CALUMET COLLEGE OF SAINT JOSEPH
Education Program
Semester 2001-1 (01-1) (September 4- December 15, 2001)
Education 430: Educating Exceptional Students
Syllabus
Elaine T. Kisisel, Ph.D.
Professor in Education
Office: Room 513
Hours: By appointment
Telephone: (219) 473-4271
(312) 721-0202 x271
E-mail: ekisisel@ccsj.edu
Course Time: Tuesdays, 7-10 PM
COURSE DESCRIPTION: Teacher candidates will explore the physical, psychological and social nature of gifted, developmentally challenged/delayed and learning disabled students, as well as student with other exceptionalities. Also included is the process of identification, diagnosis, education and treatment using a variety of programs and facilities designed to cope with situations encountered by exceptional students and their families.
PREREQUISITES: EDU 100, 200, 300, 311, 342 and 370.
PRINCIPAL OBJECTIVE: The teacher candidate will gain knowledge, reflection and practical experiences with the following concepts associated with meeting the educational needs of students with diverse capabilities and from diverse backgrounds:
· legal aspects of providing educational services;
· collaboration efforts with other professionals and family members;
· characteristics of diverse students and their families;
· instructional planning and accommodations in the social and educational environments to facilitate learning;
· individual differences and assessment;
· early intervention and transitional programs.
RELATED INTASC PRINCIPLES:
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
TEXTBOOK: Vaughn, Shawn, Bos, Candace S. and Schumm, Jeanne Shay. (2000) Teaching Exceptional, Diverse and At-Risk Students in the General Education Classroom. Boston: Allyn and Bacon.
ADDITIONAL BOOK: Fadiman, Anne. (1997) The Spirit Catches You and You Fall Down. New York: Farrar, Straus, and Giroux.
ATTENDANCE: Attendance is mandatory. Student missing more than two classes may not pass the course.
GRADES: Grades will be determined as follows:
Assignments 75%
Discussion 15%
Final 10%
ASSIGNMENTS: These items will be due as scheduled. There will be NO substitutions.
Assignment #1: Family/Brofenbrenner
Due date: September 11, 2001
Assignment #2: Extra-Curricular Activity
Due date: September 25, 2001
Assignment #3: Gifted toy/game
Due date: October 16, 2001
Assignment #4: Spirit Catches You
Due date: October 30, 2001
Assignment #5: Observation
Due date: November 13, 2001
Assignment #6: Learning Activities
Due date: December 4, 2001
CLASSES AND TEXTBOOK READINGS:
September 11, 2001
Topic: Legal Aspects and Development of Education for Diverse Learners
Text: Chapter 1
September 18, 2001
Topic: Instructional Planning for Diverse Learners
Text: Chapter 2
September 25, 2001
Topic: Managing Student Behavior
Text: Chapter 3
October 2, 2001
Topic: Collaborating with Other Professionals and Family Members
Text: Chapter 4
October 9, 2001
Topic: LD, AD, ED, or BD Students
Text: Chapters 5 & 7
October 16, 2001
Topic: Mentally Challenged/Gifted Students
Text: Chapters 8 & 12
October 23, 2001
Topic: Mentally Challenged/ Gifted Students
Text: Chapters 8 & 12
October 30, 2001
Topic: Perceptually, Physically or Medically Challenged Students
Text: Chapters 6 & 9
November 6, 2001
Topic: Culturally Diverse or At-Risk Students
Text: Chapters 10 & 11
November 13, 2001
Topic: Facilitating Reading, Writing and Mathematics
Text: Chapters 13-15
November 20, 2001
Topic: Facilitating Learning in Content Areas
Text: Chapter 16
November 27, 2001
Topic: Current Concerns and Issues with Diverse Learners
December 4, 2001
Topic: Project presentations
December 11, 2001
Final