syllabi+and+course+documents


 * [[image:file:///Users/MRamsey/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png width="114" height="114"]] |||| ====== EDUCATION DEPARTMENT ======
 * // Builders of Community //**

8:00-8:50 a.m./9:00 to 9:50 a.m./2:00 to 2:50 p.m. MWF; Bishop Fink 203 Fall 2009 || Bishop Fink 220 Extension: 7387 Direct line: 913.360.7387 �596� Office Hours: || **Required Text:** Turnbull, R., Turnbull, A., Shank, M., & Smith, S. J. (2004). //Exceptional lives: Special education in today’s schools// (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Credit Hours: 3 || This course is an introduction to special education. An overview of the various groupings of individuals with exceptionalities under the Individuals with Disabilities Education Act will be examined in-depth, with emphasis on etiology, identification, incidence, prevalence, treatment, services available, and educational implications. Mental, physical, behavioral, and sensorial exceptionalities are discussed. National, state, and local laws and policies impacting individuals with exceptionalities will be examined. The principles of universal design, inclusion, collaboration, assistive technology, and multicultural responsiveness are imbedded and emphasized throughout this course. Historical foundations and future trends in special education are discussed with emphasis on current issues including life-long learning, multicultural and bilingual education, and the impact of technology on the field. || The conceptual framework of Benedictine College’s education program, both undergraduate and graduate, is built upon the theme, “Educators as Builders of Community.” It calls for pre-service teachers and pre-service educational administrators to perceive their roles in education as developers of community. The community is within the place called school as well as outside of its walls. Within this structure, goals for all education programs include:
 * ED 222 Psychology of Individuals with Exceptionalities **
 * **Matthew J. Ramsey, M.S./M.A**.
 * **Course Description:**
 * ** Conceptual Framework: **

1. Building community within schools and classrooms so that students and teachers make personally meaningful choices, communicates and collaborates with others, thinks critically and conceptually, and acts justly;

2. Actively involves the community as part of the educational process;

3. Pursues outcomes that enable students, in the 1300-year tradition of Benedictine monasticism, to become builders of community. This course is designed to prepare TEP candidates to **//demonstrate an understanding of philosophical, historical, and legal foundations of special education; demonstrate an understanding of learners’ diversity and provide support for learners’ cognitive, physical, social, emotional, and career development; demonstrate assessment, diagnosis, and evaluation knowledge and skills; demonstrate knowledge and skill in planning and implementing effective instruction; demonstrate effective communication and collaboration skills and knowledge; and demonstrate professionalism and ethical knowledge and skills.//** Specifically, the Benedictine “Builder of Community” will: || **Course Outcomes** || **Assessment**  || **BC Conceptual Framework and** || Skills Dispositions || Standard 1: K 1, 2, 3, 4, 5, 6, 7 || Skills Dispositions Outcomes 1, 3 || Standard 2: K 1, 2, 3, 7 P 1 || Skills Dispositions Outcomes 2, 3, 6 || Standard 3: K 1, 3, 6 || Skills Dispositions Outcomes 1, 3, 4, 5, 6 || Standard 4: K 1, 3, 4, 5, 6, 8 Standard 7: K 1, 2, 3, 4, 5, 6, 8 || Skills Dispositions Outcomes 1, 2, 3, 4, 6 || Standard 8: K 1, 2, 3, 4, 5, 6, 7, 8 || Skills Dispositions Outcomes 2, 3, 4, 6, 7 || Standard 5: K 3, 7  ||
 * Specific Course Outcomes and Objectives: **
 * TEP Outcomes** || **KSDE/NCATE Standards**
 * 1. Understand the historical background of special education and effects on current practice. || class discussions; chapter readings; group project; quizzes; exams  || Knowledge
 * 2. Demonstrate an understanding of the etiology of disabilities, including implications for learning. || class discussions; chapter readings; quizzes; exams; group projects  || Knowledge
 * 3. Demonstrate an understanding of the responsibility of including students with disabilities in standards-based assessment. || chapter readings; group project; class discussions; class activities; quizzes; exams  || Knowledge
 * 4. Demonstrate knowledge of the impact of differing cultural perspectives on students’ learning and development. || chapter readings; class discussions and activities; quizzes, exams; book review  || Knowledge
 * 5. Demonstrate understanding of evidence-based, best-practice educational methods. || class discussions; chapter readings; exams; quizzes; class activities; group project  || Knowledge
 * 6. Demonstrate an understanding of assistive technology and the ways it can contribute to different aspects of life for students with disabilities. || chapter readings; class discussions and activities; quizzes; exams; group project  || Knowledge

The Education Department complies with the American Disabilities Act in making reasonable accommodations for qualified students with disabilities. Students with special needs should make arrangements with the instructor for the accommodations necessary to complete the course requirements. || 100% - 93% = **A** 92% - 90% **= A-** 89% - 87% **= B+** 86% - 84% = **B** 83% - 80% = **B-** 79% - 77% = **C+** 76% - 74% = **C** 73% - 70% = **C-** 69% - 67% = **D+** 66% - 64% = **D** 63% - 60% = **D-** <70 = **F** || A comprehension midterm and final will be given during the semester. The midterm will comprise 20% of the course grade. The final will worth 30% of the course grade. A class review will be conducted approximately one week before each exam. A five to seven page paper will be prepared and submitted during the semester. The paper will serve as an individual statement of philosophy regarding the education of students with disabilities, as well as poor and minority students, in American Public Schools, considering the issues presented during the course. This document will also be included in your professional portfolio if you choose to apply to the Education Department at Benedictine College. Two rubrics will be provided to aid in completion of this paper. One will be used to score the paper, the other a Standard Assessment Rubric (SAR), must be included in your portfolio when submitted for application to the department. A group project will be completed as a part of this course. Groups will be organized to explore one of the disability categories under the Individuals with Disabilities Act (IDEA). The group will be responsible for researching characteristics and methods of individuals identified as having the assigned disability. Additional information and a sample presentation will be provided during initial class sessions. Regular quizzes will be given during the semester as outlined on the course schedule. At times short reflection papers may be assigned. Each student will have the opportunity to select and read a book written by or about an individual with a disability. An oral book review will be given to this instructor regarding the content of the book, information about the individual and their family, and the experience of the individual as a member of society. These reports can be schedule with the instructor during office hours and a list of selected titles is available. || Benedictine College endorses the principle of academic honesty. Any academic dishonesty is contradictory to the purpose and welfare of both the student and the college. Verified instances of academic dishonesty will result in an “F” or a zero grade for the academically dishonest exam or plagiarized paper and will be reported to the Assistant Dean and the student’s advisor. Additionally, depending upon the magnitude of the academic dishonesty, the student may receive a failing grade for the course and the student may even be suspended or is subject to suspension or dismissal from the college.
 * |||||| **Special Accommodations Clause:**
 * ** Grading: **
 * **Exams (50%)**
 * Reflection Paper (20%)**
 * Group Project (10%)**
 * Quizzes/Reflections (20%)**
 * Book Review (5% extra credit)**
 * **Academic Honesty:**


 * Class Attendance:**
 * A student enrolled in ED222A/B, may miss up to 6 class sessions before automatic withdrawal from course enrollment.**

It is presumed that students attend every session of courses in which they are registered, in order that the instructor’s leadership, class discussion and/or class projects may assist mastery of subject matter.

Students may be allowed to make up missed work if the absence from class is because of sickness, school-related trips or unavoidable absence from the college; sickness excuses are received by the individual instructors and the Associate Dean recognizes unavoidable absence excuses.

A limit of absence from class is determined in a general way for all lower-division courses in order to assist those students in the educational process. Any student enrolled in courses numbered under 300 who is absent more than two times the number of weekly meetings assigned to a course may be withdrawn by his or her instructor. A grade of ‘F’ will be recorded if this occurs after the official withdrawal period. || Lecture and student presentation will be the primary methods of teaching employed in ED222. Class discussions, student feedback, and the use of multi-media materials will also be used. ||
 * **Teaching Methods:**


 * ** Date ** || ** Activity ** || ** Assignment ** ||
 * August 26 || Introduction to course/materials || Read Chapter 1 ||
 * August 28 || Overview of Special Education || Read Chapter 2 ||
 * August 31 || Universal Design/Gen. Ed. Curr. || Read Chapter 3 ||
 * September 2 || Cultural Issues || Read Chapter 4 ||
 * September 4 || Family Partnerships || Take Home Quiz/Chapter 7 ||
 * September 7 || Sample Student Presentation/E.D. || Quiz Due ||
 * September 9 || Emotional Disturbances || ||
 * September 11 || Quiz #2/Law Review || Read Chapter 5 ||
 * September 14 || Student Presentation/L.D. || ||
 * September 16 || Learning Disabilities || ||
 * September 18 || Quiz #3/Law Review || Read Chapter 6 ||
 * September 21 || Student Presentation/C.D. || ||
 * September 23 || Communication Disorders || ||
 * September 25 || Quiz #4/Law Review || Read Chapter 8
 * Dept. Applications Due ||
 * September 28 || Student Presentation/ADHD || ||
 * September 30 || Special topic || ||
 * October 2 || Quiz #5/Law Review || Read Chapter 9 ||
 * October 5 || Student Presentation/ID(MR) || ||
 * October 7 || Intellectual Disabilities (MR) || ||
 * October 9 || ** Mid-Term ** || ||
 * October 12 || Flex day || ||
 * October 14 || Flex day || Reach Chapter 10 ||
 * October 19 || Student Pres./Multiple Disabilities || ||
 * October 21 || Multiple Disabilities || ||
 * October 23 || Quiz #6/Law Review || Read Chapter 11 ||
 * October 26 || Student Presentation/Autism || ||
 * October 28 || Autism || ||
 * October 30 || Quiz #7/Law Review || Read Chapter 12 ||
 * November 2 || Student Pres/OHI/Physical Impair. || ** Reflection Papers Due ** ||
 * November 4 || OHI/Physical Impairment || ||
 * November 6 || Quiz #8/Law Review || Read Chapter 13 ||
 * November 9 || Student Pres/Traumatic Brain Injury || *pre-registration begins ||
 * November 11 || Traumatic Brain Injury || ||
 * November 13 || Quiz #10/Law Review || Read Chapter 16 ||
 * November 16 || Student Presentation/G and T || ||
 * November 18 || Gifted and Talented || ||
 * November 20 || Quiz #11/Law Review || Read Chapter 14 ||
 * November 23 || Hearing Impairment || Read Chapter 15 ||
 * November 30 || Vision Impairment || ||
 * December 2 || Flex day || ||
 * December 4 || Flex day || ||
 * December 7 || Review || ||
 * December 11 || ED 222B Final 8:00 to 10:00 a.m. || ||
 * December 14 || ED 222A Final 8:00 to 10:00 a.m. || ||
 * December 15 || ED 222C Final 8:00 to 10:00 a.m. || ||


 * Benedictine College Education Department **
 * Standard Artifact Rubric (SAR) for Professional Portfolio**

Student:


 * Course: || ED 222: Psychology of Individuals with Exceptionalities ||
 * Artifact: || Reflection on working with students with disabilities. ||
 * Brief Description: || Each student will write a personal philosophy regarding educating students with disabilities. Reflections should incorporate our teacher education outcomes as well as thoughts about building community. ||
 * Related to outcomes: || This relates to outcome 3: The BC candidate balances diversity and unity, through respecting and integrating different viewpoints, learning styles, cultures, and lived experiences. ||

Failure by the candidate to perform at an acceptable level || Acceptable The candidate performed at an acceptable level on this artifact. || Distinguished The candidate performed at an exemplary level on this artifact. || 0 .25 .5 .75 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3
 * Unacceptable

Instructor’s signature
 * ED 222: Psychology of the Exceptional Individual**

Please write a reflective 5-7-page paper, double-spaced, 12-point font, discussing the following:

What is your personal philosophy regarding educating students with disabilities. Should they be included in the general education classroom? What sorts of accommodations and modifications, if any, should be made for these students? Should inclusion be the way to go or are they are other placements options that would be best suited for students with disabilities? Should different considerations be made for students with disabilities? Why or Why not? Why is IDEA important? As a teacher how are you going to work with students with disabilities in your classroom? What are your thoughts about student outcomes with students with disabilities? Finally, what are your thoughts regarding building community in your classroom? How can this be done with students of al differing levels of abilities within one classroom? How does multicultural responsiveness and cultural sensitivity fit in with your philosophy?

The writer expresses a philosophy of educating students with disabilities that is consistent with the current state of the field. Deviations from current ‘best practice’ are present with solid, well-articulated logic.


 * 1-2-3-4-5-6-7-8-9-10** _ points

The writer expresses a theory of inclusion and provides examples of how future students might be included in their future classrooms. Examples of accommodations and modifications are discussed.


 * 1-2-3-4-5-6-7-8-9-10** _ points

The writer demonstrates a solid understanding of IDEA, various court cases and the 6 Principles and 4 Outcomes of Special Education. The proposed 5th outcome is discussed and examples from the writer’s personal life are used to support these idea.


 * 1-2-3-4-5-6-7-8-9-10** _ points

The writer provides insight into the works of a future classroom includes ideas on how students with disabilities will be made a part of the classroom. Principles of Universal Design for Learning are discussed.


 * 1-2-3-4-5-6-7-8-9-10** _ points

The writer demonstrates an understanding of students of various cultural, ethnic, and social classes as well as the importance of meeting their unique educational needs.


 * 1-2-3-4-5-6-7-8-9-10** _ points

The writer articulates a philosophy that demonstrates an understanding of the department’s conceptual framework of “Educators as Builders of Community.”


 * 1-2-3-4-5-6-7-8-9-10** _ points

Subtotal _ points

X 5

Total _ points

** ED 222 ** This presentation will be over the assigned disability topic. Your group will have 15 minute of class time to complete the following tasks: · Introduce your classmates to an individual with the assigned disability · Demonstrate a teaching technique which can be used with students who have this disability · Introduce the class to an issue/debate/hot topic surrounding individuals with this disability
 * Student Presentation Rubric **
 * || ** 0-7 pts ** || ** 8-16 pts ** || ** 17-25 pts ** ||
 * ** Individual with a Disability ** || The group fails to introduce an individual with a disability to the class as a part of the presentation. || The group introduces the class to an individual who is discussed in the text or other course materials. || The group introduces the class to an individual with a disability and shares the essence of that person. ||
 * ** Teaching Technique ** || The group fails to demonstrate or discuss a clear teaching technique. || The group discusses a teaching technique that can be implemented in a future classroom. || The group demonstrates a teaching technique which can be implemented in a future classroom ||
 * ** Hot Topic ** || The group fails to present an issue/debate/hot topic, which impacts individuals with this disability. || The group presents an issue/debate/hot topic, which was discussed in the textbook. || The group presents an issue/debate/hot topic that is current. Evidence of research outside course materials is present. ||
 * ** Multi-Media ** || The group fails to use multiple methods of presentation. || The group uses one or two media methods during their presentation. || The group uses two or more media methods during their presentation. The discussion is interesting and creative. ||

=Book List= Here are a few books that would meet the expectation of the book reflection project. This is not an exhaustive list. Many other books are available. I am happy to work with you to find a book in an area of particular interest.

Born On A Blue Day: Inside the Extraordinary Mind of an Autistic Savant

Pretending to be Normal: Living with Asperger's Syndrome by Liane Holliday Willey

Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome, Second Edition by Stephen M. Shore

Nothing About Us Without Us: Disability Oppression and Empowerment (Paperback) by James I. Charlton

Cracked: Recovering after Traumatic Brain Injury by Lynsey Calderwood

A Child Called "It": One Child's Courage to Survive by Dave Pelzer

Learning Disabilities and Life Stories (Paperback) by Pano Rodis (Author), Andrew Garrod (Author), Mary Lynn Boscardin (Author)

The Acorn People by Ron Jones

It's So Much Work to Be Your Friend: Helping the Child with Learning Disabilities Find Social Success (Paperback) by Richard Lavoie (Author), Mel Levine (Foreword), Michele Reiner (Preface), Rob Reiner (Preface)

A Special Education: One Family's Journey Through the Maze of Learning Disabilities [BARGAIN PRICE] (Hardcover) by Dana Buchman (Author), Charlotte Farber (Author)

The Secret Life of the Dyslexic Child: How she thinks. How he feels. How they can succeed. (Paperback) by Robert Frank (Author), Kathryn E. Livingston

Daniel Isn't Talking (Paperback) by Marti Leimbach (Author)