EDSE 632 © Saint Mary’s University of Minnesota 2016 1 Saint Mary’s University of Minnesota Schools of Graduate and Professional Programs Syllabus for EDSE 632D1 Survey of Learners with Exceptionalities 3 credits – Online Delivery NAME OF TERM: Spring 2017 Survey of Learners with Exceptionalities CODE OF TERM: 2017M1 Instructor: Christine ‘Critty” McClendon Email: [email protected] Phone: 720-747-9614 Prerequisites: EDSE 631 Course Description: This course emphasizes current knowledge of individuals with exceptionalities within the context of human growth and development. Content includes historical factors; legislation; etiology; characteristics; needs; educational strategies, including existing and emerging technologies; assessment; and support services for individuals with exceptionalities. The course covers the impact of disabilities on academic and social/emotional performances. Field experience is required. Learning Objectives: Upon Completion of this course, learners are expected to be able to have mastered the following. Mastered Mastered – CORE A. Foundational knowledge. A teacher of special education understands the foundations of special education, including information about students served by special education. The teacher must demonstrate knowledge of the: (4) definitions, characteristics, and educational implications for students with disabilities eligible for special education services; (9) medical terminology and educational implications of medical conditions, including the effect of medication and specialized health care in educational settings; (13) roles and organizational structures of general and special education and the part they play in providing total services to all students C. Instructional design, teaching, and ongoing evaluation. A teacher of special education understands how to provide and evaluate specially designed instruction to meet the unique needs of students in special education through individualized educational plans. The teacher must be able to: (7) design and manage positive instructional environments that convey high expectations for students to develop their independence, self-motivation, self-direction, self-regulation, and self-advocacy; Mastered – EBD Mastered – ASD Mastered – LD This is a graduate level licensure program therefore the following apply: The Master of Arts in Special Education (MA in SPED) program is a constructivist program grounded in active course session participation. Active Engagement: Engagement is a required component of MA in SPED and necessary for a passing grade. Engagement is necessary for demonstration of the Minnesota Standards of Effective Practice (MN Rule 8710.200) and is required for licensure recommendation (Appendix 1).EDSE 632 © Saint Mary’s University of Minnesota 2016 2 Participation Expectations: Students are expected to participate in the course as is required to turn in graduate level work. Please review the due dates for all activities and contact your instructor if you are facing any problems. For technical issues, please call the 24/7 personal support center. Engage Course Log-On: You should log-on to the Engage course a minimum of 5 times per week, allowing for sufficient time to complete required activities. Software tools: 1. Personal Computer: Access to a computer with Windows 7 or later or Mac OS X will be necessary to complete the course work. The learner should have access to technology at each course session. Learners will never be excused from a due date because of a technology issue [regardless of who is to blame]. Learners should complete activities well enough in advance to ensure that there is time to account for technology failures. 2. Internet Service: High speed service is recommended. Dial up may work if the connection is stable. If not, the learner should pursue alternate means of meeting the Internet requirement. Learners will never be excused from a due date because of a technology issue [regardless of who is to blame]. Learners should complete activities well enough in advance to ensure that there is time to account for technology failures. 3. Adobe Acrobat Reader®: Free download available. 4. Microsoft Office: Microsoft Office is the standard. Therefore, activities must be completed with software such as Microsoft Word® for Windows. If Apple iWork or an alternative program (OpenOffice, Google Docs) is used, it must be exported as a Windows file using the proper file extensions (.docx preferred) or as specified by the instructor. Online Conduct: Please refer to the MA in SPED Handbook for online conduct procedures. Required Textbooks: Hallahan, D. P. & Kauffman, J. M. (2014). Exceptional Learners: An Instruction to Special Education. Exceptional Learners, An Introduction to Special Education. New York, NY: Pearson. ISBN-13:978-0-13-703370-6 Muhammad, Anthony and Hollie Sharroky. (2011). The Will to Lead, the Skill to Teach: Transforming Schools at Every Level. Solution Tree. ISBN: 9781935542544 Course Requirements: All activities must be turned in on time, with careful attention to detail (points will be deducted for late work); attendance at all sessions. SMU Central: If you have a disability, either permanent or temporary, or any other circumstance that might affect your ability to perform in this course, inform the instructor so s/he can adapt methods, material, or activities to provide equitable participation. In order to receive appropriate accommodations you must have documentation on file with the university. University Resources: See the course Engage site for direct links to the library and writing center. Use of the writing center is strongly recommended. Engage Information: Engage may be accessed by entering the following URL into your browser: https://engage.smumn.edu. Discussion Boards: Learners must respond to the initial post AND three additional posts (a total of 4 posts). Posts must be consistent with master’s level quality work. Virtual Classroom: Learners must be available to participate on the date and time assigned by the instructor. Online Chat: Learners must be available to participate on the date and time assigned by the instructor. Technical Support: The Engage help desk is available 24/7 and may be accessed by phone at 877-308-9954 option 3 or by email at [email protected] 632 © Saint Mary’s University of Minnesota 2016 3 Academic and Conduct Policies: Please refer to the online SGPP handbook and M.A. in Special Education Student Handbook for policies and other important information. Student Rating of Teaching and Learning Learners are expected to provide feedback about teaching and learning in the course. Please check your SMU email near the end of the course for a link to an online rating from that records responses anonymously.EDSE 632 © Saint Mary’s University of Minnesota 2016 4 All “Readings Due” are to be completed prior to the course session. All “Activities” are to be submitted via Engage by midnight the day of the course session, unless otherwise noted by the instructor. Supplemental Materials can be found in the “Course Materials” section on Engage in the folder corresponding with the appropriate week. All activities will be submitted online (no hard copies to be turned in). Topical Course Outline: Dates by Week Course Session Dates/Time Topics Covered Readings & Activities Week 1 February 27 - March 5, 2017 Online Review of syllabus, discussion of readings, exceptional learners. History & origin of SPED. Assessment issues in the age of accountability. Dilemma of standards and exceptionality. In Class Activity: Legal Issues discussion In Class Activity: RtI Accommodations & Modifications discussion Standards Introduced: CB9, CC1 Reading Due (Hallahan): Chapter 1 Exceptionality and Special Education Chapter 2 Current Practices for Meeting the Needs of Exceptional Learners Graded Activity Two Due: SPED Interview Supplemental Materials in Weekly Folder on Engage Week 2 March 6 – 12, 2017 Online Multicultural and bilingual aspects of special education, RtI and CRT, parental involvement, Brofenbrenner’s Social Theory Model. Universal Design for Learning (UDL) and Banks’ Multicultural Education Pyramid, co-teaching models. Activity: The Will to Lead, the Skill to Teach: Transforming Schools at Every Level (Muhammad, Hollie) In Class Activity: APA Paper discussion Graded Activity Five Project & Presentation: Sign up for presentation groups. Discuss requirements of presentation (length, final product, choice of media). Standards Introduced: CD1, ASDA6, LDA3 Reading Due (Hallahan): Chapter 3 Multicultural and Bilingual Aspects of SPED Chapter 4 Parents and Families Reading Due (Muhammad): Chapter 2 Conflicting Wills Graded Activity Three Due: Multicultural & Bilingual Aspects of SPED Paper Supplemental Materials in Weekly Folder on EngageEDSE 632 © Saint Mary’s University of Minnesota 2016 5 Week 3 March 13-19, 2017 Online Learners with specific learning disabilities (SLD) Activity: Small group compare and contrast SLD Rule with eligibility sheet. Activity: Compare and contrast ABC with ABD (see flow chart, SLD Manual Chap 2, p. 8) Graded Activity Eight: Discuss requirements and answer questions. Standards Introduced: LDB5, LDC3, LDC11 Reading Due (Hallahan): Chapter 6 Learners with Learning Disabilities Supplemental Materials in Weekly Folder on Engage Week 4 March 20-26, 2017 Online Learners with intellectual and developmental disabilities and the effect of medication and specialized health care in educational settings, assistive technology. Standards Introduced: CA9, CA6, CA7, LDA7 Reading Due (Hallahan): Chapter 5 Learners with Intellectual and Developmental Disabilities Chapter 11 Learners who are Deaf or Hard of Hearing Respond to Week 4 Small Group Discussion: Collaboration Virtual Classroom: Medication and Specialized Health Care Supplemental Materials in Weekly Folder on Engage Week 5 March 27 – April 2, 2017 Online Learners with Autism Spectrum Disorders (ASD), speech/language disorders. Activity: Video/Web Discussion View PBIS You Tube: http://www.pbs.org/newshour/rundown/2011/0 4/viewers-guide-autism-today.html View and explore web site: http://www.includingsamuel.com/media/Video /ExtendedTrailer.aspx What most impressed you about the caring adults in the lives of the children featured in the video clips? What might that mean for you as a teacher? Activity: Identify ways in which teachers could facilitate the social use of language in their classrooms. Activity: Discuss “Sujeet” video. Reading Due (Hallahan): Chapter 9 Learners with Autism Spectrum Disorders Chapter 10 Learners with Communication Disorders Graded Activity Four Due: Autism and Speech Lang. Pathology Interview Supplemental Materials in Weekly Folder on EngageEDSE 632 © Saint Mary’s University of Minnesota 2016 6 Standards Introduced: ASDA8, ASDC2, LDA4, CA7, LDA7 Week 6 April 3-9, 2017 Online Learners with Attention Deficit Hyperactivity Disorders (ADHD). Standards Introduced: CA6, ASDA8, CA9 Reading Due (Hallahan): Chapter 7 Learners with ADHD Respond to Week 6 Discussion Board: ADHD Supplemental Materials in Weekly Folder on Engage Week 7 April 10 -16, 2017 Online Learners with Emotional and Behavioral Disorders (EBD) Standards Introduced: CA6, EBDA4, EBDA7, EBDA8, EBDA11, EBDC5, EBDA6 Reading Due (Hallahan): Chapter 8 Learners with EBD Respond to Week 7 Discussion Board: EBD Supplemental Materials in Weekly Folder on Engage Week 8 April 11-23, 2017 Online Presentations of Graded Activity Five: Chapter Analysis Presentation Complete Instructor Feedback online Standards Introduced: CA4 Graded Activity Five Due: Chapter Analysis Summary and Presentation Upon completion of EDSE632, complete Learning Activity One Upon completion of EDSE632, complete Graded Activity One Upon completion of EDSE632, complete Graded Activity Six Supplemental Materials in Weekly Folder on Engage Learning Activities Necessary for Licensure Preparation: Learning activities will ensure that the learner has completed coursework pertaining to mastery of the state standards and completed activities/presented evidence within the electronic portfolio that will demonstrate the practicing educator has met licensure competencies. These activities are not graded but must be completed to ensure mastery. Graded Activities: Graded activities will ensure that the learner has completed coursework pertaining to completion of the course. These activities are graded. EDSE 632 Course Activities Quick List: 1. Learning Activity One: Electronic Portfolio 2. Graded Activity One: Active Engagement (Appendix 1) 3. Graded Activity Two: Exceptionality & SPED Interview (Appendix 5) 4. Graded Activity Three: Multicultural & Bilingual Aspects of SPED Paper (Appendix 2) 5. Graded Activity Four: Autism & Speech/Lang. Pathology Interview (Appendix 5) 6. Graded Activity Five: Chapter Analysis Summary and Presentation (Appendix 3 and Appendix 5) 7. Graded Activity Six: Classroom Observation (Appendix 4) *Note: If you already have evidence demonstrating your achievement of the expected knowledge and skills for any activity, please meet with the instructor to develop an alternative activity that further extends and challenges you.EDSE 632 © Saint Mary’s University of Minnesota 2016 7 Grade Point Breakdown: GA 1………………..10 Points GA 2………………..10 Points GA 3………………..30 Points GA 4………………..10 Points GA 5………………..30 Points GA 6……………+ 10 Points 100 Total Points Possible Grading Policies Grading policies are consistent with university policy as stated in the current Catalog and Student Handbook. Graduate Grading Scale: Points Earned Percent Grade 100-90 100-90% A (4.0) 89-80 89-80% B (3.0) 79-70 79-70% C (2.0) Less than 70 <70% *NC (0.0) *No Credit M.A. in Special Education Grading/Mastery of Standards: In each course there are two forms of assessment: 1. Graded Activities 2. Mastery of State Standards (based on Learning Activity One: Electronic Portfolio) The learner will receive a grade based on the Graded Activities and will be assessed on mastery of the state standards. If standards are not mastered the instructor will notify the Program Director who will, in turn, contact the learner to complete additional activities to demonstrate mastery. A passing grade for the course does not guarantee mastery of the standards.EDSE 632 © Saint Mary’s University of Minnesota 2016 8 Learning Activity One: Electronic Portfolio Description of Activity: The electronic portfolio should be updated with evidence gathered during coursework and submitted under the appropriate standards upon completion of the course. The following grid outlines the competencies met during this course and will serve as a checklist of items that must be submitted as evidence of mastery of the MN State Standards. The electronic portfolio will be reviewed by the instructor upon the completion of each course and will serve as documentation for licensure recommendation. Submission: Electronic Portfolio Checklist for Mastery: Items to be submitted to the electronic portfolio State Standard Evidence gathered/demonstrated in course activities CA4, CA9, CA13 Graded Activity Five: Chapter Summary and Analysis (submit the one page summary) CC7 Graded Activity Six: Classroom Observation Week Due: Week 8EDSE 632 © Saint Mary’s University of Minnesota 2016 9 Graded Activity One: Active Engagement Description of Activity: Active engagement is a necessary component of demonstration of the standards of mastery and is required for licensure. Learner will write a 1 paragraph (7-10 sentences) reflection addressing each portion of the rubric. Learners will assign themselves a grade for the activity based on the rubric. Final grade will be determined by the instructor. Competencies Met: This activity will ensure that you have met the following state standards:  SEP6, SEP10 Submission: Engage, Course Menu, Activities (embed) Supplemental materials to be used for completion of activity: Appendix 1 Points Possible: 10 Week Due: Week 8EDSE 632 © Saint Mary’s University of Minnesota 2016 10 Appendix 1 Active Engagement Rubric Scoring Rubric for Active Engagement Does Not Meet Expectation Meets Expectation Exceeds Expectation Points Possible Interaction Provides minimal connection through course discussions. 0 pts Participates and engages in reflection on the contributions of others for each course session. Participates in discussion board dialogue. 1 pt Participates at a high level of contribution and interaction within class discussions. Demonstrates the ability to engage in critical reflection on the questions and the contributions of other class members. Contributes highlevel quality discussion board posts. 2 pts /2 Contribution Listens to class conversation on selected topics. 0 pts Participates and provides input to conversations throughout discussion board posts. 1 pt Participates and provides input in all class discussions and discussion board posts. 2 pts /2 Initiative Lack of connection with course instructor or other class members. 0 pts Uses e-mail to clarify course activities and expectations. 1 pt Engages in communication on a regular basis to stimulate risk taking and creativity within the course. 2 pts /2 SelfReflection Rarely shares personal reflections on reading, class discussion, activities, group and individual projects through participation. Shows limited awareness of personal communication and collaboration styles. 0 pts Shares personal reflection regarding class materials and understanding of implication to self through participation. Shows awareness of impacts on personal communication and collaboration styles in interactions with instructors and colleagues. 2 pts Keeps constant discussion with instructor and/or class members regarding selfreflection on class materials and experiences on the job. Shows awareness of dynamics with the class and facilitates positive interactions among class members. 4 pts /4 Total Points: /10EDSE 632 © Saint Mary’s University of Minnesota 2016 11 Graded Activity Two: Exceptionality & SPED Interview Description of Activity: Interview a parent/guardian of a learner with an exceptionality, focusing on the family’s experiences and feelings. If the learner is of school age listen for the parents perceptions of that experience. Submit the questions you asked along with a 1 page summary. Submission: Engage, Course Menu, Activities (embed) Supplemental materials to be used for completion of activity: Appendix 5 Points Possible: 10 Week Due: Week 1EDSE 632 © Saint Mary’s University of Minnesota 2016 12 Appendix 5 Scoring Rubric for Summary Does Not Meet Expectation Meets Expectation Exceeds Expectation Points Possible Organization The summary begins with a clear topic sentence that states the main idea of the original selection; all other major points are stated economically and arranged in logical order; a concluding sentence effectively brings the summary to a close, but no details or reflections are added; the writing is unified and coherent throughout. 0 pts The summary begins with a topic sentence that states the main idea of the original selection; all other major ideas are stated and arranged in a generally logical order; a concluding sentence brings the summary to a close, but extraneous details or reflections may be added; the progression of ideas and information is, for the most part, logical. 1-3 pts The summary may or may not state the main idea of the original selection, or it may not do so at the beginning; it states some, but not all, major ideas and not necessarily in a logical order; the summary may lack a conclusion or include extraneous details or reflections; the development of ideas is not completely logical or coherent. 3.5 pts /3.5 Elements of Summary The overall purpose of the summary is clear; the summary expresses only the main idea and major points of the original selection; the writing is tailored to the audience. Word choice is consistently efficient and concise. 0 pts The purpose is generally clear; the summary expresses only the main idea and most major points of the original selection; most of the writing is tailored to the audience. Word choice is fairly concise. 1-3 pts The purpose wavers; the summary does not accurately express the main idea or most major points of the original selection; most of the writing is not tailored to the audience. Word choice is vague or repetitive. 3.5 pts /3.5 Spelling, Mechanics, and Grammar There are few or no errors in mechanics, usage, grammar, or spelling. 0 pts There are some errors in mechanics, usage, grammar, or spelling. 1-2 pts There are serious errors in mechanics, usage, grammar, or spelling. 3pts /3 Total Points: ____ / 10EDSE 632 © Saint Mary’s University of Minnesota 2016 13 Graded Activity Three: Multicultural & Bilingual Aspects of SPED Paper Description of Activity: The learner will understand the impact of gender, familial background, socioeconomic status, racial, and linguistic diversity on disabilities and involvement in all aspects of special education. Guiding questions include, but are not limited to: how do special education teams ensure that gender, familial background, socioeconomic status, racial, and linguistic diversity are not mistaken for an exceptionality? What interventions could assist a special education team in differentiating between diversity and exceptionality? The learner should include a minimum of three scholarly articles. Paper must be in APA format. Submission: Engage, Course Menu, Activities Supplemental materials to be used for completion of activity: Appendix 2 Points Possible: 30 Week Due: Week 2EDSE 632 © Saint Mary’s University of Minnesota 2016 14 Appendix 2 Rubric for Written Work Scoring Rubric for Written Work Does Not Meet Expectation Meets Expectation Exceeds Expectation 0-4 pts 5-9 pts 10 pts Points Possible APA Format Neglects to follow the requirements related to APA format and layout. Follows, for the most part, all of the requirements related to format and APA format. Some requirements are not followed. Closely follows all requirements related to APA format and layout. /10 Clarity and Organization The essay is not well written, and contains many errors in spelling, grammar, and/or use of Standard American English. The essay is poorly organized, lacks clarity, and/or does not present ideas in a coherent way. The essay is well written for the most part, with minimal error in spelling, grammar and use of Standard American English. Errors do not detract from meaning or readability. The essay is for the most part well organized, clear and presents ideas in a coherent way. The essay is well written from start to finish, without error in spelling, grammar or use of Standard American English. The essay is well organized, clear and presents ideas in a coherent way. /10 Content The essay is not objective and/or poorly addresses the issues referred in the proposed topic. The provided information is not necessary or insufficient to discuss these issues. The essay is objective and for the most part addresses, with an in depth analysis, most of the issues referred in the proposed topic. The provided information is, for the most part, necessary and sufficient to discuss these issues. The essay is objective and addresses, with an in depth analysis, all the issues referred to in the proposed topic. The provided information is necessary and sufficient to discuss these issues. /10 Total Points: /30EDSE 632 © Saint Mary’s University of Minnesota 2016 15 Graded Activity Four: Autism and Speech/Lang. Pathology Interview Description of Activity: The learner will interview a speech/language pathologist to obtain information regarding his/her role and responsibilities. Visit http://www.asha.org for guidance on preparing interview questions (search: roles of speech language pathologists). Submit the interview questions along with a 1 page summary. Submission: Engage, Course Menu, Activities (embed) Supplemental materials to be used for completion of activity: Appendix 5 Points Possible: 10 Week Due: Week 5EDSE 632 © Saint Mary’s University of Minnesota 2016 16 Appendix 5 Scoring Rubric for Summary Does Not Meet Expectation Meets Expectation Exceeds Expectation Points Possible Organization The summary begins with a clear topic sentence that states the main idea of the original selection; all other major points are stated economically and arranged in logical order; a concluding sentence effectively brings the summary to a close, but no details or reflections are added; the writing is unified and coherent throughout. 0 pts The summary begins with a topic sentence that states the main idea of the original selection; all other major ideas are stated and arranged in a generally logical order; a concluding sentence brings the summary to a close, but extraneous details or reflections may be added; the progression of ideas and information is, for the most part, logical. 1-3 pts The summary may or may not state the main idea of the original selection, or it may not do so at the beginning; it states some, but not all, major ideas and not necessarily in a logical order; the summary may lack a conclusion or include extraneous details or reflections; the development of ideas is not completely logical or coherent. 3.5 pts /3.5 Elements of Summary The overall purpose of the summary is clear; the summary expresses only the main idea and major points of the original selection; the writing is tailored to the audience. Word choice is consistently efficient and concise. 0 pts The purpose is generally clear; the summary expresses only the main idea and most major points of the original selection; most of the writing is tailored to the audience. Word choice is fairly concise. 1-3 pts The purpose wavers; the summary does not accurately express the main idea or most major points of the original selection; most of the writing is not tailored to the audience. Word choice is vague or repetitive. 3.5 pts /3.5 Spelling, Mechanics, and Grammar There are few or no errors in mechanics, usage, grammar, or spelling. 0 pts There are some errors in mechanics, usage, grammar, or spelling. 1-2 pts There are serious errors in mechanics, usage, grammar, or spelling. 3pts /3 Total Points: ____ / 10EDSE 632 © Saint Mary’s University of Minnesota 2016 17 Graded Activity Five: Chapter Analysis Summary and Presentation Description of Activity: Groups will provide a summary and analysis of a chapter (10-15). Groups will be evaluated for the activity based on the ability to demonstrate an analysis, synthesis and evaluation of the chapter. The means by which groups demonstrate understanding and the ability to synthesize the material for presentation may include, but is not limited to: outlines, artifacts, visuals, etc. Groups should supplement the textbook with a minimum of 3 scholarly sources not already used in the course. The presentation must include definitions, characteristics, and educational implications for students with disabilities eligible for special education services; medical terminology and educational implications of medical conditions, including the effects of medication and specialized health care in educational settings; roles and organizational structures of general and special education and the part they play in providing total services to all students. Each learner will submit an individual 1-2 page summary of the group findings (include scholarly sources in APA format). Competencies Met: This activity will ensure that you have met the following state standards:  CA4, CA9, CA13 Submission: Engage, Course Menu, Activities (embed) Supplemental materials to be used for completion of activity: Appendix 3 Appendix 5 Points Possible: 30 Week Due: Week 8EDSE 632 © Saint Mary’s University of Minnesota 2016 18 Appendix 3 Presentation Rubric Scoring Rubric for Presentations Does Not Meet Expectation Meets Expectation Exceeds Expectation Content Topic is unclear; information included that is not pertinent to topic in any way Sufficient information relates to topic; many good points made, but uneven balance and little variation An abundance of material clearly related to topic; points are clearly made; varied use of material Coherence and Organization Presentation is choppy and disjointed; does not flow; no apparent logical order to presentation Most information presented in a logical sequence; generally well organized but better transitions from idea to idea needed Topic is clear and developed; specific examples are clearly developed; flows together well; clear transitions; succinct but not choppy; well organized Creativity Repetitive with little or no variety; insufficient use of multimedia and/or technology Some originality apparent; good variety of blending materials and technology Very original presentation of material; uses the unexpected to full advantage; captures the audiences attention Material Little or no use of technology; ineffective us of technology; imbalance in use of material Use of technology not as varied and not well connected to material Balanced use of materials; use of technology is varied and appropriate Speaking Skills Inaudible or too loud; no eye contact; rate to slow/fast; speaker seemed uninterested and used monotone Clear articulation but not as polished Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence Length of Presentation Too long or too short; ten or more minutes above or below the allotted time Within four minutes of allotted time Within two minutes of allotted timeEDSE 632 © Saint Mary’s University of Minnesota 2016 19 Appendix 5 Summary Rubric Scoring Rubric for Summary Does Not Meet Expectation Meets Expectation Exceeds Expectation Organization The summary may or may not state the main idea of the original selection, or it may not do so at the beginning; it states some, but not all, major ideas and not necessarily in a logical order; the summary may lack a conclusion or include extraneous details or reflections; the development of ideas is not completely logical or coherent. The summary begins with a topic sentence that states the main idea of the original selection; all other major ideas are stated and arranged in a generally logical order; a concluding sentence brings the summary to a close, but extraneous details or reflections may be added; the progression of ideas and information is, for the most part, logical. The summary begins with a clear topic sentence that states the main idea of the original selection; all other major points are stated economically and arranged in logical order; a concluding sentence effectively brings the summary to a close, with helpful details or reflections added; the writing is unified and coherent throughout. Elements of Summary The purpose wavers; the summary does not accurately express the main idea or most major points of the original selection; most of the writing is not tailored to the audience. Word choice is vague or repetitive. The purpose is generally clear; the summary expresses only the main idea and most major points of the original selection; most of the writing is tailored to the audience. Word choice is fairly concise. The overall purpose of the summary is clear; the summary expresses only the main idea and major points of the original selection; the writing is tailored to the audience. Word choice is consistently efficient and concise. Spelling, Mechanics, and Grammar There are serious errors in mechanics, usage, grammar, or spelling. There are some errors in mechanics, usage, grammar, or spelling. There are few or no errors in mechanics, usage, grammar, or spellingEDSE 632 © Saint Mary’s University of Minnesota 2016 20 Graded Activity Six: Classroom Observation Description of Activity: The learner will be required to observe special education classrooms for a minimum of 3 class periods (1 hr LD, 1 hr, EBD, 1 hr ASD: 3 hours total) and provide feedback on the classroom environment. The learner will observe how the educator designs and manages positive instructional environments that convey high expectations for students to develop their independence, self-motivation, self-direction, self-regulation, and self-advocacy. The learner will then design a positive instructional environment plan for their own classroom that includes how to maintain high expectations for students to develop their independence, self-motivation, self-direction, self-regulation, and self-advocacy. Competencies Met: This activity will ensure that you have met the following state standards:  CC7 Submission: Engage, Course Menu, Activities (attach) Supplemental materials to be used for completion of activity: Appendix 4 Points Possible: 10 Week Due: Week 8EDSE 632 © Saint Mary’s University of Minnesota 2016 21 Appendix 4 Observation Guide Context for Learning/ Gradualism Class Observed: ________________________________ Time Period __________________________ Discipline: _____________________________________ Date _______________________________ Context for Learning a. Provide information about the context in which you teach so that another educator can understand your teaching decisions for the instruction in the learning segment. Address the following:  Type of setting (e.g., first grade classroom in an elementary school, self-contained classroom, a home, a job site)  Your role in the focus learner(s)’ instructional program (e.g., teach all academic subjects plus support a behavioral plan; pull out of general education classroom for supplementary instruction in reading; coordinate services to the family and model working with the focus learner)  The schedule for instructional time with the focus learner(s) for the learning segment focus (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction)  The primary language of instruction, if other than English (e.g., ASL) b. Describe any district, school , or cooperating teacher, or student teaching requirements or expectations that might affect your planning or instructional delivery (e.g., prescribed reading curriculum) c. Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication. d. If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with IEPs and 23 general education learners). e. If your teaching setting allows you to work with only one focus learner, describe what about the setting prevents you from working with two learners. Use the lesson plan template to document a lesson implemented by your host educator (fill out the lesson plan as though you taught the lesson).EDSE 632 © Saint Mary’s University of Minnesota 2016 22 632 – Standards – Survey of Learners with Exceptionalities Introduced Introduced – CORE A. Foundational knowledge. A teacher of special education understands the foundations of special education, including information about students served by special education. The teacher must demonstrate knowledge of the: (4) definitions, characteristics, and educational implications for students with disabilities eligible for special education services; (6) impact of coexisting conditions, multiple disabilities, and gifts and the implications for the provision of educational services; (7) impact of gender, familial background, socioeconomic status, racial, cultural, and linguistic diversity on disabilities and involvement in all aspects of special education; (9) medical terminology and educational implications of medical conditions, including the effect of medication and specialized health care in educational settings; B. Referral, evaluation, planning, and programming. A teacher of special education understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement. The teacher must be able to: (9) understand the effects of various physical and mental health conditions, including the effects of medications, on the educational, cognitive, physical, social, and emotional behavior of individuals with disabilities when planning and administering assessments; C. Instructional design, teaching, and ongoing evaluation. A teacher of special education understands how to provide and evaluate specially designed instruction to meet the unique needs of students in special education through individualized educational plans. The teacher must be able to: (1) adapt and modify curriculum and deliver evidence-based instruction, including SRBI when available, aligned with state and local grade-level content standards to meet individual learner needs; D. Communication and collaboration. A teacher of special education cultivates and maintains positive, collaborative relationships with children and youth, families, educators, other professionals, and the community to support development and educational progress. The teacher must be able to: (1) understand how disabilities can impact families as well as the student’s ability to learn, interact socially, and contribute to the community throughout the life span; Introduced – EBD A. Foundational knowledge. A teacher of special education: emotional or behavioral disorders understands the foundations of special education services for students with emotional or behavioral disorders on which to base practice. The teacher must demonstrate knowledge of the: (4) etiology, characteristics, and classifications of emotional behavioral disorders; (6) impact of gender, familial background, socioeconomic status, cultural, and linguistic factors on perceptions and interpretations of student behaviors; (7) impact of co-existing conditions or multiple disabilities on behaviors and the similarities, differences, and interactions between emotional or behavioral disorders and other disability areas and their effects on learning; (8) impact of abuse and chemical dependency on students and their families; (11) major mental health disorders manifested at different points across the lifespan and the implications for education; C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: emotional or behavioral disorders understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with emotional or behavioral disorders. The teacher must be able to: (5) select, implement, evaluate, and modify evidence-based instructional strategies for social and emotional skills development for students with emotional or behavioral disorders; Introduced – ASD A. Foundational knowledge. A teacher of special education: autism spectrum disorders understands the foundations of special education services for students with autism spectrum disorders on which to base practice. The teacher must demonstrate knowledge of the: (6) etiology, early indicators, and core and associated characteristics of autism spectrum disorders, and their impact on social interaction, communication, behavior, and learning;EDSE 632 © Saint Mary’s University of Minnesota 2016 23 (8) impact of co-existing conditions or multiple disabilities. C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: autism spectrum disorders understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with autism spectrum disorders. The teacher must be able to: (2) design, implement, monitor, and adjust evidence-based instructional methods and strategies to teach social, communication, behavioral, academic, and functional skills that are age-and ability-appropriate across environments; Introduced – LD A. Foundational knowledge. A teacher of special education: learning disabilities understands the foundations of special education services for students with learning disabilities and related learning difficulties on which to base practice. The teacher must demonstrate knowledge of the: (3) etiology and characteristics, including deficits in basic psychological processes, of specific learning disabilities and related learning difficulties and the implications for learning and performance across ages and grade levels; (4) impact of co-existing conditions or multiple disabilities; (7) factors that influence accurate identification of culturally, linguistically, and socio-economically diverse students as students with specific learning disabilities. B. Referral, evaluation, planning, and programming. A teacher of special education: learning disabilities understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with learning disabilities and related learning difficulties. The teacher must be able to: (5) select, integrate, and interpret appropriate sources of data relevant for determining the needs of students and compliance with legal requirements for eligibility, continuing service, transition services, and exit of special education services; C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: learning disabilities understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with learning disabilities and related learning difficulties. The teacher must be able to: (3) design, implement, monitor, and adjust instruction and supports to accelerate the rate of learning, provide access to grade level content standards, promote social competence, and facilitate the transition to postsecondary life; (11) use individual and collective data to identify gaps and needs and to align instruction to grade level content standards in guiding the selection and implementation of evidence-based practices for the purposes of classroom and school-wide improvement.EDSE 632 © Saint Mary’s University of Minnesota 2016 24 Practiced Practiced – CORE A. Foundational knowledge. A teacher of special education understands the foundations of special education, including information about students served by special education. The teacher must demonstrate knowledge of the: (1) role of special education within the structure of a single, evolving and changing education system that provides, based on an individualized planning and programming process, free appropriate public education to students in special education through a continuum of services; (4) definitions, characteristics, and educational implications for students with disabilities eligible for special education services; (5) similarities and differences among the cognitive, physical, sensory, cultural, social, emotional, behavioral, and communication needs of individuals with and without disabilities and across different disabilities; (6) impact of coexisting conditions, multiple disabilities, and gifts and the implications for the provision of educational services; (8) Rights and responsibilities of students, parents, teachers, other professionals, and schools related to students with disabilities; (9) medical terminology and educational implications of medical conditions, including the effect of medication and specialized health care in educational settings; (12) legal, judicial, medical, and educational systems and their terminologies and implications in serving students with disabilities ; (13) roles and organizational structures of general and special education and the part they play in providing total services to all students C. Instructional design, teaching, and ongoing evaluation. A teacher of special education understands how to provide and evaluate specially designed instruction to meet the unique needs of students in special education through individualized educational plans. The teacher must be able to: (1) adapt and modify curriculum and deliver evidence-based instruction, including SRBI when available, aligned with state and local grade-level content standards to meet individual learner needs; (7) design and manage positive instructional environments that convey high expectations for students to develop their independence, self-motivation, self-direction, self-regulation, and self-advocacy; (9) apply systematic procedures for compiling and using data for the purposes of continuous progress-monitoring, modification of instruction, and program and school-wide improvement; D. Communication and collaboration. A teacher of special education cultivates and maintains positive, collaborative relationships with children and youth, families, educators, other professionals, and the community to support development and educational progress. The teacher must be able to: (7) provide consultation to and receive it from other professionals regarding specially designed instruction and program organization and development for children and youth and families; Practiced – EBD A. Foundational knowledge. A teacher of special education: emotional or behavioral disorders understands the foundations of special education services for students with emotional or behavioral disorders on which to base practice. The teacher must demonstrate knowledge of the: (4) etiology, characteristics, and classifications of emotional behavioral disorders; (7) impact of co-existing conditions or multiple disabilities on behaviors and the similarities, differences, and interactions between emotional or behavioral disorders and other disability areas and their effects on learning; (13) legal provisions related to the juvenile justice, mental health, and educational systems including understanding reporting mandates and confidentiality regulations; and Practiced – ASD A. Foundational knowledge. A teacher of special education: autism spectrum disorders understands the foundations of special education services for students with autism spectrum disorders on which to base practice. The teacher must demonstrate knowledge of the: (6) etiology, early indicators, and core and associated characteristics of autism spectrum disorders, and their impact on social interaction, communication, behavior, and learning; (8) impact of co-existing conditions or multiple disabilities. Practiced – LDEDSE 632 © Saint Mary’s University of Minnesota 2016 25 A. Foundational knowledge. A teacher of special education: learning disabilities understands the foundations of special education services for students with learning disabilities and related learning difficulties on which to base practice. The teacher must demonstrate knowledge of the: (4) impact of co-existing conditions or multiple disabilities; (6) information regarding theories, research, medical terminology and implications, and legal requirements and their relationship to education; and The following outcomes will be practiced throughout the program and assessed in EDSE 698 (Research Methods) and EDSE 699 (Action Research). 1. Frame vital questions clearly. 2. Evaluate relevant information and its sources. 3. Demonstrate respectful engagement with others’ ideas, behaviors, and beliefs. 4. Critique the incongruence between personal norms and ethical principles. 5. Apply diverse frames of reference to decisions and actions. 6. Resolve issues based on evidence weighed against relevant criteria. 7. Develop a subject, including relevance, logic, grasp of subject, and depth of discussion. 8. Communicate with clarity and coherence. The following standards will be practiced throughout the program and will be assessed in the final presentation of EDSE 699 (Action Research). Program Outcomes for the School of Graduate and Professional Programs Frames vital questions clearly. Evaluates relevant information and its sources. Demonstrates respectful engagement with others’ ideas, behaviors, and beliefs. Critiques the incongruence between personal norms and ethical principles. Applies diverse frames of reference to decisions and actions. Resolves issues based on evidence weighed against relevant criteria. Develops a subject, including relevance, logic, grasp of subject, and depth of discussion. Communicates with clarity and coherence.