AUGSBURG COLLEGE

THE SPECIAL NEEDS LEARNER

EDC 410

SPRING, 2004

Class schedule subject to change

Pre-requisites: Admission to Education Department

TIME: Tuesdays, Thursdays, 1:30-3:00

LOCATION: SVE 206

INSTRUCTOR: Susan O’Connor, Ph.D.

OFFICE: Sverdrup 18 PHONE: 330-1494 E-MAIL: oconnors@augsburg.edu

Course Description:

This course presents an overview of issues related to people with disabilities. It specifically focuses on the critical issues they and their families face educationally, socially and vocationally across the lifespan. Disability is examined looking beyond specific characteristics to the social systems in which people live, work, and recreate. The attitudinal barriers faced by people with disabilities in our society will be discussed throughout the course. A major focus of the course is on people with disabilities in K-12 settings and the role of teachers in adapting curriculum to create inclusive educational settings. The role of families and support networks will also be explored. Students will be provided with the opportunity to be involved in a service-learning project working with families and the special education system.

Education Department Mission Statement:

The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in their fields, being capable in pedagogy, being ethical in practice, nurturing self-worth, embracing diversity, thinking reflectively, and collaborating effectively.

TEXT: Turnbull, A.P., Turnbull, H.R.III, Shank, M., & Leal, D. (2004). Exceptional Lives: Special Education in Today’s Schools. (4^th edition). Englewood Hills, N.J.: Prentice-Hall, Inc.

Additional Readings:

Additional readings will be assigned

Syllabus and all documents handed out in class will be posted on blackboard. If there are significant scheduling changes, they will be posted on blackboard.

Applicable Standards of Effective Practice

· Standard 3-Diverse Learning: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

· Standard 5- Learning Environment- A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning and self-motivation.

· Standard 8- Assessment: A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the student.

· Standard 9- Reflection and Professional Development: A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents and other professionals in the learning community, and who actively seeks out opportunities for professional growth.

· Standard 10- Collaboration, Ethics and Relationships: A teacher must be able to communicate and interact with parents or guardians, families, and school colleagues, and the community to support student learning and well being.

Course Objectives:

Students will:

· Gain a broad understanding of the history and laws related to people with disabilities (MSEP 10.C, L).

· Understand and challenge the attitudinal, physical, and social barriers that people with disabilities face in schools and society (MSEP 3.L)

· Identify individual needs and learn to establish inclusive classroom environments, which serve a diverse group of students (MSEP 5.C, K, P).

· Develop a knowledge base related to the various types of disabilities (MSEP 3.B, 3.M)

· Gain practical experience assessing student needs and designing effective goals for student learning (MSEP 8. E, K, 10.D, G).

· Gain insight into multicultural and family issues as they relate to people with disabilities (MSEP 3.Q).

· Identify community resources that will support students, parents and teachers (MSEP 3.N, 10.J).

· Gain firsthand experience working with families and the special education system (MSEP 8.M, 9.J, 10.B, I, K).

· Articulate a personal philosophy of education as it relates to inclusion of people with disabilities in school and society (MSEP 9.C, G).

Assessment Summary:

Assessment Tool Activities/Documents Program Standards

Reflection Papers Reaction to readings and 3.B, L, M, Q: 5.C, K

Personal reflections

Quizzes Group quizzes on readings 3.B, M: 10. G

Parent Adv. Project Case study, school visit and MAPS 3.N: 5.K: 8.E, K, M: 9.C, G,

Assessment tool 10.B, C, D, F, G, I, J, K

Web quest Use of technology and more in depth

Understanding of disabilities

Final Paper Philosophy and integration of 5.C, K, P: 9.C, G: 10.G, L

concepts

ASSESSMENT DESCRIPTIONS

Attendance and Group Work

Each student will be assigned a base group. You will be responsible to each other for sharing information and assignments, especially if you miss a class. Base groups will work on some class assignments together and take group quizzes together. All group members are expected to contribute actively to the group process. In order to do so attendance is necessary.

Web quests

Working in groups of no more than four, you will be asked to develop a web quest that you can use with your students. A web quest is an inquiry –based online means of learning. The web quest should focus on a specific disability and will be prepared for students that you will be teaching. The following site will address the questions you have about web quests. You should, on your own, familiarize yourself with this site.

http://www.thirteen.org/edonline/concept2class/month8/index.html

Each group should choose a specific disability. An example of a web quest for creating a web quest around disability can be found at this site:

http://www.inwave.com/schools/Parker/SpEdWebQuest/WebQuest.htm

You should each take a role in constructing the web quest and they should be posted on your ppages in augnet so they are accessible to all students. Be sure to include assistive technology in your web quests. Student groups will sign up for the disability they want to focus on in the early part of the semester. We will have an opportunity to work through each web quest at the end of the semester.

Reflection on Readings and quizzes

You are responsible for the readings will enhance your understanding of the course material. We will discuss this further in class but here is what I propose:

Group/ or individual quizzes will be given five times during the semester and will be based on the readings.

In addition, at three unannounced times during the semester I will randomly ask you, individually, to critique, in written form, something in the readings for that day. This will be worth 1 point each but being present for each and earning all 3 points will get you a total of 5 points.

Students who do not wish to take quizzes can opt to write reflection papers over the readings.

Reflection on field placements

A minimum of three paged typed reflection will be required that is written in journal form and relates to your field placement. You should reflect upon things like the setting, is it different from that of non-disabled children. What adaptations have you observed? Is there any assistive technology being used? Things like staffing, issues that arise and most importantly how you think you would handle including the students you observe or work with in your classroom. You might also add additional comments or observations that you observe as being significant to student learning or your teaching of students with special needs.

Final Research/Philosophy Paper

Based on course materials, discussions, and your interactions with families, you will be required to write a final paper (minimum of 7 typed pages) highlighting your philosophy as it relates to special education. You should also discuss the basis of your developing philosophy. Include how you would work to merge “special” and “regular” education, and what you see as the major challenges to inclusion. You should also demonstrate your understanding of current laws as they relate to students with special needs and your role as a teacher. Your paper should include at least 4 reference from current texts or journals in the field (One reference may be from assigned course readings.

For those people in School and Society you most certainly will have some of your philosophy that overlaps as issues around students with special needs falls under the rubric al ALL CHILDREN. We can discuss this further, but in this paper I want your to put students with special needs and the issues that you will face around including them at the center.

Initial Parent Paper

This paper will be a one-page description of your initial contact or visit with your family. This may be relaying a phone conversation or describing a conversation you had in setting up a date to meet with the family, or a description of your first meeting. You will be given a “check” for turning in this paper. If you choose not to submit this paper three points will be deducted from your grade.

Parent Project

This service-learning project will give you an opportunity to be paired with a family who has a child with a disability. It will give you insight into parental concerns in planning for their child and the challenges they face on a daily basis. In addition, you will gain insight into the special education system and the IEP process. With the family and another class member, you will work through the process of assessing the child’s needs and preparing goals and objectives for an individualized education plan (IEP). You will be required to make a MINIMUM of THREE visits one of which should be to the school the child attends.

The first visit will be one in which you introduce yourself to the family, begin to collect some family history and simply get to know the family. (It is preferable that you do another visit with the intention of spending time with the child within his/her context).

A second visit will be to the child’s school. Parents will let the teacher know when you will be visiting (you will also be given a letter to take with you). This is an opportunity to see the child in the school and talk to the teacher. You should act as a visitor not “hanging on” the student with the disability, but rather observing the child in an unobtrusive manner.

The third visit, when possible, will be to attend a school-planning meeting with the family (IEP or general planning. This will vary with each family as will the order of the visits). If you do not have the opportunity to attend an IEP meeting you should meet with parents to discuss potential goals and/ or offer suggestions that you came up with in your MAPS process. If you do attend a meeting your role should be one of an observer and support to the parent. The goal is for you to view the system from the perspective of the family.

The time spent on this project will vary according to the relationship you develop. Meeting times should be arranged with the family. Please be aware that there may be some frustrations related to contact. Families have many things that they are coordinating and sometimes may not get back to you immediately. You will be asked to submit a project based on your cumulative experience. The final project should include:

· Family case study. This is based on the time you spend with the family and the knowledge you gained about the family. It will be a description of their situation and should highlight information you acquired while talking to the family. The status of the child and any assessment information the parents share.

· The next section of the project will describe the school and specific issues that you observe or discuss with the teacher. What is the situation for the child in the school and your analysis of what is happening?

· The final section will be the MAPS assessment process. We will go over this process together in class. You will present a final copy of the MAPS project to the family and a second will be turned in to me as part of the completed project. At the end of the MAPS project write goals and your recommendations after going through the process and based on issues we have discussed in class. Given the information you collect, and looking at the IEP, goals and recommendations should reflect revision or additions to the IEP (Please keep in mind that families may not use these goals but they are based on your insights and conclusions).

This project may be completed with your partner or alone. In other words, you may turn in one project and both receive the same grade or you may each turn in your own project. Projects should be typed. Examples of previous work will be shared in class.

Reminder

Families are very busy and are graciously opening their doors to us, please respect this. In some situations you may have to call them several times. It is not that the family isn’t interested, but often they are juggling many things. Each family has been given an outline of what you are expected to do. This does not always mean they will understand it thoroughly. If frustrations arise discuss them with me, they may be some of the same frustrations you will have to deal with as a professional. Please be creative in thinking of ways to deal with those frustrations and feel free to discuss any issues with me.

Grading Criteria

Attendance and participation

You are required to attend all class sessions as well as to BE ON TIME for class. This is part of professional behavior. If you must miss a class please inform me. One point will be deducted for each class period you miss. Missing three or more classes will result in a loss of all five-participation points. 5pts.

Webquest-15 points

Field placement reflection- 10 points

Group quizzes- 5 quizzes at 3 points each for a total of 15 points

3 additional responses to readings worth 1 point each but you can get 5 points if you take them all and get the full three points 5 points

Final paper 20 points

Comprehensiveness and discussion of key issues -10pts.

Use of references to support arguments 3 pts.

Presentation of personal perspective 7 pts.

Parent Advocacy Project 30 points

Points are based on the following:

Detail and thoughtfulness of case study-10

School visit-10

MAPS- (over-all creativity and presentation-) and recommendations 10

A 20 HOUR FIELD PLACEMENT WORKING WITH STUDENTS WITH SPECIAL NEEDS IS REQUIRED. IF NECESSARY, I CAN FACILITATE YOU IN FINDING A PLACEMENT.

COURSE SCHEDULE

Topics of some class sessions are subject to change

January

Introductions and course overview

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Historical context

Readings

Blaska, J. The power of language: Speak and write using “person first” language

http://web.syr.edu/%7Ejisincla/dontmourn.htm

Hadamar: Remembering for the future

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Special education as a social movement, social construction of disability

Readings

Chapter 3

Bogdan, R. A ‘simple’ farmer accused of murder: Community acceptance and the meaning of disability

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22 QUIZ

Significant legislation

Readings

Chapter 1

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The inclusion movement

Readings

Chesley , G.M. & Calaluce, P.D. The deception of inclusion

Kliewer, C. The meaning of inclusion

Simons, J. Response to Chesley and Calaluce on inclusion

Ferguson, D. The real challenge of inclusion” Confessions of a “Rabid Inclusionist”

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Diversity and families-

Readings

http://soeweb.syr.edu/thechp/multovw2.htm

February

The IEP process

Readings

Chapter 2 and review of Chap 1

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5 Initial Parent Advocacy paper DUE

IEP services from a students' perspective

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Learning Disabilities QUIZ

Readings

Chapter 4

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ADHD & Health Impairments

Readings

Chapters 6 and 11

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Emotional and Behavioral Disabilities

Readings

Chapter 5

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Autism

Readings QUIZ

*Chapter 10

*Rubin, S. Facilitated Communication Institute http://soeweb.syr.edu/thefci/resource.htm go to articles by FC users and scroll down to Sue Rubin. Read two: KILLING AUTISM IS A CONSTANT BATTLE AND A RECIPE FOR SUCCESS

*Facilitated Communication: Mental miracle or sleight of hand http://www.skeptic.com/02.3.green-fc.html#social

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Mental Retardation, Severe and Multiple Disabilities

Readings

Chapter 8, 9

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Physical Disabilities

Visit to Courage Center

Readings

Chapter 12

March

Blindness and Low Vision

Readings

Chapter 16

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Deafness and Hearing Impairments/ Communication

Readings

Chapter 14, 15

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Giftedness

Readings QUIZ

Chapter 7

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Curriculum Adaptations

Bring a lesson plan you have developed to class

Readings

TBD

------------------------------------------------------------------------------------------------------------------Spring Break

Week of March 15^th, we will still meet.

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March 23

Social Relationships

Camp Tolooli by Pam Walker http://soeweb.syr.edu/thechp/talooli2.htm

TBD

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Assistive Technology

Readings

TBD

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MAPS QUIZ

Readings

O’Brien, J. & Mount, B. Telling New Stories

http://soeweb.syr.edu/thechp/rsapub.htm and scroll down to article title.

Vandercook, T., York, J. & Forest, M., The McGill action planning system

http://www.circleofinclusion.org/guidelines/modulesix/a.html

April 1

MAPS continued

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MAPS presentations and analysis

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MAPS presentations and analysis

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Across the school lifespan (secondary school and transitions and early childhood issues)

Readings

Schumaker, H. & Deshler, D. Secondary schools can be inclusive too

TBD

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Adults with disabilities and Self Determination Web quests due

Readings

Adult Support Bulletin http://soeweb.syr.edu/thechp/bullcoml.htm

Self-Determination by Michael Kennedy http://soeweb.syr.edu/thechp/mikeself.htm

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Sharing web quest Final Paper Due

Ethical issues Parent Project Due

Readings

Nate Hentoff The awful privacy of baby Jane Doe @

http://web.syr.edu/~sndrake/hentoff.htm

Please Note: Students requiring modifications for full participation in class should discuss their needs with the instructor within the first week of class. All students have the right to use the

Augsburg College Counseling Center, the Tutor Center, and the Writing Lab.

Honesty Policy

The Augsburg College policy on academic honesty applies to this course.