` CALUMET COLLEGE OF SAINT JOSEPH

Education Program

Semester 2002-1 (02-1)

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: Arranged

COURSE DESCRIPTION: Teacher candidate 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: Week of September 9, 2002

Assignment #2: Extra-Curricular Activity

Due date: Week of September 23, 2002

Assignment #3: Gifted toy/game

Due date: Week of October 14, 2002

Assignment #4: Spirit Catches You

Due date: Week of October 21, 2002

Assignment #5: Observation

Due date: Week of October 28, 2002

Assignment #6: Learning Activities/Unit Plan

Due date: Week of November 11, 2002

CLASSES AND TEXTBOOK READINGS:

Week of September 9, 2002

Topics: Legal Aspects and Development of Education for Diverse Learners; Instructional Planning for Diverse Learners

Text: Chapters 1 & 2

Week of September 16, 2002

Topics: Managing Student Behavior; Collaborating with Other Professionals and Family Members

Text: Chapter 3 & 4

Week of September 30, 2002

Topic: LD, AD, ED, or BD Students

Text: Chapters 5 & 7

Week of October 7, 2002

Topic: Mentally Challenged/Gifted Students

Text: Chapters 8 & 12

Week of October 21, 2002

Topics: Perceptually, Physically or Medically Challenged Students; Culturally Diverse or At-Risk Students

Text: Chapters 6, 9, 10 & 11

Week of November 11, 2002

Topics: Facilitating Reading, Writing and Mathematics; Facilitating Learning in Content Areas;

Project presentaion

Text: Chapters 13-16

Week of December 2, 2002

Topics: Current Concerns and Issues with Diverse Learners;

Final.