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1. CASE STUDY (Description and Checklist to be distributed and discussed in class)


Project MORE

You will participate in Project MORE at Maple Elementary. You will need to work with the 2 students twice a week for 2 ½ hour sessions. One of those students will be the student you complete a case study on.

This is not something to take lightly; this is an intensive project that will require a lot of time and effort to implement effectively. However, you will not be left to do the work alone. We, as a class, will collaborate to plan lessons for the students at Maple Elementary in the Project MORE sessions. This is a great opportunity to apply the knowledge you learn in class in a real world situation with real children.

Project MORE Weekly Lessons

As part of your participation in Project MORE you will be required to create weekly reading assessments and activities. These assessments will vary from child to child. You will be applying the assessments that we discuss in class sessions. You will also incorporate technology, and the arts to help assess reading comprehension in an integrated approach. Each lesson is based on a prior assessment, includes the Project MORE elements and utilizes Words Their Way word sorts and games.*You must upload your weekly lessons onto the EDC324 LEO Page.*
GRADING

Grade determination will consist of the following:



Project More

10%

Weekly Lessons

40%

Case Study

30%

Final Exam

20%

Calendar Readings

1/25 Project MORE Training – meet at Maple Elementary in Painesville

at 2:15 PM (email was sent with details)
2/1 Introduction, Review Syllabus M&S: Chapter 1

Concepts of assessment M&S: Chapter 2

Tutoring schedule is due

Authentic, portfolio assessment


2/8 Emergent literacy M&S: Chapter 5;

Reflection Bader: pp. 78-102

Lesson planning pp. 116-123
2/15 Informal reading inventories M&S: Chapter 3;

Spelling inventories Bader: pp. 1-7

Miscue analysis; running records Crawley: pp.96-106

Reflection

Lesson planning
2/22 Fluency M&S: Chapter 4;

Reflection Crawley: pp. 89-94

Lesson Planning
2/29 Word recognition; vocabulary M&S: Chapter 6;

Reflection

Lesson Planning

Review for mid-term Bader: pp. 103-110



Case History Due

3/7 IRI Results Due

Vocabulary Strategies

Reflection

Lesson planning

Review for mid-term



Midterm Exam

3/12-3/17 Spring Break

3/21 Diagnostic Instruction Plan Due

Vocabulary Strategies



Video: Vocabulary Strategies that Boost

Student’s Reading Comprehension

Reflection

Lesson planning
3/28 Comprehension M&S: Chapter 7

Video: Comprehension Strategies

Reflection

Lesson planning
4/4 Comprehension

Reflection

Lesson planning
4/11 Case Studies Bader: pp. 158-162

Lesson planning


4/18 Constructing Meaning

Reflection

Lesson planning
4/25 Strategic knowledge M&S: Chapter 8

Affective factors M&S: Chapters 9 -10

5/2 Final Case Report Due

Last Day of Class

Reflection
5/7-5/12 Finals Week

Please complete the attached form and turn it in as documentation that you have read and understand this syllabus.

Diagnosis and Correction of Reading Problems


  1. Please read the following statements.



  1. Write your initials at the end of each statement after you have read it.




  1. Sign and date this sheet.




  1. Separate this sheet from your syllabus and pass it to the front of the room.

I have read and understand this syllabus. ___

I understand it is my responsibility to know what is expected on all assignments.___

If I don’t understand something I will ask the instructor for help well before the assignment is due. ____

I will check my e-mail every day and respond to my instructor within one day after she contacts me.___

I will do the reading each week and turn in my assignments on time.___

I will actively participate in class and get the most I can out of the class.____

I understand that the grade I earn is up to me.

Name: _____________________________ Date: _____________

LAKE ERIE COLLEGE EDUCATION DIVISION

To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”


EDC 330

INTRODUCTION TO STUDENTS WITH EXCEPTIONAL LEARNING NEEDS

FALL, 2011

Mondays/Wednesdays/Fridays 9:15-10:05 AM Garfield A1

Dr. Catherine Krammer, Ph.D.

Office: Garfield, Rm. A14 Phone: 440-375-7381



Course Description

This core education course is required of all licensure areas. Students will be introduced to all areas of disabilities as well as the legislation and regulations of IDEA and 504. Particular emphasis is placed on using cognitive learning strategies with students with disabilities in the general education classroom. In class opportunities are given to teach mini-lessons individually and in co-teaching situations.


Education Department Sequence

EDC 330 is a core course for all education students and should be taken early as a professional course. Students must have completed EDC 301 Foundations of Education and EDC 225 Voices of Diversity before taking Exceptionalities.


Required Textbook

Hallahan, D. P., Kauffman, J. M., & Pullen, P.C. (2012). Exceptional Learners: An Introduction to Special Education. Pearson



Links to the Conceptual Framework (based on the Ohio Standards for the Teaching Profession)

Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.

    1. Teachers display knowledge of how students learn and of the developmental characteristics of age groups.

    2. Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.

1.3 Teachers demonstrate the expectation that all students will achieve to their full potential.

1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.

1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.

4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.

4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.

Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.

5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

5.2 Teachers create an environment that is physically and emotionally safe.

5.3 Teachers motivate students to work productively and assume responsibility for their own learning.

5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.

5.5 Teachers maintain an environment that is conducive to learning for all students.



Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.

6.1 Teachers communicate clearly and effectively.

6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.

6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.

6.4 Teachers collaborate effectively with the local community and community agencies, when appropriate, to promote a positive environment for student learning.

Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.



COMMITMENT TO REFLECTION

Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices



Course Objectives

Knowledge: The preservice candidate completing this course will be able to list and explain all areas of disabilities and exceptionalities. S/he will be able to discuss how such students are integrated into regular classrooms to be educated with their typically developing peers and when such integration is not the best alternative.
Skills: To be able to participate in the identification and assessment process in IDEA and 504 process.
Dispositions: It is absolutely critical that each preservice candidate completing EDC 330 have a committed belief that all students can learn and that students with disabilities are an important component of the public school classroom. It is part of the LEC Conceptual Framework and essential for this course.
LEC Unit Assessment Data Collection: None in this course.

Course Expectations

Attendance: Daily attendance is required. In the event of an absence, please e-mail the instructor and make arrangements to make work up before class if at all possible. There will be several times when we will have guest speakers. There is not a way to make these up since we cannot ask them to come back so be in attendance on these days. A student's grade will be reduced one letter grade for more than three (3) missed classes. Meaning the 4th unexcused absence results in a dropped letter grade, the 6th, results in and additional letter grade dropped and anymore than that you will fail the course. If you are late more than three times it will count as a missed class. Be here and be on time.
Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.
Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.
Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor but there will be a 5% reduction per day. Papers more than a week late will not be accepted. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade. Work should be turned in with your name on it, stapled, edited, and professionally presented. I will not accept papers that are not turned in this way.
Grading Scale:


96-100

A

94-95

A-

90-93

B+

87-89

B

84-86

B-

80-83

C+

73-79

C

70-72

C-

67-69

D+

63-66

D

60-62

D-

Below 60

F



Required Assignments:

1. Daily Participation and Attendance You will earn 3 points each of the 41 class periods that you are on time, there the whole time and participating. You will not get these points for the class period even if you were excused. You will not get these points just for physically being present. You must be there and be involved.
2. Weekly Tests Each week you will have a take-home test over the chapter. They are due every Monday over the corresponding chapter.
3. LEAD Program Hours We are extremely fortunate to have been selected as the site to host a new Lake County Education Program. The L.E.A.D (learn, experience, achieve, develop) at Lake Erie program offers therapeutic, prevocational and educational opportunities in a non-traditional setting for 9th and 10th grade students. Your task is a follows:
By the end of the second week of class I hope that we will have had a “meet and greet” so that the students in the program can meet you, and you can get to know them. Afterwards you will be responsible for arranging an independent visit in which you participate in some way with what is going on in the classroom-this could be assisting the students with homework or research, assisting the teacher, leading a game or lesson, whatever you and the LEAD team determine. During this time you will hopefully get a feel for how you might assist in the program and have determined how you will fulfill your 10 required hours during the semester. Perhaps there is a particular student you would like to be paired with to mentor or if you have a particular strength in a content area and would like to teach a lesson (or more) then you have offered to do that with the approval of the LEAD teachers. Also at that time you must decide what day/time you are committed to and stick with it! Communicate with the LEAD staff if you have to miss a day. It is critical that you be there when you say you will be.
Complete your 10 hours (or more if you wish and we do encourage that) of volunteer service hours. These hours must be spread across the whole semester (i.e. one hour per week) Again, this can be through mentoring a particular student and helping them with research, homework, or even just hanging out and playing a game. This could also be through teaching lesson/s particular to your content area, or through some other activity that you and the LEAD teachers have worked out. The same rules apply here as they do for field in terms of appropriate dispositions (professional behavior, dress, and a strict adherence to confidentiality!)
Your grade for this assignment is based on three things: Completion of the hours, feedback from the LEAD teachers (We are looking for attendance, timeliness, professional behavior and dress and a willingness to be a positive part of these students’ program) and finally keeping and periodically turning in (along with your log of hours) a journal briefly talking about what you did while you were there and what your reaction was to the experience. The final entry should be a one page typed summary of the overall experience. See Rubric for more information.
4. Reaction Papers: Reactions papers are 6, 1-2 page typed reflections on experiences such as a field trips, video, speakers, etc. These will always be due one week after the event so for example if the speaker came on a Friday then the paper is due the next Friday. This holds true even if we don’t have a class period in between due to a snow day or holiday. These should be reflections on what you thought about the event, how you would/could use the information as a teacher, what it made you think about. It should NOT be a summary of what happened. I know what happened. I was there! See Rubric for more information.
5. Chapter Presentation Each student is responsible for co-presenting the information on one chapter in a PowerPoint and engaging the class in some kind of learning activity concerning the material. Here are some ideas for your activity, but you can also come up with your own. Discussion questions, Bingo, crosswords, games, skits, matching quizzes, jeopardy PowerPoint, art project, centers, etc. Be creative! See Rubric for more information.
6. Co-Teaching of a Strategy You will pick a co-teaching partner who may or may not be from your licensure area. (Intervention Specialists may not be paired together!). If you are with someone from another grade band than yourself then you two must agree on a common grade level and content area. You will be able to choose a cognitive learning strategy and then the two of you will develop a short lesson plan to teach to the class. Your peers will be your students. Be creative, follow the rubric, and pay attention when we watch the videos and learn how to do this! See Rubric for more information.
7. Presentation on a Disability Topic You have the option of writing a paper, or doing some kind of presentation on a disability topic. This could be a PowerPoint, or some other kind of demonstration of your knowledge. No matter what style you choose you must turn in a reference page with at least three references other than your textbook on the subject. A sign up sheet will be provided for topics and dates to present. See Rubric for more information. Once you decide on your format you cannot change. i.e. don’t tell me you are doing a paper and then decide later you would rather do something in class instead. I will only schedule enough slots for those who sign up to do something in class. See Rubric for more information.
8. Final The final will be multiple choice and will be questions you have had on the weekly tests. 100 points.
Grading Procedure: Points Due

1. Daily Participation & Attendance 41 classes x 3 points = 123 Points Each class

2. Weekly Tests 10 Points x 15 chapters= 150 Points Every Monday

3. LEAD Program Hours 75 Points Nov. 21

4. Reaction Papers 6 papers x 40 points = 240 Points 1 wk. after event

5. Chapter Presentation Each student does 1 chapter 50 Points on assigned date

6. Co-Teaching of a Strategy 100 Points on assigned date

7. Presentation on a Disability Topic 100 points last week class

8. Final 100 Points Dec. 5 8:00
938 Points Possible

TENTATIVE CLASS SCHEDULE


Date: Topic/Activity: Readings:

Week 1 Ch 1: Exceptionality and Special Education

Aug. 22 Introductions/Course Expectations/Syllabi Chapter 1

Aug. 24 CH 1 PP/Fairsticks/Discussion Questions

Aug. 26 LEAD Program Meet and Greet



Week 2 Ch 2: Current Practices Chapter 2

Aug. 29 Student Chapter Presentation

Aug. 31 Video: A New IDEA-Reflection 1

Sept. 2 In class activities-IEPs


Week 3 Ch. 3: Multicultural and Bilingual Aspects of SPED Chapter 3

Sept. 5 LABOR DAY-NO CLASS

Sept. 7 Student Chapter Presentation

Sept. 9 Video: RTI-Reflection 2


Week 4 Ch 4: Parents and Families

Sept. 12 Student Chapter Presentation Chapter 4

Sept. 14 Centers/Lecture/In class activity

Sept. 16 Guest Speakers???



Week 5 Ch 5: Intellectual and Developmental Disabilities

Sept. 19 Student Chapter Presentation Chapter 5

Sept. 21 Centers/Lecture/In class activity

Sept. 23 Broadmoor Game??-Reflection 3


Week 6 Ch 6: Learning Disabilities

Sept. 26 Student Chapter Presentation LEAD LOG CHECK #1 Chapter 6

Sept. 28 Cognitive Learning Strategies Video 1*

Sept. 30 Cognitive Learning Strategies Video 2*


*There are no reflections due over these videos but they are essential to you being able to co-teach your lesson! Please watch them carefully and take notes.
Week 7 Ch 7: ADHD

Oct. 3 Cognitive Learning Strategies Work Chapter 7

Oct. 5 Student Chapter Presentation-

Oct. 7 Centers/Lecture/In class activity-



Week 8 Ch 8: Emotional and Behavioral Disorders

Oct. 10 Student Chapter Presentation Chapter 8

Oct. 12 Guest Speaker-Joe Schllengrager

Oct. 14 NO CLASS-FALL BREAK



Week 9 Ch 9: Autism Spectrum Disorders Chapter 9

Oct. 17 Student Chapter Presentation

Oct. 19 Centers/Lecture/In Class Activity

Oct. 21 Video: Autism is a World-Reflection 4



Week 10 Ch 10: Communication Disorders Chapter 10

Oct. 24 Student Chapter Presentation LEAD LOG CHECK #2

Oct. 26 Co-Teaching

Oct. 28 Co-Teaching


Week 11 Ch. 11: Deaf /Hard of Hearing Chapter 11

Oct. 31 Student Chapter Presentation

Nov. 2 Centers/Lecture/In class activity

Nov. 4 Video-The Sound and the Fury-Reflection 5



Week 12 Ch: 12: Blindness/Low Vision Chapter 12

Nov. 7 Student Chapter Presentations

Nov. 9 In class activity/Discussion Questions

Nov. 11 Centers/Lecture/In class activity


Week 13 Ch. 13: Low-Incidence Chapter 13

Nov. 14 Video: King Gimp-Reflection 6

Nov. 16. Student Chapter Presentation

Nov. 18 Discussion Questions/Lecture/In Class Activity



Week 14 Ch 14: Physical and OHI Chapter 14

Nov. 21 Student Chapter Presentation-FINAL LEAD Journal and Log DUE

Nov. 23 THANKSGIVING BREAK

Nov. 25 THANKSGIVING BREAK

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