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Graduate Course Proposal Form Submission Detail - EEX6253
Tracking Number - 1788
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Current Status:
Approved, Permanent Archive - 2006-05-05
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2006-01-26
- Department: Special Education
- College: ED
- Budget Account Number: 172800000
- Contact Person: Karen Colucci
- Phone: 9741398
- Email: colucci@tempest.coedu.usf.edu
- Prefix: EEX
- Number: 6253
- Full Title: Implementing Programs for Students w/Disabilities
- Credit Hours: 6
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: Y
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Impl Prog for Stud w/Dis
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: EEX 6225
- Corequisites:
- Course Description: Course emphasizes instructional approaches for implementing reading, math, language arts and social skills instruction in conjunction with classroom management for students with emotional, learning and/or cognitive disabilities.Majors only. Not repeatable
- Please briefly explain why it is necessary and/or desirable to add this course: This course was approved by the state as part of the state approved program: Master Of Arts in Teaching (MAT) in Varying Exceptionalities and ESOL. It is the third course in a four course special education sequence for the MAT program.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is the third course in the MAT program sequence. Each of the four, six-hour special education courses in the program sequence are part of a spiraling curriculum that builds upon knowledge/skills developed in the previous courses. All of the other courses in the sequence have been approved by the College of Education and the USF Graduate Council.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, three times.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D. or Ed.D in Special Education or a related field.
- Objectives: 1) Develop and demonstrate skills in the assessment and evaluation of learners with disabilities by performing instructional tasks to:
1.1Create and maintain records.
1.2 Gather relevant background inform
1.3 Develop and administer nonbiased, informal assessment procedures.
1.4Interpret and use information from formal and informal assessments.
1.5 Use performance data and information from all stakeholders to make or suggest modifications in the learning environment.
1.6 Develop or modify individualized assessment strategies
1.7 Evaluate instruction and monitor progress of individuals with exceptional learning needs.
1.8 Identify supports needed for integration into various program placements.
2) Develop and demonstrate skills in instructional content knowledge and practice with learners with disabilities by:
2.1 Developing and selecting instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences
2.2 Developing and implementing comprehensive, longitudinal individualized educational programs in collaboration with team members.
2.3 Choosing and using technologies in the instructional process.
2.4 Preparing lesson plans.
2.5 Involving the individual and family in setting instructional goals and monitoring progress.
2.6 Using task analysis.
2.7 Selecting, adapting, and using instructional strategies and materials according to characteristics of the learner.
2.8 Sequencing, implementing, and evaluating individualized learning objectives.
2.9 Integrating affective, social, and life skills with academic curricula.
2.10 Using strategies for facilitating maintenance and generalization of skills across learning environments.
2.11 Using instructional time effectively.
2.12 Teaching individuals to use problem solving and other cognitive strategies to meet their needs.
2.13 Using strategies that promote successful transitions for individuals with exceptional learning needs.
2.14 Establishing and maintain rapport with learners.
2.15 Conducting self-evaluation of instruction.
2.16 Making responsive adjustments to instruction based on continual observations.
3) Plan and Manage the teaching and learning environment by creating learning context and environments that allow students to retain and appreciate their own and each other’s respective language and cultural heritage through performance of instructional tasks that demonstrate knowledge and abilities to:
3.1 Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.
3.2 Use knowledge of cultural characteristics of Florida’s LEP population to enhance instruction.
3.3 Determine and use appropriate instructional methods and strategies for individuals and groups,using knowledge of first and second language acquisition processes;
3.4 Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students;
3.5 Locate and acquire relevant resources in ESOL methodologies (FS7);
3.6 Select and develop appropriate ESOL content according to student levels of proficiency in listen, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALP) as they apply to the ESOL curriculum;
3.7 Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes;
3.8 Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading and writing;
3.9 Apply content-based ESOL approaches to instruction;
3.10 Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results;
3.11 Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle and high school levels;
3.12 Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom;
4) Develop and demonstrate skills to plan and manage instructional practices with learners with
disabilities by:
4.1 Creating a safe, equitable, positive, and supportive learning environment in which diversities are valued.
4.2 Using strategies to facilitate effective integrations into various settings.
4.3 Preparing and organizing materials to implement daily lesson plans.
4.4 Designing learning environments that encourage active participation in individual and group activities.
4.5 Designing and managing effective daily routines.
4.6 Creating an environment that encourages self-advocacy and increased independence.
4.7 Using the scope and sequence of general and special curricula and state standards and benchmarks to plan effective instruction for exceptional learners.
4.8 Identifying and prioritizing areas of the general curriculum and accommodations for individuals with exceptional learning needs.
4.9 Selecting and using specialized instructional strategies appropriate to the abilities and needs of exceptional learners.
4.10 Making adaptations to strategies for utilizing technology based on the needs of exceptional learners.
4.11 Planning and implementing age-appropriate and ability-appropriate instruction for exceptional learners
5) Demonstrate knowledge of the management of student behavior and social interaction with learners with mild disabilities through performance in school practices related to:
5.1 Laws, policies, and ethical principles regarding behavior management planning and implementation.
5.2 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.
5.3 Social skills needed for educational and other environments.
5.4 Strategies for crisis prevention and intervention.
5.5 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world.
5.6 Social skill implications on lives of persons with disabilities.
5.7 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions.
6) Develop and demonstrate skills to manage student behavior and social interaction with learners with
disabilities by:
6.1 Using a variety of effective behavior management strategies.
6.2 Using the least intensive behavior management strategy consistent with the needs of the Individual learner.
6.3 Modifying the learning environment to manage behaviors.
6.4 Identify realistic expectations for personal and social behavior in various settings.
6.5 Using procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.
6.7 Organizing, developing, and sustaining learning environments that support positive intercultural experiences.
7) Demonstrate knowledge of communication and collaborative partnerships by incorporating into practice:
7.1 Culturally responsive factors that promote effective communication and collaboration with individuals, families, school personnel, and community members.
7.2 Concerns, of families of individuals with exceptional learning needs and strategies to help address these concerns.
7.3 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning and individualized program.
7.4 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service.
7.5 Family systems and the role of families in supporting development and educational progress.
8) Demonstrate skills in developing and maintaining communication and collaborative partnerships by incorporating practices in instruction that:
8.1 Maintain confidential communication with others about individuals with exceptional learning needs.
8.2 Foster respectful and beneficial relationships between families and professionals.
8.3 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.
8.4 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families.
8.5 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings.
8.6 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs.
8.7 Communicate effectively with families of students from diverse backgrounds. Use verbal, nonverbal, and written language effectively.
9) Incorporate professional and ethical practices in the implementation of instruction and in school interactions by:
9.1 Demonstrating a commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs.
9.2 Demonstrating sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individual students.
9.3 Upholding high standards of competence and integrity and exercise sound judgment in the
practice of the profession.
9.4 Conducting professional activities in compliance with applicable laws and policies.
9.5 Practicing within the CEC Code of Ethics, Florida State and local districts codes, and other accepted standards of the profession
10) Demonstrate an understanding of reading and that reading is linked to other disciplines and can be applied to real-world integrated settings. The teacher’s repertoire of teaching reading skills includes a variety of means to ensure student acquisition of new knowledge and tools for, as well as, skills for applying that knowledge.
10.1 Demonstrate through planned units of instruction an understanding that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and presenting.
10.2 Analyze how contextual factors in the school can influence student learning and reading (e.g., grouping procedures, school literacy programs, and assessment).
10.3 Apply individualized and group instructional interventions targeted toward those students in greatest need or those at low proficiency levels.
10.4 Create a literate environment that fosters interest and growth in all aspects of literacy.
10.5 Promote the integration of the language arts in all content areas.
11) Plan instruction to impact student learning by addressing the complex nature of reading including the cognitive, physical, emotional, linguistic, and socio-cultural aspects.
11.1 Recognize the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, or responders).
11.2 Use phonics and phonemic awareness to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning.
11.3 Teach students to use a variety of vocabulary strategies including context clues to identify and define unfamiliar words.
11.4 Select and evaluate instructional materials for literacy, including those that are technology-based.
11.5 Select reading materials that are on the readers’ instructional or independent level depending on the objective of the planned lesson.
11.6 Teach students planning strategies most appropriate for particular kinds of writing.
11.7 Teach students to draft, revise, and edit their writing.
11.8 Teach students the conventions of standard written English needed to edit their compositions.
12) Understand that reading is a complex process requiring higher order thinking skills and utilizes methods of assessment and specific strategies for fostering students’ abilities to comprehend a wide range of text
12.1 Provide guided reading and model when and how to use multiple comprehension strategies,including retelling.
12.2 Model questioning strategies.
12.3 Use strategies for fostering discussions, group interactions, and writing to improve reading comprehension.
12.4 Teach students metacognitive strategies for monitoring their own understanding.
12.5 Ensure that students gain understanding of the meaning and importance of the conventions of standard written English (e.g., punctuation or usage).
- Learning Outcomes: The following projects are required.
1. Share an Innovative Teaching Technique/Idea and a Website. In a five-minute demonstration to the class, share an innovative teaching technique/idea.
2. Curriculum Project- Students are required to plan and implement a three week unit of study that incorporates literacy instruction with at least one other content area and the use of instructional technology.
3. Curriculum Project Presentation -The multi-media presentation will highlight student outcomes based on the thematic unit and will be displayed/viewed during the last class session.
4. Mentor Interaction Log
Each student is expected to interact with his/her mentor on a weekly basis. The log documents each interactionincluding: date of interaction, type of interaction (face-to-face meeting, phone, e-mail, observation, etc.), topics discussed/worked on, and insights from the interaction.
5. Video Taped Lessons Reviewed with Mentor - Each student is required to video tape 5 lessons of thier choice. The student then shares the video tape with his/her mentor and reflects on the lesson with him/her.
- Major Topics: A Instructional Principles and Practices
1. Selecting and developing instructional sequences
2. Evaluating learning activities that are appropriate to instructional objectives and studentneeds
3. Strategies to uses class time efficiently
4. Maintaining academic focus by using verbal, nonverbal, and/or visual motivational devices
5. Directing student thinking and checking student comprehension
6. Orientation strategies students for class work and appropriate transition statements
7. Practice methods to promote learning and retention
8. Feedback procedures that give information to students about the appropriateness of their responses
9. Informal assessment and evaluation
B. Knowledge of Content area instruction
1. Reading curriculum and instruction
2. Mathematics curriculum and instruction
3. Spelling curriculum and instruction
4. Oral language curriculum and instruction
5. Curriculum and instruction for written expression
6. Techniques for modifying content areas
C. Instructional Planning and Management
1. Principles of age-appropriateness
2. Effective strategies for planning instruction
3. Record-keeping
4. Utilizing information provided by other professionals
5. Grouping by learning styles and skill levels, incorporating the matching of instruction, strategies, and materials
6. Selecting and adapting instructional strategies as appropriate
7. Documenting student progress
D. Behavioral Management Strategies and Issues
1. Creating a climate that appreciates individual learning and cultural differences
2. Sensitivity to and strategies for affirming ethnic and gender differences
3. Structuring to prevent behavioral problems (scheduling, seating, instructional approaches, rules, routines)
4. Various approaches to assessing purpose of behavior for child
5. Sources of conflict and violence
6. Strategies for responding to conflict: negotiation, mediation, arbitration,
7. Peer mediation programs
8. Strategies for crisis prevention (knowing children’s cues, planning to minimize problems)
9. Responding to violent/aggressive behavior
E.Knowledge of Instruction of Social Skills
1. Assumptions in teaching social skills
2. Modeling and practicing social skills
3. Cognition related to social skills (e.g., problem solving, negotiation, conflict resolution)
4. Promoting social skills in nonverbal children
F. Knowledge of Families, Family systems, and collaboration with families
1. The history of family involvement in the education of children with disabilities
2. Cultural Pluralism and Family involvement in Schools: theory and practice
3. Family as social systems
4. Alternate family structures
5. Families of children with disabilities: stress, coping and support.
6. Developing and maintaining relationships with families
7. Methods to increase family Involvement: effective methods and strategies
8. Characteristics of Families and ethnic, cultural, and socioeconomic conditions
9. Strategies for involving parents and others in collaborative interventions
10.Disability characteristics and how severity may affect families
G. Planning and Implementing effective instruction for LEP students
1. Determining and using appropriate instructional methods and strategies for individuals and groups, using
knowledge of first and second language acquisition processes
2. Applying current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students
3. Select and develop appropriate ESOL content according to student levels of proficiency in listen, speaking, reading, and writing
4. Developing experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes
5. Applying essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading and writing
6. Planning and evaluating instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results
7. Evaluating and selecting appropriate instructional materials, media, and technology for ESOL at elementary, middle and high school levels
8. Creating a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students
9. Formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition
10. Recognizing indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency
H. Literacy Instruction
1. Phonemic awareness
2. Teaching students to use context to identify and define unfamiliar words.
3. Selecting and evaluate instructional materials for literacy, including those that are technology-based.
4. Effective techniques and strategies for the ongoing development of independent vocabulary acquisition.
5. Teaching students to draft, revise, and edit their writing.
6. Teaching students the conventions of standard written English needed to edit their compositions.
7. Providing direct instruction and modeling when and how to use multiple comprehension strategies,including retelling.
8.Questioning strategies.
9.Strategies for fostering discussions, group interactions, and writing to improve reading comprehension.
10.Metacognitive strategies for monitoring their own understanding.
I. Effective Use of Instructional Technology
1. Use of multi-media instructional strategies
2. Use of assistive technology
3. Use of equipment such as digital cameras in instruction
4. Development of Webquests
- Textbooks: Since this course is part of a spiraling curriculum, the textbooks from the two previous courses in the sequence are utilized along with selected readings from current special education journals.
Textbooks in previous courses:
Smith, D. (2004). Introduction to special education.
Boston: Pearson
Spinelli, C. (2006). Classroom assessment for students in
special education. Boston: Pearson
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.