSENCES and must be supported by documentation presented to the instructor prior to or immediately up the student’s return to class. Students are responsible for all oral and written examinations as well as all assignments (projects, papers, reports) whether absence is Excused or Unexcused. UNEXCUSED ABSENCES – accumulation of 2 unexcused absences (for the number of clock hours equivalent to the credit for the course) constitutes excessive absenteeism. The instructor is not required to accept assignments as part of the course requirement when the student’s absence is UNEXCUSED.

SPECIFIC ATTENDANCE POLICIES FOR THIS COURSE INCLUDE THE FOLLOWING:

STUDENTS ARE REQUIRED TO ATTEND ALL CLASS MEETINGS.

YOU MUST EMAIL THE REASON FOR YOUR ABSENCE TO THE INSTRUCTOR IMMEDIATELY BEFORE, OR IMMEDIATELY AFTER, AN ABSENCE.

IN ORDER FOR AN ABSENCE TO BE TAKEN INTO CONSIDERATION FOR EXCUSING, APPROPRIATE DOCUMENTATION MUST BE BROUGHT TO CLASS WHEN YOU RETURN FROM AN ABSENCE.



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ADDITIONAL COURSE REQUIREMENTS

Iris Center Assignments

Complete the following Star Legacy Modules:

What Do You See? Perceptions of Disability

The Pre-Referral Process: Procedures for Supporting Students with Behavioral Concerns

Accommodations to the Physical Environment: Setting Up a Class for Students with Visual Disabilities

Serving Students with Visual Impairments: The Importance of Collaboration Download the following Information Briefs

A Teacher’s Guide to Cystic Fibrosis

A Teacher’s Guide to Neuromuscular Disease

Asperger’s Syndrome

Asthma and Children Fact Sheet

Autism Spectrum Disorders

Basic Disability Etiquette Tips Cerebral Palsy

Depression: Helping Students in the Classroom

TExES® Exam Procedures, Requirements, and Responsibilities for Teacher Candidates

CERTIFY TEACHER REQUIREMENTS FOR THIS COURSE: All Teacher Candidates are required to submit a weekly Certify Teacher Report showing hours spent in Study Mode Flashcards Exam Mode (Random) REPRESENTATIVE EXAM REQUIREMENTS FOR THIS COURSE: Teacher Candidates must attend at least two (2) Representative Exam Administrations during this semester. Teacher Candidates must take the Special Education Representative Exam. Teacher Candidates must submit a copy of the completed and signed Score Analysis Form for the exam taken. It must be signed by the TExES Coordinator.

REMEMBER………Participation Counts! In order to gain an understanding of instructional design, implementation, and assessment, and in order to be adequately prepared for the TExES exams, your attendance and participation are crucial to this course. Participation counts towards your overall grade! Therefore, you are expected to attend class, to actively participate in discussions, to actively participate in individual and group in-class activities, to complete homework assignments, to actively participate in presentations, and to complete all required observations for this course. If a situation arises causing you to be unable to attend, please contact me as soon as possible via phone or email. . LEAVING OUT OF CLASS DURING PRESENTATIONS/CLASS LECTURES/ DISCUSSIONS, ETC. WILL RESULT IN A REDUCTION IN YOUR PARTICIPATION GRADE! ATTEND TO ALL PERSONAL NEEDS PRIOR TO THE START OF CLASS!



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WEEKLY COURSE AGENDA & CONTENT FOCUS

Week 1 – Introduction to the Course Course Pre-Test, Read Chapters 1 & 2 Topics:

Exceptionality and Special Education

Current Practices for Meeting the Needs of Exceptional Learners

Week 2 – Read Chapters 3, 4, and 5 Topics:

Multicultural and Bilingual Aspects of Special Education

Parents and Families

Learners with Intellectual and Developmental Disabilities

Week 3 – Read Chapters 6, 7, and 8 Topics:

Learners with Disabilities

Learners with Attention Deficit Hyperactivity Disorder

Learners with Emotional and Behavioral Disorders

Week 4 – Read Chapters 9, 10, 11 and 12

Topics:

Learners with Autism Spectrum Disorders

Learners with Communication Disorders

Learners Who are Deaf or Hard of Hearing

Learners with Blindness or Low Vision

Week 5 – Finalize Research Paper

Take Course Pre-Test Assignment - Begin to gather information about a child that you know, or are acquainted, with who has some type of disability. Use this information to develop your Case Study.

June 11 – Case Study of a Child With a Disability Due

June 18 – Flowchart of the Special Education Process Due

June 24 – Submit draft of research paper.

July 2 – Final Exam: Research Paper on IDEA Disability Areas Due



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NOTES:



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Syllabus Appendix

Quality Without Compromise: The Six Question Model at PVAMU Correlation of Course Text to TExES PPR Domains and Competencies University Rules and Procedures Course Ground Rules Required Title Page Format Group Members Contribution Log for Unit Planning (2 pgs) Group Meeting Log for Unit Planning (2 pages) Grading Rubrics



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University Rules and Procedures

NOTICE OF EQUAL OPPORTUNITY (See Student Handbook) Prairie View A&M University does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person(s) has been designated to handle inquiries regarding the non-discrimination policies: Name: Renee R. Williams Title: Equal Opportunity Compliance Officer/Title IX Coordinator Institution: Prairie View A&M University Office of Student Affairs & Institutional Relations Address: P.O. Box 519: MS 1107 A.I. Thomas Building, St 013 Prairie View, Texas 77446 Telephone: 936-261-2123 Fax: 936-261-2138 Email: [email protected] Individuals requesting a disability accommodation should contact: Name: Dr. Kay Norman Title: Administrator for Diagnostic Testing and Disability Services Institution: Prairie View A&M University Email: [email protected] ACADEMIC MISCONDUCT (See Student Handbook): You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures. Forms of academic dishonesty:

1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations.

2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test.

3. Fabrication: use of invented information or falsified research.

4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism.

Nonacademic misconduct (See Student Handbook) The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures.

https://webmail.pvamu.edu/owa/redir.aspx?C=ZZfbK6Rk8Eeu3fE4thEN6iq0_wL_588IZuJgqd58RTEg3JHltGU_xxNrwXnPloFJzLdLHeV3qkQ.&URL=mailto%3arrwilliams%40pvamu.edu

https://webmail.pvamu.edu/owa/redir.aspx?C=ZZfbK6Rk8Eeu3fE4thEN6iq0_wL_588IZuJgqd58RTEg3JHltGU_xxNrwXnPloFJzLdLHeV3qkQ.&URL=mailto%3akfnorman%40pvamu.edu



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Sexual misconduct (See Student Handbook): Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action. Attendance Policy: Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades. Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”. Absences are accumulated beginning with the first day of class. Student Academic Appeals Process Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint.



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CLASSROOM BEHAVIORAL

REXPECTATIONS Maintain a professional attitude, professional speech, and

professional appearance. Be recognized before speaking. (Choir groups sing together, we talk individually!) Keep extraneous talk to a minimum. Practice active listening. Drinks are permissible, but you must “bus” your own area.

Take care of “personal needs” prior to coming to class. Keep cell phones and other electronic devices in the OFF position

during class time. During instruction and presentations: be courteous, participate, and

respect the opinions of others. Once a presentation and/or instruction has begun, remain seated!

Utilize laptops during class for note-taking/text book purposes only -

with the instructor’s approval. Adhere to the university’s policy on visitors and children in the

classroom. Follow all university rules.



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REQUIRED TITLE PAGE FORMAT

[Complete Title of the Assignment]

Presented to

Doris A. Barnes-Green, Instructor

In Partial Fulfillment of the Requirements for

SPED 3003-P01 Prairie View A&M University

College of Education Department of Curriculum and Instruction

Spring Semester 2013

By

[Your Name in Large Print] [Last 4 Digits of Your Student ID Number]

Date Due:

Date Submitted:



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GROUP MEMBERS CONTRIBUTION LOG FOR THE THEMATIC UNIT PROJECT ATTENTION: This Form Must Be Turned With the Hard Copy of Your Group’s Presentation.

Presentation Date __________ Presentation Title: ____________________________________________

Text Chapter Correlation ______ Chapter Title _______________________________________

Group Member ____________________________________________ Last 3 Digits of SID #_________

Role ________________________________________________________________________________

Responsibilities (describe in detail)________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___Completed Responsibilities ___Did Not Complete Responsibilities


Role ________________________________________________________________________________


________________________________________________________________________________________________

__________________________________________________________________________



Role ________________________________________________________________________________


________________________________________________________________________________________________

________________________________________________________________________________________________

_______________________________________________________________



Role ________________________________________________________________________________

Responsibilities (describe in detail)_________________________________________________________

_____________________________________________________________________________________________




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GROUP PLANNING LOG FOR THEMATIC UNIT PROJECT

NOTE: This form must be turned in with the Thematic Unit Presentation

Presentation Date __________ Project Title ______________________________________

GROUP MEMBERS

______________________________________ _________________________________________________

______________________________________ _________________________________________________

______________________________________ _________________________________________________

______________________________________ _________________________________________________

Date Met_____________________ Method(s): ___phone ___e-mail ___in person ___other_______ Topics Discussed_________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Outcomes_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date Met_____________________ Method(s): ___phone ___e-mail ___in person ___other_______ Topics Discussed_________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Outcomes_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date Met_____________________ Method(s): ___phone ___e-mail ___in person ___other_______ Topics Discussed_______________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Outcomes_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



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Syllabus Contract

My signature below indicates that I have read, understand and agree to the conditions set forth in the Syllabus for SPED 3003—Introduction to Special Education.

I understand that:

The instructor will follow all policies listed in this Syllabus exactly as printed, including how my grade will be calculated. End-of-course grade reports are final; however, it is my responsibility to inform the instructor via documentation of any

errors in grade calculations prior to the final class meeting.

The instructor reserves the right to make changes to the syllabus at any time during the semester, and that I will be notified promptly via my PVAMU University email of any significant changes.

Extra credit will not be given to improve my grade.

I am responsible for keeping track of my grades and asking the instructor, via email, if I am unsure of my current grade

standing.

I am responsible for all course work, even if I do not attend class.

In accordance with the Syllabus, late assignments are not accepted.

It is my responsibility to request an appointment with the instructor after consulting with my class Support Team if I am having difficulty with this course.

I will listen to my peer’s opinions and respect them, even if they differ from my own.

Time spent in class is valuable. Therefore, if the instructor thinks that I am disruptive in class, or that I have come to class

unprepared, as directed by the instructor, I may be asked to leave and will comply.

I understand Prairie View A&M University’s Academic Integrity Policy, and I will be in compliance to the rules and procedures therein.

I am responsible for my own academic integrity and the integrity of my work.

If I have any questions about academic integrity, including proper crediting of sources or working cooperatively on an

assignment, it is my responsibility to first check with my Support Team, then, if necessary, inform the instructor in an appropriate amount of time if my questions are not answered. Furthermore, if I do not, I am fully responsible for my actions and any consequences.

I understand that a consequence for non-compliance to class policies and procedures may result in a reduction of, or a

failing grade for this course.

___________________________________________________________ ______________________

Printed Name of Teacher Candidate Last 4 digits of SID PVAMU E-mail Address: _________________________________________________________________________________ Personal Email Address: _________________________________________________________________________________ Phone: (Best contact number): _______________________________ 2nd Contact # _______________________________ ____________________________________________________________ ___________________________ Signature of Teacher Candidate Date



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GRADING RUBRICS (to be attached)



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Documents

Whitlowe R. Green College of Education Department of ...Whitlowe R. Green College of Education – Department of Curriculum & Instruction COURSE SYLLABUS FOR SPED 3003-PO1 4 CORRELATION