Curriculum and Methods for Teaching Students with Exceptional Needs II
University of Wisconsin – Stevens Point
Education 369 - Spring 06
Monday 2 – 4:20  Room:230

Instructor:    Dayle A. Upham, Ph.D.
Office:          Room 460, College of Professional Studies
Phone:              (715) 346-4802     
E-mail:            dupham@uwsp.edu

Purposes of Course: Each student will learn to:
1.  Use teaching strategies, potential curricular adaptations, and different types of methodology at the elementary and secondary levels in the areas of science, social sciences, as well as behavioral interventions;
3.  Apply knowledge learned from their practicum experience.

Required Textbook:
Annual Editions: Educating Exceptional Children04/05. McGraw-Hill/Dushkin 2004/2005.

Course Requirements:

1.  Unit Reading and Responses: There are 11 Units in your text books.  Each student will choose one unit to write one to five pages (double spaced) to the articles in that unit.  Write the paper as an opinion paper, include it in your portfolio and send me the link not the paper.  Your response should include: do you agree or disagree, why or why not, how will you use this information as a teacher, and how does your practicum teacher feel about this topic and why?

2. Integrated Instructional Unit: Each group of students (no more than five students) will devise an integrated unit spanning one month (four weeks).  This four-week unit will emphasize content that transcends more than four disciplines and emphasize social studies, science and math, and one or more of your choice.  In order to address the needs of all students, you will need to use flexible grouping, classroom management strategies for maximizing learning, and accommodations and modifications of the content for students with disabilities.  Your team will also have to provide the Dr. Upham with a rubric to be used for evaluating your unit.
    

3.  IEP Project: TBA
 

4.  Practicum: Each student will be required to complete a thirty (30) hours practicum experience in a general education classroom; the classroom must include students with special needs.  Please keep a running log on the back of your field experience form of the date and # of hours worked.   A completed practicum includes handing in a signed field experience form and a signed check list from your practicum teacher.
  

                Class Sessions (subject to change)  

Grade Delineation and Due Dates:                                                                 

Note:  Meeting the requirements of an assignment means you receive a “C” you must go above and beyond to receive an “A” or “B”. 

Other Important Considerations
Attention Students with Disabilities: If you have an identified disability that may affect your performance in this class, schedule an appointment (no later that the second class) so that provisions can be made to insure that you have an equal opportunity to meet all the requirements of this course.

Accommodation for Religious Observances: Students will be allowed to complete requirements that are missed because of a religious observance.

Assignments:  The evaluation criteria and due dates for each assignment are listed below.  If you have extenuating circumstances, please speak to Dr. Upham, immediately to make other arrangements.  Otherwise, if an assignment is submitted late five points will be deducted for each day late (up to two weeks).  Assignments submitted after two weeks will receive a grade of zero. 

In your written assignments and in class discussions, the names of local people (e.g. children, families, professionals) should not be used.  Confidentiality should be respected at all times.

Person First Language:  The language used should reflect the sensitivities of the time (e.g. "infants with prenatal exposure to cocaine" vs. "coke babies" or "student with cognitive disabilities" vs. "trainable mental retardation" or "children living in poverty" vs. "poor children" or "families receiving economic assistance" vs. "welfare moms") and emphasize the total humanity of the person.  For example, behaviors or conditions should not be confused with the person of concern.  Thus, referring to individuals first "children with special needs" would be preferable to "handicapped children" or "the disabled."  Similarly, we discuss "families who face multiple challenges" instead of "dysfunctional" families.

You are encouraged to seek feedback on your projects from your classmates.  Please make use of this valuable resource!

Attendance:  Information shared among class members cannot be read in articles.  This interaction is too valuable a source of information to miss and cannot be recreated or "made up."  In case an emergency arises, you must contact the instructor prior to class if you are unable to attend.  If you are absent, you are responsible for completing any in-class assignments within a two-day period and to submit any assignments due as soon as possible (no later that by the next class period).  Any assignment not received by the next class period following an absence or any in-class assignment not received within two days will be given a score of zero.