Educating Exceptional Children

1

 

Term:                         Cohort B and Y Summer 20053

Course Number:       EDU 430

Instructor:                  Barbara O’Block, Ed.D.

Office Phone:             219-473-4294

E-mail:                       boblock@ccsj.edu

Office Hours:             By appointment

 

Instructor Background: Barbara O’Block serves the educational community as Assistant Professor of Education at Calumet College of Saint Joseph and as a consultant to schools in the Chicago area. Previously Dr. O’Block served as teacher, elementary principal, central office consultant, and associate superintendent of schools in the Archdiocese of Chicago. She holds a Bachelor of Science in Education degree, worked for a degree in Fine Arts with an emphasis on piano performance, earned a Master’s Degree in Administration and Supervision, and a Doctorate in Curriculum and Instruction; both advanced degrees were awarded by Loyola University of Chicago.

 

Course Time:   Cohort B:     8:15 A.M. – Noon

                          Cohort Y:     5:00  P.M. – 8:45 P.M.

                          Consult calendar(s) for attendance days.

 

Course Description: The characteristics, capabilities, and expectations of students with special needs, students who are at-risk for learning problems, and gifted students are surveyed. The teacher’s role in assisting students who face attentional, behavioral, learning, physical and social challenges - and other relevant and practical issues unique to educating exceptional students - are examined.

 

Field experiences required.

 

Prerequisites:  EDU 100, 200, 300, 311, 342 and 370

 

Textbooks:  Turnbull, Rud, Turnbull, Ann, Shank, Marilyn and Sean J. Smith. (2004). Exceptional Lives: Special Education in Today’s Schools, 4th Edition. Upper Saddle River, N.J.: Pearson Education, Inc.

 

Turnbull, Rud, Turnbull, Ann, Shank, M, and Sean J. Smith. (2004). Inclusive Classrooms: Video Cases on CD-ROM Activity and Learning Guide to Accompany Exceptional Lives. Upper Saddle River, N.J.: Pearson Education, Inc.

 

Learning Outcomes/Competencies:

Students in this course will

 

Ø      Examine the history and legal foundation(s) for special education including IDEA, ADA, 504, and FAPE.

Ø      Understand and analyze the meaning of inclusion and the concept of “least restrictive environment” (LRE).

Ø      Identify students with exceptionalities; examine the issue of “labeling.”

Ø      Understand the referral and placement processes including the role of the classroom teacher.

Ø      Examine the Individualized Education Plan (IEP).

Ø      Develop and apply knowledge of instructional planning, strategies, and assessments to meet the needs of exceptional students.

Ø      Plan accommodations including assistive technology.

Ø      Explore issues of socialization and behavior management.

Ø      Describe collaboration with families and other professionals.

 

Related INTASC Principles:

Ø      Principle 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Ø      Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Ø      Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.

Ø      Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

 

Learning Strategies:  Students who participate in this course will engage in reading, lecture, discussion, individual and collaborative assignments, simulations, and other instructional methodologies.

 

The Oral Presentation:  The student will research a selected topic.  The report, supported by Power Point, will define the topic, discuss causes, prevalence, characteristics, and educational considerations as appropriate.  The oral presentation will synthesize the research to promote a clear understanding of the topic.  Handout copies of the presentation will be prepared for the class. The presentation will be approximately 10 minutes in length.

 

Quizzes:  short quizzes will check for understanding of key concepts and terms.

 

Field Experience (1):  The student will interview a family member of a student with a disability(ies); a rubric will guide the interview. A minimum three page reflection will accompany the rubric.

 

Field Experience (2):  the student will visit a special education classroom; a rubric will guide the visit. A minimum three page reflection will accompany the rubric.

 

Final paper:  The student will select a final project from a menu of opportunities to further knowledge of and /or skill in an area of educating exceptional children.  The final project should be approximately five pages in length with appropriate citations of research.

 

Requirements/Assessment:

 

Class attendance/participation

18

Quizzes for understanding

22

Oral presentation of research

10

Written presentation of research

10

Field observation/reflection

10

Interview/reflection

10

Final project

20

Total points possible

100

 

Please Note: All written assignments are typed, double-spaced, in appropriate grammar/sentence structure, and follow APA rules.

 

Attendance Policy:  Intellectual growth and success in college are reinforced through interaction in the classroom.  Students reach personal goals and course outcomes through regular and prompt attendance.  The Education Department’s accelerated classes are intense and rigorous and demand student presence and participation.  Therefore, if a student is absent from a cohort class three times, the student will be academically withdrawn by the instructor on the third day.

 

Grading Scale: 

A 100-92     A-91-90    B+89-88     B 87-82     B-81-80     C+79-78     C 77-72     C-71-70

 

D+69-68     D 67-62     D-61-60     F 59 and below

 

Class Policy on Electronic Devices:

Cell phones, pagers, and other electronic devices that may cause a disruption in the educational process should be turned off. Respect for the instructor and fellow students peated problems in this area may lead to unpleasant consequences.

 

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

 

Statement of Plagiarism: If an instructor or other Calumet College of ST. Joseph personnel find that a student has plagiarized or been involed in any other form of academic dishonesty, the instructor or other personnel may elect to bring the matter upf or judicial review.  The maximum penalty for any form of academic dishonesty is dismissal from the College.  The procedures for judicial review are listed undet the section of CCSJ handbook that addresses student grievances.

 

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.).  All of these guidelines are available in the Calumet College of St. Joseph library or bookstore.  These texts outline how to cite references from a variety of sources, including electronic media.

 

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. The Registrar must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.

 

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).