TEACHING THE EXCEPTIONAL STUDENT

IN THE REGULAR CLASSROOM

University of Wisconsin – Stevens Point

Education 351: Block Sections

Spring 2006

Lecture:                      Tuesday, 2 p.m. Block 1 Lecture -all sections - 116 CPS

                                    Tuesday, 3 p.m. 351 Lecture – all sections – 116 CPS

Discussion:                 Tuesday, 4:00 - 5:15  Rm.  233 (Section  1 ) Rm. 116 (Section 2)

                                 Tuesday, 5:30 - 6:45  Rm. 233 (Section  3 ) Rm. 116 (Section 4)

Purpose and Description of Course:

This course is designed to prepare the future teacher to work as part of an instructional team to meet the needs of diverse students, including students who are labeled exceptional, in the general education classroom.  The legal and educational basis for regular class placement of children with disabilities will be examined and explored.  Specific responsibilities associated with students who are labeled exceptional, including the development and implementation of Individualized Educational Plans (IEPs), will be covered.  Finally, student reading and classroom activities will focus on instructional and management practices that lead to accommodating students with various needs and abilities in the general education settings and curriculum.  Successful completion of this course will require a 10 hour practicum in an inclusive classroom.

Required Textbooks:

Turnbull, R., Turnbull, A., Shank M. & Smith, S. (2004). Exceptional lives: Special education in today’s schools. Upper Saddle River, NJ: Merrill Prentice Hall.

Students will be required to obtain and read one ‘trade’ book from a selected list. (This list is attached).

COURSE OBJECTIVES:

1.       The future teacher will understand his/her educational and legal responsibilities for the education of  children with disabilities.

2.      The future teacher will be familiar with the unique needs of students with special needs.

3.      The future teacher will develop the skills to participate in and implement an IEP for students with special needs.

4.      The future teacher will develop the competencies to adapt, and modify a lesson from Wisconsin Model

         Academic Standards for a student with special needs.

5.      The future teacher will be able to be a contributing member of an instructional team focused on the design and implementation of curricular adaptations that enable students from varying abilities to learn together in the regular education setting.

6.       The future teacher will be familiar with various program models and staff arrangements that allow for collaboration between special and general education staff, and enable students to work toward IEP goals.

7.       The future teacher will be introduced to basic classroom management models and strategies.

          PI 34    1,2,3,5,6,8,9,10

Course Expectations:

 All students should

q       Apply high levels of scholarship and ethics to explore important matters in regard to educating students with special needs.

q       Complete the assigned readings before coming to class.

q       Attend class regularly and be on time.

q       Refer to http://www.uwsp.edu/education/pshaw/e400/comerr.htm for a list of common writing errors. Common errors WILL affect your grade.

q       All written assignments are to use ‘people first’ language, Type and double space all written assignments.  Use proper spelling, punctuation and grammar.  Proofread work before submitting it for a grade. 5 points will be deducted from all assignments not following these directions.

q       NOTE: Anything handed in must include Name, Class # 351, Section #, and Date.  Anything handed in without all four requirements will be deducted 5 points.

q       Participate in class discussions and activities.  Active participation in class is an important part of the learning process and development of educational professionalism.

q       Telephone or e-mail the instructor if missing a class.

q       Understand that more than three unexcused absences will result in a drop of one letter grade.

Understand that late assignments will not be accepted unless prior arrangements have been made with the instructor.  Point assignment is at instructor discretion.

q       Discuss questions regarding grades with the instructor privately.  Make an appointment to discuss your concerns.

q       Conduct yourself as a professional educator should conduct him/herself.

Special notes:
Under Section 504 and the Americans with Disabilities Act - any person enrolled in EDUC 351  requiring alternative instruction and/or evaluation procedures - please discuss  with the instructor so appropriate accommodations will be made.         
Questions: regarding grades will be discussed with the instructor privately.  Make an appointment to discuss any concerns that you have.
Accommodation for Religious Observances: Students will be allowed to complete requirements that are missed because of a religious observance.
Inclement Weather Policy:

Class will be held except in the case of extreme weather.  Use your own judgment and always remember your safety comes first.

Assessment and Grading:

The course requirements are designed to help you foster proficiencies for successful teaching as stated in the Wisconsin Teaching Standards.

1)       Participation in this course should strengthen your abilities to collaborate with your peers and become a contributing member of a dynamic learning community. Your attendance and participation is essential. Collaboration with your peers outside of class is strongly encouraged. All students are expected to read the assigned material before each class period. Students will frequently be asked to discuss textbook material in small groups. Students receive 30 points for attendance. An excused absence will cost the student -2 points, and an unexcused absence will cost the student -5 points.

2)      Tests: You will have the wonderful opportunity to complete two (midterm) tests and a final exam during this course. The exams will consist of multiple choice and short answer type questions. Each midterm exam will be worth 25 points and the final will be 25 points. Test dates are:. February 28 and May 9.

3)      Complete a 10 hour practicum in a classroom setting with children with exceptionalities who are included into a regular classroom setting.  After completing your practicum, write the Final Conclusions Paper. The paper can be completed at any time during the semester prior to the due date listed on your syllabus.  Try to utilize practicum sites outside of Point, if possible. If using a school in Point, you MUST complete the ‘field experience request form’ and have it approved before beginning the experience. The form is found at:

http://www.uwsp.edu/education/lbardon/FE-Request.htm

 The intent of this practicum experience is for you to observe/assist students with special needs who are included into a regular classroom setting. This is due on

April 25.  Your assignment should include the following components:

a.       Clinical Field Experience form.  20 points possible

found at:   http://www.uwsp.edu/education/lbardon/fieldexpreport.htm

b.      Observation Log.  30 points possible

c.       Reflection Paper. 30 points possible

5.         Adaptive Behavior Web-Portfolio:

      Develop the section on your School of Education portfolio in the section of Adaptive Instruction. The details for this assignment are on the attached rubric. We will also discuss this in class. Reflections are due March 14. Email your web page address to the professor by May 2.

6.     Extra Credit Project: 

Attend an IEP team, school board, or faculty meeting, or Multicultural Festivals (UWSP sponsored). With the expressed permission of the parents/legal guardian/ student and school personnel, you are encouraged to observe an entire IEP meeting for a student.  After observing the meeting or gathering, write a summary of what was observed and questions that you have.  Please have an educator or administrator sign your paper indicating that you were present.  In your review paper please include the date, time, school name, and district where the meeting was held.  DO NOT use real names in your paper.  Due on or before April 25.  A rubric is available on the instructor’s website.

7.       Book Project:

          Each student will read a book about individuals with disabilities and then use the book as the spring board for an assignment about inclusion. Students must pick a book from the list provided by the professor. There are fiction and non-fiction books to select from. Books must be selected by the third week of class. A detailed rubric for the assignment is attached as is the book list.  This assignment will be due on April 11.

8.       Block I Project:         

      All students will complete a project relating to topics covered in the Block I lectures/discussions. This project will be described by all Block I faculty and a comprehensive rubric will be provided during the Block class. This project is to address concepts from Educ 381, Educ 351 and Educ 331. The project will be presented to a small group during Block I class time. 30 points of this project apply directly to your grade in Educ 351 (This course!)                                 

Tentative Schedule:

Grade Sheet for 351

(This sheet is to help you stay organized)

Section No.  _____________ (WRITE THIS DOWN AND REMEMBER IT!!! Any assignment handed in without your section # will not be graded.)

The total points indicate the maximum points possible.  Do not assume that the completion of an assignment equals the total points given.

Personal Grade Tracker:

Grading Scale:

THINGS TO REMEMBER:

Name of the person I should get handouts and notes from if I am absent: _____________________________________________________________

Their e-mail address _____________________________________________

and their phone # _______________________________________________

(Maybe a short description of what they look like just in case I forget) ___________________________________________________________________________________________

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