CPSE 400 Syllabus F 2010

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CPSE 400 Syllabus F 2010 Powered By Docstoc

                 Counseling Psychology and Special Education 400
                                                      Fall 2010
                                              Brigham Young University
                               Department of Counseling Psychology and Special Education

Course Title:              Exceptional Students: Principles of Collaboration

Course Credit:             2 semester hours

Instructor:                Dr. Betty Ashbaker office: 340-c MCKB

Course Time &
Location:                  MW 9:00-10:15 276 MCKB

Office Hours:              Mondays and Wednesdays 10:15-10:45 and other days and times by appointment. In order to
                           give you the uninterrupted attention you will want, please schedule an appointment.

Teaching Assistant:        Amanda Henderson       <>

Concurrent field experience: Work a minimum of 12 hours with a student(s) with disabilities, or a student who is at risk
of school failure. Teacher candidates will submit case study assignments regarding this volunteer work.

Materials (available online at the website below:
Carter, N., Prater, M.A., & Dyches, T.T. (2009). What every teacher should know about making
accommodations and adaptations for students with mild to moderate disabilities. Upper Saddle River, NJ: Pearson.

Web sites:
Pearson 400 web site – [use the passwords on your purchased package].

Custom Textbook:

        Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for effective instruction. Upper
        Saddle River, NJ: Pearson.

        Prater, M.A. (2008). Chapter 2: Laws and reform impacting special education from: Teaching strategies for
        student with mild to moderate disabilities. Boston: Allyn & Bacon. (Available online)

        Wood, J.W. (2009). Chapter 5 Adapting lesson plans from: Practical strategies for the inclusive classroom.
        Upper Saddle River, NJ: Pearson. (Available online)

IRIS at Vanderbilt University

Course Description: This course prepares future classroom teachers to understand how students with exceptionalities
learn, and how to use basic strategies for meeting their educational needs. Teacher candidates will identify: the ways
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.

Course Content

The figure below illustrates the mental model for the course. In this course, you will learn that you have a responsibility to
oversee the education of all students who will be in you classroom. As a teacher candidate, you will learn how to evaluate
the academic/social performance of your students and how to initiate interventions when students are at-risk for failure. In
this course you will learn how to make instructional accommodations/adaptations that meet the educational needs of
students who qualify for special education services. You will collaborate with others to determine appropriate education for
students with exceptional learning needs.

Success in the Course

We hope that all students enrolled in this course will achieve desired results. Students who have been successful in this
course attend class, read the lessons, and complete assignments on time. Completing work on time is especially important.
Typically, this is a busy semester for students. If you get behind early in the semester, it becomes increasingly difficult to
catch up. Turn in work on time. Students who contact me when they encounter problems completing assignments or
attending class, work with me to resolve problems. We are willing to work with students who proactively manage their
learning experience.
     Note: Late assignments can only receive a maximum point value of 80% and will be graded using the
      same criteria as all other assignments.

Course Assignments/Assessments                                                                      Point Value

      Professional Participation                                                   [20 @ 2 points/class] 40 POINTS
You earn participation points by attending class, arriving on time, staying for the entire class session, and participating in
classroom activities. Civility is a priority!

      Reading and Connections Journal Assignments              [Choose 5 of the 8 @ 5 points each] 25 POINTS
Reading materials include the following: Mastropieri and Scruggs custom text, Prater Chapter 2, Wood Chapter 5, the
What Every Teacher Should Know About (WETSKA) Making Accommodations book, IRIS Web site modules. For each
assigned chapter, students will complete a connections journal assignment (approximately 1/2 page).

       Connections Journal/Reflection
       Complete one connections journal for 5 of the 8 reading assignments. The reading assignments are
       chapters from the custom text and the course web site. Include the following in your connection
       assignment. Expected length ½ to 1 page. Please do not exceed 1 page.
           1. A foundation of truth statement. Provide a quote or scripture that provides the foundation of truth for one of
               the principles discussed in the lesson.

                 Foundation of Truth Example
                 D&C 18: 10 Remember the worth of souls is great in the sight of God.
                 D&C 134: 1 WE believe that governments were instituted of God for the benefit of man; and
                 that he holds men accountable for their acts in relation to them, both in making laws and
                 administering them, for the good and safety of society.

            2.   List the main ideas/points in the reading material. Use bullet points.

                 Main Points Example
                         Laws protect the educational rights of individuals with disabilities (a) IDEA – the right to appropriate
                          education, (b) Section 504 – the right to receive accommodations and to be protected from
                          discrimination, (c) NCLB – the right to educational achievement.
                         There are pros and cons for including students with disabilities in general education classes: (a)
                          students with disabilities may benefit from inclusion and are not stigmatized by their educational
                          placement, (b) students with disabilities may not receive appropriate services in general education
                         Individuals with disabilities are people first and are not defined by their disabling conditions.

            3.   Connect one of the concepts discussed to your personal experience or to prior knowledge (something learned
                 in another class, or from previous readings). Be specific in describing your connection.

                 Connection Example – Individuals with disabilities are people first:
       When I was in high school, I had an opportunity to volunteer at a school for students with severe disabilities.
       Most of the students in the school were in wheel chairs and had limited ability to communicate verbally. Before going to
       the school I was nervous. I thought of the students as being “disabled people.” On my first day at the school, we had an
       outdoor dance for physical education. We took the students outside, played music on the loud speakers, and helped them
       “dance” by moving their wheelchairs in rhythm to the music. The child I helped grinned and grinned as I turned his wheel
       chair around and around. He was a person, just like other kids, he just wanted to have fun.

     Assignments**                                                           [4@ 10 points each] 40 POINTS
Students will complete 4assignments before the practicum break (approximately 1-2 pages in length). [Descriptions of
these assignments are listed at the end of the syllabus].
    1. Disability Awareness Assignment
    2. High incidence research and presentation
    3. The IRIS Response-to-Intervention Module and Assessment
    4. Behavior Assignment

     Field Experience:                                                            [3@ 15 points each]= 45 POINTS
    For this course, teacher candidates will spend 12 hours working with a student who is experiencing difficulty
    academically (i.e., learning to read, write, spell, or solve mathematic problems). In conjunction with the field
    experience, students will complete the following assignments:
    1. Learning Disabilities (LD) Checklist and Log [Does not need to be typed].
    2. Lesson Plan Accommodations (3)
    3. Praise Notes

        Final Project                                                                                      100 POINTS
        Class Total Points                                                                                 250 POINTS

        BONUS Complete the course/instructor evaluation found on BYU’s system.[5 POINTS)

Grading Scale
Your letter grade for the course will be calculated using the following percentages:

A 95 - 100                       B+    87 - 89                    C+    77 – 79                    D+    67 - 69
A- 90 - 94                       B     83 - 86                    C     73 – 76                    D     63 - 66
                                 B-    80 - 82                    C-    70 – 72                    D-     60 - 62

Course Expectations
    •    Course Work: Written work is expected to beyour own work that is professionally appropriate; please proofread
         your work prior to submission. Assignments should typed and be free from spelling, grammatical, and
         typographical errors. Well, this isn’t new to you—is it? You want your own credit for your own great work!
    •    Time Commitment: University standards are (weekly) 2 to 3 hours of out-of-class work for each
         credit hour. For this class you may spend 4 to 6 hours a week completing course work. There is also a Practicum
         associated with this course. Yes, I know—this isn't new to you either!
    •    Classroom Behavior: Reading, texting & sending emails, completing work for other courses
         or any other multi-tasking type activity is not an appropriate use of the learning opportunity available in class. Cell
         phones and pagers should be turned to silent prior to class.
         For University and Department policies on the mission of the BYU Special Education program, Prevention of
         Sexual Harassment, Accommodations for Teacher-Candidates with Disabilities, Plagiarism, Honor Code, and a
         Statement on Diversities please see:
        Serve and advocate for learners with individualized educational needs and others who support them.

Other Critical Information:
I will communicate with you via e-mail. As a BYU student, each of you has access to an account. Use Blackboard to access information
for this course. And please make certain your email account information is accurate on the Blackboard system. Also, if you have recently
married and changed your name, please make sure the correct name is on your registration and on Blackboard. Otherwise, use the same
name on your paperwork as the name on Blackboard and the University directory.

Learning Outcomes:
For the CPSE 400 Learning Outcomes and INTASC standards please refer to

                                                 Course Calendar*
      Date                   Focus                          Reading(s)                       Con-nect      Course and Field
                                                                                             Journal        Assignment(s)
Aug 30 & Sept        Introduction,          Mastropieri Ch. 1                                   1              Disability
1                    Syllabus, and          Disability Awareness, knowledge, and                              Awareness
                     Disability             questions-                                                     Assignment—due
                     Awareness                                                                                 Friday @
Sept 8               Laws: Teacher          Prater—Laws                                          2            Sign up for
                     Responsibility         NCLB and IDEIA                                                   presentations

Sept 13 & 15         Understanding          What Every Teacher Should Know                       3              Prepare
                     disabilities &         About… Part 1                                                   preseatations—
                     learner                Mastropieri Ch. 3 Teaching S w/High                             giving attention
                     characteristics        Incidence disabilities                                          to collaboration
Sept 20 & 22         Learner                High Incidence Disabilities                          4              In class
                     Characteristics &      Presentations and Collaborative                                   assignment
                     High Incidence         Activities                                                         Disability
                     Disabilities           What Every Teacher Should Know                                   Presentations
                                            About Part 2
Sept 27 & 29         Individual             Mastropieri Ch. 2, Collaboration (all of             5
                     Education Plans        chapter)
                     (IEP) Process,         Partnerships + Procedures
                     PLAFF                  Prater Ch. 2 pages 34-59
Oct 4 & 6            Response To            IRIS RTI Modules Part 1 & 2 (found on                          IRIS RTI Modules
(Online              Intervention           Blackboard external links)                                       Due by Friday
assignment)                        go                                5:00
                                            to Resources→RTI→Module
Oct 11 & 13          Behavior               Mastropieri Ch. 7 Improve Classroom                  6              IRIS Behavior
                     Management             Behavior + Social Skills                                               Modules
                                            IRIS Behavior Modules Part 1 & 2                                    Due by Friday
Oct 18 & 20          Services for           Mastropieri final chapter: Services for
                     Young Children         Young Children with Special Needs
Oct 25               Preparation for        Oct 26—Practicum begins Nov 22-                                Begin LD
Nov 24 No            Instruction—           return from Practicum                                          Checklist and
classes              Practicum                                                                             Learning Log
                                            Class reconvenes Nov 29th
Nov 29 & Dec         Motivation &           Mastropieri Ch. 9 Enhancing Motivation               7
1                    Affect                 and Affect

Dec 6 & 8            Attention &            Mastropieri Ch. 10 Improving Attention               8
                     Memory                 and Memory

Dec 13               Final                  Pulling it all together: Assessment (RTI),                      Lesson Plan
                                            identification of needs, instructional                           Accommodation
                                            planning, research-based instruction                            LD Checklist
                                            and annual testing (NCLB), results.                              and Praise
                                                                                                             Notes due
                                                                                                            Field
                                                                                                             due Dec 13
                                                                                                             5:00 pm
*Calendar is subject to change at the discretion of Professor. Students will receive prior notice of changes.

                           **DESCRIPTIONS OF COURSE ASSIGNMENTS

Course Assignment: 1-Disability Awareness Assignment (Mastropieri Chapter 1)

Complete ONE of the following: a. Family history assignment. OR b. Personal interaction analysis.

                                         a. Analysis of Personal History
Summary of your inquiry
Most families have members who were born with obvious challenges, who were identified by the schools with a
disability or disorder, or who became disabled in childhood or adulthood through physical or mental illness,
accident, injury or aging. The purpose of this task is for you to learn more about those individuals and the
history of your family’s response to those persons. Interview your parents, grandparents and other older relatives
to find out as much as you can about these family members.
If you have a good relationship with a family member who has a disability or has a child with a disability, you
might choose to interview them about the impact of that disability on their lives, their hopes, their dreams, their
nightmares, their challenges. Or you might choose to spend some time with them and reflect on what you
learned that ties in with this class.
If you were identified as a student with a disability or were born with a significant physical difference or
medical problem, you might choose to have a conversation with your parents about what it was like for them at
the time you were identified and how they advocated for you and for themselves.
Provide a concise, clear summary of how you went about your inquiry including dates, times, persons
interviewed or interacted with, methods for inquiry, questions asked, and what you learned.

Provide a well-developed reflection on your inquiry and analysis of your findings.
   1. Describe your emotional, intellectual and behavioral responses to the exercise. How did the interview
        make you feel? What did it make you think? What did you want to do after conducting this interview?
   2. What has been discussed in class that ties into what you learned in the interview? Make direct reference
        to how you have integrated new understandings and made connections with class lectures, discussions,
        readings, and in-class activities.
   3. What did you learn about individuals with exceptionalities or cultural/personal response from
        completing this exercise?
   4. How do others in your family view this person with a disability? What is your perception of disabilities?
   5. Your writing should have only minor errors in writing mechanics, including spelling, punctuation, and
        grammar. Good sentence and paragraph construction should be present. People first language is always

               b. Analysis of Personal Interaction with an Individual with Disabilities

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

Reflection/analysis of personal interaction
Describe your initial response to the interaction, and then dig deeper. Reflect on your own personal response to
the interaction. What assumptions were challenged? What did you learn from the interaction? Consider how this
interaction compares and contrasts with what you are learning about individuals with disabilities.
     1. Describe your emotional, intellectual and behavioral responses to the interaction. How did this
         interaction make you feel? What did it make you think? What did you want to do after this interaction?

    2. What has been discussed in class that ties into what you experienced in this interaction and the
       comments you’ve made? What was your personal reaction to the interaction or connections you made
       with what you’ve experienced or learned?
    3. Do you think people would have a more positive attitude about people with exceptionalities if they
       interacted with this individual? If so, explain why? What negative attitudes or beliefs about people with
       disabilities do you think might be subtly or not so subtly reinforced?
    4. What did you learn about individuals with exceptionalities from this interaction? What is your
       perception of disabilities?
    5. Did you notice other peoples’ reactions to this person? What were their perceptions of this person with a
    6. Your writing should have only minor errors in writing mechanics, including spelling, punctuation, and
       grammar. Good sentence and paragraph construction should be present. People first language is always

COURSE ASSIGNMENT 2- High Incidence Disability Research and Presentation
         As a group, your collaborative group will study one of the high incidence disabilities and present it to
the class. Your presentation should be 8 to 10 minutes and should include a description of the disability, how it
may be manifested in the general classroom, and at least 2 teaching strategies you can use to help students with
this particular disability. Handouts for the class are optional. Please include an outline for the professor.

COURSE ASSIGNMENT 3-IRIS RTI Module                             (Mastropieri Chapter 2 – Prater
Chapter 2)
        All students complete this assignment

Response to Intervention: IRIS Module
The RTI process is a specific process for responding to and preventing school failure and/or learning problems.
If academic problems are addressed early in school, school failure can be prevented. Vanderbilt University with
support from federal grants has developed the IRIS Center website to provide information about educating
students with disabilities.

To find the module go to
     Click on resources.
     In the Pick One column, click on RTI
     In the Select column, select modules
     In the Link to Resources click on RTI (Part 1): An Overview
        This module outlines the differences between the IQ-achievement discrepancy model and the Response-
        to-Intervention (RTI) model. It also offers a brief overview of each tier in the RTI model and explains
        its benefits.

Work through each phase of the module (from the Challenge through the Wrap Up) and then answer assessment
questions 1-4.

COURSE ASSIGNMENT 4--Behavior Assignment (10 points) (Mastropieri Chapter 7)
Complete the following:
                                        IRIS Module – Behavior
  1. Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle
The first in a two-part series, this module discusses problem behavior in terms of the stages of the acting-out
cycle and suggests ways to respond to students in the cycle's different phases.
To begin the module go to
     Click on resources.
     In the Pick One column, click on PreK-3
     In the Select column, select Modules
     In the Link to Resources click on Addressing Disruptive and Noncompliant Behaviors (Part 1):
        Understanding the Acting-Out Cycle.

Assignment: Work through each phase of the module from Challenge through Wrap Up. Submit your
Assessment answers in writing.

2. Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions
The second in a two-part series, this module describes interventions that can increase initial compliance to
teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant

To begin the module go to
     Click on resources.
     In the Pick One column, click on PreK-3
     In the Select column, select Modules
     In the Link to Resources click on Addressing Disruptive and Noncompliant Behaviors (Part 2):
       Behavioral Interventions


      Draw on your experience in the school to complete this assignment. This project provides an
      opportunity for you to synthesize your learning. You will describe your perceptions of disability
      and analyze how your experience and the knowledge you have gained have shaped your
      perception of disability.

      [Because collaboration is essential for meeting the needs of diverse learning, you may do this as a
      collaboration project. You may work with a peer to complete this project.]

      The following should be included in your final project:

      Part 1 (May be completed with a collaborative partner)
         1. Demographic information for the student described.
                  a. Student’s age, gender, grade, ethnicity
                  b. Experience in school
                  c. Learner challenges/at-risk characteristics (disability)
                  d. Student’s interests
                  e. Student’s learning strengths
         2. Describe your moral/ethical and legal responsibilities for educating students with
         3. Summarize the curricular interventions and accommodations you made for the student
              and why they were—or why these were not successful. Describe how you will measured
              and reported progress.
         4. Describe the praise notes you used and the effect they had on the students.
              Explain how you used the praise notes during your field experience. Did the use of praise
              notes facilitate learning? What specific information did you get to show that they made a
              difference? Explain how you feel about using them in your own classroom.

      Part 2 (Each student submit individually)
         5. Analyze your physical and emotional reactions to working with students with learning
              problems. Provide specific examples of how you felt, or how you interacted with the
              student. Discuss how your feelings influenced your teaching. Describe how the
              knowledge you have acquired and your experience working with your student have
              shaped your perception of disability. Be specific.

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