Objectives

The objectives for this course center on four organizing themes:

1 Learner Characteristics

Students will be able to:

• Assess the characteristics and behavior of exceptional pupils in terms of program and developmental needs.
• Recognize the differences and similarities of exceptional, non-exceptional students, at-risk students and students with culturally and linguistically diverse backgrounds.

2 Field Practices and Program Information 

Students will be able to:

• Identify and illustrate the formation and function of a Student Study Team (SST).
• Define and explain the admission, review, and dismissal process of special education legislation observed through field practices.
• Evaluate the concept of least restrictive environment and its implications for the instructional process.
• Explain individual protections of special education legislation as they pertain to parents, teachers, and students.
• Formulate and illustrate an Individualized Education Program (IEP) in consultation with the appropriate support personnel and parents for individuals with exceptional needs.

3 Teaching and Learning Strategies

Students will be able to:

• Identify and apply assessment information toward the modification of Intervention core curriculum and materials for selected students, particularly in the areas of reading, language arts, and math.
• Analyze non-discriminatory assessment, including sensitivity to cultural and linguistic factors.
• Identify and teach non-academic areas, e.g. socialization skills, career and vocational education.

4 Communication & Collaboration

Students will be able to:

• Discuss interpersonal relationships and human relations problems and issues with students and parents.
• Communicate information in a positive manner to teachers and parents, including those with culturally and linguistically diverse backgrounds.
• Acquire knowledge, skills, and strategies regarding working collaboratively with special education teachers or related service personnel n meeting the needs of students placed in special education

CTC Standards:  The selection of assignments from the modules reflect the California Requirements for professional preparation in teaching diverse populations of pupils in the mainstream. Required of each applicant for a clear multiple or single subject teaching credential, an administrative services credential, and the Mild/Moderate/Moderate/Severe Specialist Credentials. 

Core Standard # 12 - Educating Diverse Learners with Disabilities:

Each candidate demonstrates an understanding and acceptance of differences in culture, ethnicity, gender, age, religion, socio-economic status, lifestyle orientation, language, abilities, disabilities, and aspirations of individual learners.

a)     The  candidate demonstrates understanding of development, communication differences, and uses strategies and techniques that are age appropriate to develop communication skills.

b)      Each candidate applies principles of equity and analyzes the implementation of those principles in curricular content, instructional practices, collaborative activities and interactions with families when working with diverse populations of

learners with disabilities.

Core Standard #14 – Preparation to Teach Special Populations in the General Education Classroom

Each candidate develops the basic knowledge, skills and strategies for teaching special populations including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom.  Each candidate demonstrates basic skill in the use of differentiated instructional strategies that, to the degree possible, ensure that all students have access to the core curriculum.  Each candidate demonstrates the ability to create a positive, inclusive climate of instruction for all special populations in the general classroom.

            a) each candidate learns about major categories of disabilities

            b) each candidate learns relevant state and federal laws pertaining to the education of exceptional populations, as well as the general education teacher’s role and responsibilities in the Individual Education Program process, including:  identification, referral, assessment, IEP planning and meeting, implementation and evaluation.

            c) each candidate achieves a basic level of knowledge and skills in assessing the learning and language abilities of special population students in order to identify students for referral to special education programs and gifted and talented education programs.

            d) each candidate learns to select and use appropriate instructional materials and technologies including assistive technologies and differentiated strategies to meet the needs of special populations in the general education classroom.

            f) each candidate learns the skills to plan and deliver instruction to those identified as students with special needs and/or those who are gifted and talented that will provide these students access to the core curriculum.

            g) each candidate learns skills to when when and how to address the issues of social integration for students with special needs who are included in the general education classroom.

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Knowledge Base

The knowledge base for this course combines an emphasis on laws, policies, and procedures affecting students with special needs (IDEA '97; California Title 5 regulations) and the research base of effective practices to enhance inclusion and mainstreaming (Villa, R., Thousand, J., and Thousand, S.,1995; NEA, 1994; Lewis, R. & Doorlag, D., 1999) Research-based instructional strategies validated for use in mainstream classes such as cooperative learning, multiple intelligences, metacognitive learning strategies, direct instruction, reciprocal teaching (Armstrong, 1994; Cohen, 1994; Deshler,1996; Palinscar & Brown, 1984; Putnam, 1998, Vaughn, Bos, and Schumm, 1997) along with skills in communication/interpersonal relationship form the foundation of this course. New and promising trends in technology are also addressed (Male, 2003).

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Grading

Maximum Points
Each student's grade is based on a point system.

Students must complete assignments from each of the 11 modules. 

A service-learning project of 12 hours may substitute for one of the modules or can serve as 12 extra-credit points.  The goals of the service-learning project are:

1) to meet a need to increase opportunities for meaningful inclusion in a school (social or academic)

2) to increase your knowledge and understanding about inclusion and the needs of students with disabilities. 

The selection of assignments from the modules reflect the California Requirements for professional preparation in teaching diverse populations of pupils in the mainstream. Required of each applicant for a clear multiple or single subject teaching credential, an administrative services credential, and the Mild/Moderate, Moderate/Severe, Deaf/Hard of Hearing Specialist Credentials. 

These assignments are designed to meet the individual needs of each student. Each module should take approximately six hours to complete. 

A=145-160 points
B=130-144 points
C=115-129 points 

There are a total of 50 "Review" and  "Reflect" assignments, and 12 journal entries (the Personal Introduction and one per module). Each of the Review and Reflect assignments are worth 2 points, and the journal entries are worth 5 points (you must post your journal entry on the web discussion board and respond to the journal entries of at least five other students each week, to maximize student "interaction" in the class). The journal prompts are mandatory; the other assignments can be considered optional, in the sense that if you did them all, as stated in the module descriptions, the points would add up to 160, which is more than you need for an A. So you have some wiggle room to select or ignore assignments that are impossible, irrelevant, or otherwise problematic. You may also propose your own assignment (related to the topic) if you want to connect your work and this course in an individualized way.

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Timeline

Assignment Due Date (by 7 pm PDT) 

How to Maximize your Performance

Each course module has four sections, Read, Review, Reflect, and Report. 

• Read - Refers to Module readings and CDs/videos
• Review - Gives activities related to the readings and the CDs/videos.
• Reflect - Provides opportunities for you to apply the Module concepts  
• Report - Send written work to the instructor. Participate in an on-line journal with other class members by writing your reflection to specific prompts and responding to the writings of other students.

A systematic way of approaching the course is to:

• review all the module assignments by referencing the Course Organizer
• make a list of all the assignments you plan to do
• add up the point totals to equal the grade you want to earn
• get to work

Note that there are a number of observation and interview assignments in each of the modules. If you decide to do the interview assignments, ask all of the questions (of the principal, the gen. ed. teacher, special ed. teacher, etc.) during one interview session, rather than separating them out by module. That is the most time-efficient way of completing the assignments. The same principle holds true for the observations. Collect data for as many of the observation assignments as you can during one or two observations, since it is probably not easy for you to get out of class to go and observe other people (even if it is a really valuable teaching/learning tool). 

Accommodations

If you need course adaptations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible or see me during office hours.

If you have questions regarding grading policies or any other aspect of the course, please make an appointment with me. For information about grievance policies/procedures, you can consult the university catalog, the special education department secretary, or the University ombudsman. 

Required Texts and CD/s or Videos

Best Practices CDs or videos. (1998). Allyn & Bacon.

Friend, M. and Bursuck, W. (2002). Including students with special needs:A practical guide for classroom teachers. Boston: Allyn & Bacon.

Male, M. (2003). Technology for inclusion: Meeting the needs of all students. Boston: Allyn & Bacon.

These texts and videos can be ordered from campus bookstores or purchased from previous semesters' students.  There is a set of videos on reserve at the Instructional Resource Center on campus.    You can also join  together with a group of students to share or watch the videos together.  

On Campus

 

Spartan Bookstore Student Union Building San Jose State University 408-924-1809

Roberts Bookstore 330 South 10th Street San Jose, CA 408-286-0930