Exceptional Students ESE 0680 - Teaching Social and

ESE 0680 - Teaching Social and Personal Skills toExceptional Students

I Course InformationCourse ESE 0680 - Teaching Social and Personal Skills to Exceptional Students Semester Credit Hours 30 Course CRN and Section 24990 - H01Semester and Year Fall 2021 Course Start and End Dates 10182021 - 12122021Building and Room Online Venue - CANVAS

II Instructor InformationProfessor Diane Losada-Campos Email dr122novaedu

III Class Schedule and LocationDay Date Time Location BuildingRoom

10182021 -12122021

MiramarFL

Online Venue-CANVAS

S 10232021 -10232021

830 AM - 1230PM

MiramarFL

Miramar Educational Site-326

S 11062021 -11062021

830 AM - 1230PM

MiramarFL


S 11202021 -11202021

830 AM - 1230PM

MiramarFL


S 12042021 -12042021

830 AM - 1230PM

MiramarFL


IV Course DescriptionCatalog DescriptionThis course will present students with a wide range of information regarding the social and personal skillsthat children with disabilities need in order to achieve their personal independence in school at home and inthe community Emphasis will be on the importance of teaching personal management and independentliving skills on providing appropriate adaptations to promote personal autonomy and on creating supportsand services that maximize independence and community integration of students with disabilitiesPrerequisite ESE 600Course RationaleThis is the ninth course in the ESE program In this course candidates are introduced to the social andpersonal skills that students with disabilities need to be successful in school and society

V Course Objectives Learning OutcomesGenerated 332022 Page 1 of 43

V Course Objectives Learning Outcomes1) Describe the functional life skills curriculum for students with disabilities 2) Identify and select the daily living skills students with disabilities need before they leave school 3) Help students with disabilities to engage in self-determination and self-advocacy 4) Select the instructional strategies and services students with disabilities need to be self-reliant Course Objectives

By the end of this course students will be able to 1 Define ldquosocialrdquo ldquoemotionalrdquo and ldquopersonalfunctionalrdquo skills and give examples of each

2 Identify methods for assessing studentsrsquo social and personal skills

3 Identify various strategies that teachers can use to foster social skills development social interactionand inclusion for students with disabilities in the classroom and school

4 Identify various strategiesactivities to teach functionalpersonal skills to students with disabilities so theycan be more independent

5 Identify the skills necessary for students with disabilities to engage in self-determination and self-advocacy

6 Describe the various strategies for teachers to use to promote studentsrsquo self-determination self-advocacy and a sense of independence

7 Describe ways that parents can help their children develop social-emotional and self-helppersonalfunctional skills

VI Materials and ResourcesBook Url NSU Book StoreCourse Required Texts and Materials

Baker B L amp Brightman A J (2004) Steps to independence Teaching everyday skills to children withspecial needs (4th ed) Paul H Brookes Publishing Co ISBN 978-1-55766-697-0

Frey N Fisher D amp Smith D (2019) All learning is social and emotional Helping students developessential skills for the classroom and beyond ASCD ISBN 978-1-4166-2707-4

Giler J Z (2011) Socially ADDept Teaching social skills to children with ADHD LD and Aspergerrsquos (reved) Jossey-Bass ISBN 978-0-470-59683-8

Monastra V J (2016) Teaching life skills to children and teens with ADHD American Psychological

Association ISBN 978-1-4338-2099-1

Required Supplemental MaterialsAmerican Psychological Association (2020) Publication manual of the American Psychological

Association (7th ed) ISBN9781433832178

[spiral-bound edition]Required Writing Tools1 Go to grammarlycom and download this tool You may use the free version or choose to upgrade to thepaid premier edition (unless you already have a similar program)2 Make an appointment with a Writing Consultant at the Writing and Communication Center at httpswwwnovaeduwcc for assistance with your writing skills if requested by your Instructor

Generated 332022 Page 2 of 43

For online sections a headset with a microphone or a separate microphone and speakers will be needed(unless you are using a laptop with a built-in microphone and speaker) for participation in synchronousclass meetings (chat sessionsrdquo)

Course Supplemental Materials

VII Course RequirementsThis course requires you to complete a field experience

You must request a placement within the first week of class

Please go to httpseducationnovaedustudentscurrent-studentsgtepoffice-of-placement-serviceshtml for applications and additional information

Your placement must be coordinated through the Office of Placement Services (JodiMiller ndash jmiller2novaedu ) The placement process is coordinated through Universityand County officials only Direct school contact is not permitted

agraveagrave Security Clearance for PreK-12 Field Experiencesszligszlig

If you are an employee of the school or school district where you will be completingyour field experience you will need to share evidence of your security clearance

If you are not already an employee of the school district or school where you will becompleting your field experience you may be required to complete security clearanceprocedures before you are permitted to start your field experience This may include abackground check drug testing fingerprinting etc Click on the ldquoSchool-Based FieldExperiencerdquo tab at httpseducationnovaedustudentscurrent-studentsgtepoffice-of-placement-serviceshtml for information about obtaining security clearance in your stateFor further assistance contact the Office of Placement Services (Lillian Greico ndashgreiconovaedu)

Additional information on ethical standards for teachers in Florida is provided online atthe Office of Professional Practices (httpwwwfldoeorgedstandards) Similarinformation is available on most statesrsquo department of education websites

Important Placements take time to coordinateContact the Office of Placement Services as soon as possible

Report Demographic Information about Field Experience

Students completing field experiences must submit demographic informationabout their site to their instructor The directions for doing so are provided inAppendix D

VIII Course Schedule and Topic OutlineCourse Schedule

Week Topics Tasks amp Assignments


1 IntroductionsDefine terms ldquosocial skillsrdquo ldquoemotional skillsrdquoand ldquopersonalself-helpfunctional skillsrdquoWhy might we need to teach these skills tostudents with disabilitiesHow do we determine what skills the studentshave and which they need to learn

Informal assessment ndash observationinterview questionnaire survey self-evaluation [examples are in all four books]Formal assessment ndash publishedinstruments

Overview of assignments

Read Frey Fisher amp Smithchapters 1 amp 2Giler Chap 1Baker amp Brightman chapters 1amp 7 + AppendicesDue-Post introduction in MeetYour Classmates-Respond to the Week 1Discussion Questions(Assignment 1)

2 Strategies for teaching emotional concepts andself-regulation

Recognizing amp regulating onersquos own feelingsCommunicating feelingsRecognizing the emotions of others empathyCognitive regulationbibliotherapy

Read Frey et al chapters 3 amp4Giler chapters 2 amp 3 + Lesson9Monastra Life Lesson 2Due-Respond to the Week 2Discussion Questions(Assignment 1) -Discuss with classmateswhich three activities youchose for Assignment 3 toavoid duplication

3 Strategies for teaching social skillsUnderstanding verbal and social cuesUsing appropriate responses

Read Frey et al chapter 5Giler chapter 2Monastra Life Lesson 5 Due-Respond to the Week 3Discussion Questions(Assignment 1) -Assignment 2 Parent-Teacher Conference Plan

4 Promoting Social ParticipationBeing part of a groupDeveloping friendshipsResolving conflicts

Read Giler Lesson 1 6 amp 7Monastra Life Lesson 6Due-Respond to the Week 4Discussion Questions(Assignment 1) -Assignment 3 Activities forIndependence


5 Increasing social support and promotingacceptance in the classroomAccommodating English Language Learners(ELLs) and students with disabilities Increasing support within the school andcommunity settingsAddressing teasing and bullying In-class presentations of a self-help personalor functional skill activity

Read Frey et al chapters 6 amp7Giler Lesson 8Monastra Life Lesson 6 amp 8Due-Respond to the Week 5Discussion Questions(Assignment 1) -Assignment 4 FieldExperience Report

6 Teaching Personal Skills Self-help skills (see list in Baker et al p 62)Play skills (see a list in Baker et al p 106-107)Functional skills (Baker et al chapter 14)Functional Academic Skills

Telling timeReading schedulesUnderstanding moneyComputer skills

Read Baker amp Brightman chapters3-14Due Respond to the Week 6Discussion Questions(Assignment 1)

7 Promoting Independence Identifying personal goals

IEP amp Transition Plan goalsSelf-confidenceSelf-determinationSelf-advocacyCommunication skills

In-class presentations of an emotional self-regulation activity

Read Frey et al chapter 2Giler chapter 5 Lessons 2 3amp 5Monastra Life Lesson 5 amp 8Due Assignment 5 Unit Plan

8 Beyond K-12 What socialemotional andpersonal skills will students need when theytransition from school to the communityHow can parents help

In-class presentations of a self-advocacyactivity

Read Giler chapter 4 Lesson 10Baker amp Brightman 20DueComplete and submit anyrequired assignment revisionsComplete the courseevaluation

IX AssignmentsDESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS

Assignment 1Discussion Questions

8 pointsDue Weeks 1-8

Respond to each weekrsquos discussion questionprompt in the Discussion section in CanvasSupport each response with citations of at least two professional resources (eg journal articlesbooks websites of professional organizations---at least one that is not a course textbook) andinclude a reference list Provide a substantive response to at least one classmatersquos posting for each


questionWeek 1 Describe at least one informal and one formal assessment that can be used to gather relevantfunctional information to assist in determining the personal and social skills needs of students Cite atleast two sources (in-text and in a reference list)

Week 2 What types of accommodations might some students with disabilities need if they lack one or moresocial-emotional or functionalpersonalself-help skills Cite at least two sources (in-text and in areference list)

Week 3 Describe at least one strategy that students can use to deal withself-regulate their emotions that isdifferent than those posted by your classmates Cite at least two sources (in-text and in a referencelist)

Week 4 Describe at least one strategy for helping students develop friendships that is different from thoseposted by your classmates Cite at least one source in addition to or that is not one of your textbooks(in-text and in a reference list)

Week 5 1 Describe at least one strategy for supporting the social inclusion of students with disabilities in theclassroom Cite at least one source in addition to or that is not your textbook (in-text and in areference list)2 Describe at least one strategy for supporting the social inclusion of students with disabilities in theschool Cite at least one source in addition to or that is not one of your textbooks (in-text and in areference list)

Week 6Identify and describe two important skills that that high school students with disabilities need tomaster in each of the following categories to help them achieve the goals of independence and self-reliance Why are these skills so important Are they less equally or more important than academicskills a Daily living skillb Personal skillsc Occupational skillsCite at least one source in addition to that is not one of your textbooks (in-text and in a referencelist) for each area (a b amp c)

Week 7Describe and comparecontrast at least two strategies for each of the following that you could use tohelp students with disabilities set their personal goals speak up for themselves (self-advocacy) andmake their own educational and lifestyle choices Examples of strategies includea Teaching self-advocacy and self-regulation skillsb Assessing studentsrsquo use of self-advocacy and self-regulationc Collaborating with others to support studentsrsquo development and use of their self-advocacy skillsCite at least one source in addition to or that is not one of your textbooks (in-text and in a referencelist)


Week 8Often the family members of children with special learning needs feel they know what is best for theirchildren because they know their children best On the other hand teachers feel that their educationand experience qualify them to do what is best for the child and to give advice to the parents Thiscan lead to conflicts between the parents and the teachers Describe at least two strategies that you can use to diffuse a conflict situation so that the parent-teacher relationship can be collaborative instead of confrontational Cite at least one source inaddition to or that is not one of your textbooks (in-text and in a reference list)Note Include a title page (see Appendix A) with Assignments 2-6

Assignment 1

Parent-Teacher Conference Plan15 points

Due week 3

ScenarioJohn a student with a reading learning disability [you can change the students name and type

of disability] has poor social skills This interferes with his ability to effectively interact with hisclassmates and with his learning Select an inappropriate behavior you need to eliminate or reduceand explain why this behavior concerns you so much that you want to have a meeting with Johnrsquosparents to discuss it Remember to state the students age and describe their disability and socialskills challenge

Part 1 Introduction Describe the student their disability and the social skill(s) they need todevelop What information have you collected about the students social skills Is the social skillsproblem affecting their learning What specific skill or skills do you wish to discuss with the studentsparent(s)

Part 2 Describe your plan You want to invite Johnrsquos parents in for a meeting But first you haveto plan for this meeting How will you invite the parent(s) How will you ensure that the day and timefor the meeting will be convenient for them You need to plan what to do and what to say as ateacher who cares about this student Who else might you need to include in this meeting Include acopy of the invitation

Part 3 Anticipated Dialogue In preparation for a conference with Johnrsquos parents develop ascript of what you plan to discuss with them and their anticipated responses The script must be atleast three pages double-spaced indicating what you as a professional would say and how youthink the parents would respond Your script should be written in a dialogue format Your plan shouldinclude the time of day and setting of the meeting possible participants and concerns to bediscussedThe information presented by you must include at least three research-based strategies for addressingJohnrsquos behavior and his parentsrsquo concerns or needs It should also include at least one community-based program that might be of benefit to John or his family At the end of your report speculate on the kinds of decisions that could be reached with Johnrsquosparents and describe a follow-up plan and your role and the parentsrsquo role in this plan


Here is an example of the beginning of a dialogue

Date ____________ Time ________________

Student ________________________

Teacher Thank you for taking the time to meet with me today _____________

Parent 1 Thank you for letting me know that you have some concerns about _______ lsquos ability to interactappropriately with his classmates Irsquove noticed that hellip

etc

Part 4 Write your reflections about this activity and discuss what you learned from this exerciseHow would you handle the situation if the parent(s) refused to believe that there was a problem

This assignment will be evaluated according to the rubric in Appendix B in the syllabus

Assignments 2 3 amp 4Activities for Independence

General Information For each of these assignments you will locate one or two activities related to each assignmenttopic and create a lesson plan and a PowerPoint presentation Discuss with your classmates whichactivities you have chosen---to avoid duplication---before the end of Week 3 Once you have setyour choices send your instructor a course message by the end of Week 3 with your activity ideasfor approval This will ensure that you have selected topic-appropriate activities You must use thelesson plan template (see Appendix C) to ensure that all required information is included

Assignment 2Personal Skill Lesson

15 pointsDue Week 4

Create---or find (and cite your source) and modify (if needed) an activity or activities to teachor reinforce a self-helppersonalfunctional skill You will create a lesson plan and create and presenta PowerPoint about your activityactivities in class in week 5 You can plan this for any age group

Assignment 3Self-regulation Lesson

15 pointsDue Week 5

Create---or find (and cite your source) and modify (if needed) an activity or activities to teachor reinforce an emotional self-regulation skill You will create a lesson plan and create and present a


PowerPoint about your activityactivities in class in week 7 Plan this for a middle or high-school agegroup

Assignment 4Self-advocacy Lesson

15 pointsDue Week 6

Create---or find (and cite your source) and modify (if needed) an activity or activities to teachor reinforce a self-advocacy skill You will create a lesson plan and create and present a PowerPointabout your activityactivities in class in week 8 Plan this for a middle or high-school age group

Directions for Assignments 2 3 amp 4For each assignment include (in the lesson plan template)

1 A description of the students for whom the lesson is designed At a minimum the group or classmust include at least two students with disabilities and one English language learner

a Ageb Type of disabilities

2 Lesson titletopic length of time for the lesson3 Setting (eg classroom resource room playground cafeteria etc)4 Would it be completed in a self-contained special education or a general inclusion classroom5 Will this be for a small group or the whole class6 What is the measurable objective(s) for the lesson (What knowledge or skill are the students

expected to demonstrate by the end of the lesson and how will that be measured) And what statestandard(s) apply

Example By the end of the lesson each student will be able to put the six sentence strips in thecorrect sequence for the steps for teeth brushing

1 Modification for a non-reader put 6 pictures of the steps for teeth brushing in the correctorder

7 What words will you be introducing in the lesson8 Do any of the students have an objective that is related to the lessonrsquos objective(s)9 What materials and equipment would be required

a Include copies of worksheets assessments andor pictures of materials and equipment10 A description of the instruction How will you connect with the studentsrsquo prior

knowledgeexperiences11 Include a description of any accommodations that students with different types of disabilities and

English language learners might require12 Assessment How will you assess whether the objective(s) was met13 Proactive Classroom Management What do you already have in place and what would you remind

the students about classroom rules and lesson-specific requirements14 Potential Problems amp Possible Solutions What type of teaching challenges or behaviors might

interrupt the lesson and how would you address itthem15 Expansion or Reinforcement Activity Would you include a reinforcement activity in a center or plan

additional lessons to reinforce this lessonrsquos concepts andor skills Will there be a homeworkassignment to practice the concept andor skill Describe what you would do

16 What was your sourcesources andor inspiration for the activityactivities in the lesson Citationsneed to be in APA format

Prepare a brief (eg 5-6 minute) presentation for the class for each assignmentrsquos activityactivitiesUse a PowerPoint Prezi or other presentation software Include brief descriptions of all of theelements listed above Cite your sources


See Appendix C for the grading rubric for Assignments 2 3 amp 4

Assignment 5Field Experience Report

20 pointsDue Week 7

The following field experience should take place during the first five weeks of thecourse as students must submit their field experience report to their instructor in week seven forevaluation (Contact your Instructor if there will be a delay in completing this assignment) Studentsmust conduct this field experience in a setting other than their own classroom to gain a differentexperience and perspective Arrange to observe a teacher conducting a lesson related to personalandor social skills with a group or class of students that includes students with IEPs

Please include demographic information for the school (directions are in Appendix D) andthe Field Experience Verification Form (in Appendix E) with your report This assignment is worth20 pointsDirections for the Report

Write a report about your observation(s) Your report must address the followingDate(s) and time(s) of the Observation(s) (eg Tuesday January 21 1030 am to 12 pm)Description of setting(s)

Community Is it rural urban suburban EtcSchool Is it a preschool center or an elementary school How manystudents does it serve

What percentage of the student body receives special education servicesClassroom How is the room arranged What is on the walls Are there computers learningcenters a library a bathroom etc Is this a general education classroom or a self-containedspecial education classroomInclude a floor plan of the classroom in an appendix

Description of students Include age(s) type and severity of disabilitiesethnicity socioeconomic status (SES) gender etc What were the criteria for placement in thissetting What developmental or academic areasconceptsskills do these students have themost difficulty with Are any of the students English Language Learners (ELLs) If so whatare the home languagesDescriptionBackground of the teacher and any other adults working with the students

Teacher amp Aide educational training experience area(s) of certificationVolunteers How were they recruited Did they receive any training What do they do in theclassroom

Otherse Schedule What is the teacherrsquos and classroom aidersquos schedules and during what hours dothe students attend What does a normal day look like Do the students have regularlyscheduled art music and physical education periods (Do the students with disabilities attendthese with their non-disabled peers) Were there any changes to the regular schedule on theday of your observationf Mainstreaming or Pull-out Programs Do someall of the students spend some portion ofthe day in a different setting (eg Are they in a pull-out program for resource room or spendtime with a speech-language physical or occupational therapist are they mainstreamed into ageneral education class or are they in a self-contained special education classroom for most ofthe day or the whole day)


g Curriculum Is the personal or social skills lesson part of a formal curriculum If it is citethe curriculumh What did you observe (Provide sufficient detail to reflect the four hours that you spentwith the teacher and hisher students)Describe the activities materialsmdashcommercial andor teacher-made conceptsskills beingtaughtworked onreinforced instructional strategies classroom and behavior managementtechniques types and quality of interactions between the students and the teacher between thestudents and the aideother adults in the classroom among the students Describe anyaccommodationsmodifications you saw implemented for the students with disabilities and thosewho are English Language Learnersi What are your conclusions about this teacher the students and anyone else involved in thisclassroom Was the lesson effective Were the students able to demonstrate mastery of the skill orconcept What would you consider changing or adding if this was your classroomj Submit a signed field experience verification form (see Appendix C) with your report [Thisrequires an actual signature A typed name will not be accepted] Please note that your FieldExperience Report will not be graded until you have submitted a signed verificationform

See Appendix F for the grading rubric for Assignments 5

Note If you are unable to secure a field placement let your instructor know There is a virtualsimulation option Your instructor will provide you with information about the simulation a templatefor the report and the grading rubric

Participation12 points

Weeks 1-8Students are expected to actively participate in each class session This includes making meaningfulcontributions to class discussions and group activities This also includes submitting assignments ontime Grading Criteria

12 pointsActive participation contributing to all discussions and group activities sharing websites andother resources and submitting all assignments on time

10-11 pointsAttend all class sessions and make some contributions to discussions and group activities Allassignments were turned in on time

9 pointsMissed one class session but completed the make-up assignment Made some contributions toall discussions and group activities Most assignments were turned in on time

1-8 pointsMissed more than one class session but completed make-up assignments Made sporadiccontributions to some discussions and group activities Most assignments were turned in on time

0 pointsMissed more than one class session and did not fulfill make-up requirements Few if anycontributions to discussions or group activities All assignments were turned in late

X Grading Criteria


Final Course GradeCourse Assignments and their percentage of the final grade

Assignment Points Due Week

Weekly Discussion Posts (1 pointper week)

8 1-8

1 Parent-Teacher Conference Plan 15 32 Personal Skill Lesson 15 43 Emotional Self-regulation Lesson 15 54 Self-advocacy Lesson 15 65 Field Experience Report 20 7

Participation 12 1-8Total 100 -

Masters amp EdS Grading Scale

LetterGrade

Percentage QualityPoints

A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00

As of August 19 2019

XI Course PoliciesAll students are required to attend all chat sessions and submit assignments on time

XII University PoliciesA Academic MisconductThe University as a community of scholars embraces the free expression of ideas in furthering theacquisition of knowledge while upholding the principles of trust responsibility honor integrity and ethicalbehavior in meeting program and degree requirements As such students are expected to adhere to astandard of academic honesty in all work submitted Violations of academic honesty standards constituteacademic misconduct and violate the NSU Code of Student Conduct and Academic Responsibilityavailable online httpeducationnovaedustudentscurrent-studentsstudentcataloghandbookhtmlThe following acts violate the academic honesty standards and will result in a finding of academicmisconduct1 Cheating in any form intentionally using or attempting to use unauthorized materials information orstudy aids in any academic exercise or having others complete work or exams and representing it as onesown2 Fabrication intentional and unauthorized falsification or invention of any information or citation in anacademic exercise3 Facilitating academic dishonesty intentionally or knowingly helping or attempting to help another toviolate any provision of this code4 Plagiarism the adoption or reproduction of ideas words or statements of another person as ones own


without proper acknowledgment (see Academic Honesty Standards)5 Conspiracy to commit academic dishonesty assisting others to commit acts of academicmisconduct 6 Misrepresentation intentionally making false statements or omissions of facts in a contract Examplesinclude but are not limited to portfolios cover sheets and clinic training station and practicumagreements 7 Bribery offering of goods services property or money in an attempt to gain an academic advantage8 Forging or altering documents or credentials examples include but are not limited to signaturesdates and other information on portfolios cover sheets and clinic training station and practicumagreements9 Knowingly furnishing false information to the institutionPenalties for academic misconduct can range from reduced grades on assignments or in courses to failinggrades on assignments or in courses as determined by the course professor Academic misconduct mayalso result in dismissal from the Abraham S Fischler College of Education and School of Criminal Justicewithout the possibility of re-enrolling at any time Students may not withdraw from a course in progress toavoid a failing grade upon receiving notice that academic misconduct may have occurredNote If a charge of academic misconduct is determined in a course any student-initiatedwithdrawal for that course will be administratively reversed and a grade of F will be entered onthe students transcript for that courseB PlagiarismWork that is submitted for credit must be the original work of the student Any assignment that is not theoriginal work of the student is considered plagiarized and in violation of the Code of Student Conduct andAcademic Responsibility Plagiarism occurs when another persons work words or ideas are representedas ones own without the use of a school-recognized method of citation (eg copied from another sourcesuch as an author or another student without properly acknowledging the actual writerauthor) or whenanother persons work is copied or otherwise duplicated for academic credit Plagiarism also occurs whenknowingly giving or allowing ones own work to be copied or otherwise duplicated by another for academiccredit or when resubmitting ones own work for academic credit (ie work that has previously beensubmitted for academic credit) Cutting and pasting from online sources on the Internet without properacknowledgment and citation of primary and secondary sources (eg writersauthorsorganizations) alsoconstitutes plagiarism Penalties for plagiarism may range from reduced grades on assignments or in courses to failing grades onassignments or in courses as determined by the course professor A subsequent determination ofplagiarism in a future course (ie a second violation) may result in dismissal from the Abraham S FischlerCollege of Education and School of Criminal Justice without the possibility of re-enrolling at any time Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarismStudents may not withdraw from a course in progress to avoid a failing grade or other consequenceupon receiving notice that plagiarism may have occurred If a charge of plagiarism is determined in acourse any student-initiated course withdrawal for that course will be administratively reversed and agrade of F will be entered on the students transcript for that course [see Academic Misconduct] Studentaccess to online courses and attendance at site-based courses will be discontinued following adetermination of plagiarism that results in an F for the course All students are entitled to dueprocess pursuant to Fischler College of Education policies and proceduresC Americans with Disabilities Act (ADA)Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and theAmericans with Disabilities Act (ADA) of 1990 No qualified individual with a disability shall be excludedfrom participation in be denied the benefits of or be subjected to discrimination in any activity service orprogram of the university solely by reason of his or her disability Each qualified individual with a disabilitywho meets the academic and technical standards required to enroll in and participate in Nova SoutheasternUniversitys programs shall be provided with equal access to educational programs in the most integratedsetting appropriate to that persons needs through reasonable accommodation At the postsecondary level it is the students responsibility to initiate the process for disability services Theprocess for obtaining a reasonable accommodation is an interactive one that begins with the studentsdisclosure of disability and a request for a reasonable accommodation The student has the responsibility to


provide Nova Southeastern University with proper documentation of a disability from a qualified physicianor clinician who diagnoses disabilities and sets forth the recommended accommodationsThe necessary forms and procedures for requesting disability-related accommodations can be obtainedfrom the NSU Office of Student Disability Services through its website athttpwwwnovaedudisabilityservicesindexhtml via e-mail at disabilityservicesnovaedu or by calling954-262-7185 (toll-free at 800-986-3223 ext 27185)To ensure that reasonable accommodations can be provided in a timely manner all forms anddocumentation should be submitted to the NSU Office of Student Disability Services a minimum of four(4) weeks prior to the commencement of classes for any given semesterD CourseInstructor Evaluation

It is expected that all students will participate in the online CourseInstructor Evaluation at or nearthe end of the courseNotices of CourseInstructor Evaluation access are sent to registered students by NSU email

E The current edition of the FCEampSCJ Catalog and Student Handbook is availablehttpeducationnovaedustudentscurrent-studentsstudentcataloghandbookhtml This document providesextensive information on University and FCE policies regulations and procedures NSU Class Recording PolicyClass content throughout this course may be recorded in accordance with the NSU Class RecordingPolicy If class content is recorded these recordings will be made available to students registered for thiscourse as a supplement to the classroom experience Recordings will be made available to all students whowere registered to attend the live offering of the class regardless of a studentrsquos section or discipline orwhether the student is participating in the course online If recordings are intended to be accessible tostudents or third parties who were not registered for the live offering of the class studentsrsquo personallyidentifiable information will be removed or redacted from the recording unless (1) their written consent tosuch disclosure was previously provided or (2) the disclosure is permissible in accordance with the FamilyEducational Rights and Privacy Act (ldquoFERPArdquo)Students are prohibited from recording audio or video or taking photographs in classrooms (including onlineclasses) without prior permission from the instructor or pursuant to an approved disability accommodationand from reproducing sharing or disseminating classroom recordings to individuals outside of this courseStudents found engaging in such conduct will be in breach of the Student Code of Conduct and subject todisciplinary action

XIII Bibliography

A Books and Articles Adesope O O Trevisan D A amp Sundararajan N (2017) Rethinking the use of tests A meta-

analysis of practice testing Review of Educational Research 87(3) 659ndash701doi1031020034654316689306

Alexander K (2014) The crossover Houghton Mifflin Harcourt

American Foundation for the Blind (2019a) Accommodations and modification at a glance httpwwwfamilyconnectorgparentsiteaspSectionID=72ampTopicID=347ampDocumentID=3820

American Foundation for the Blind (2019b) Expanded core curriculum Retrieved fromhttpwwwfamilyconnectorgparentsiteaspSectionID=72ampTopicID=382

American Lung Association (2017) Asthma httpwwwlungusa orgasthmaandchildren

American Speech-Language-Hearing Association (nd) Hearing assessment httpswwwashaorgpublichearingtestingassesshtm


Andreae G (2012) Giraffes cant dance Scholastic

Applegate K (2015) The one and only Ivan HarperCollins

Artiles A Kozleski E Trent S Osher D amp Ortiz A (2010) Justifying and explainingdisproportionality 1968-2008 A critique of underlying views of culture Exceptional Children76(3) 279-299

Autism Society of America (2010) About autism httpwwwautism-societyorg

Banks J (2010) Multicultural education Characteristics and goals In J Banks amp C Banks (Eds)Multicultural education issues and perspectives (7th ed) Wiley

Berman S Chaffee S amp Sarmiento J (2018) The practice base for how we learn Supportingstudents social emotional and academic development Washington DC Aspen InstituteNational Commission on Social Emotional and Academic Developmenthttpsassetsaspeninstituteorgcontentuploads201801CDE-consensus-statement-1-23-18-v26pdf

Bernthal J Bankson N amp Flipsen P (2009) Articulation and phonological disorders (6th ed)Allyn and Bacon

Brackett M amp Frank C (2017 September 11) Four mindful back-to-school questions to buildemotional intelligence Washington Posthttpswwwwashingtonpostcomnewsparentingwp20170911a-mindful-start-to-the-school-year-four-back-to-school-questions-to-build-emotional-intelligence

Brown J F (2015) The Emotion Regulation Skills System for cognitively challenged clients ADBT-informed approach Guilford Press

Bruder M (2010) Early childhood intervention A promise to children and families for their futureExceptional Children 76(3) 339-335

Centers for Disease Control and Prevention (2019) Overview TBI httpwwwcdcgovncipctbioverviewhtm

Chandler L amp Dahlquist C (2010) Functional assessment Strategies to prevent and remediatechallenging behavior in school settings (3rd ed) Pearson Education

Chitiyo M amp Wheeler J (2009) Challenges faced by school teachers in implementing positivebehavioral supports in their school systems Remedial and Special Education 30(1) 6-14

Compas B E Jaser S S Bettis A H Watson K H Gruhn M A Dunbar J P hellip ampThigpen J C (2017) Coping emotion regulation and psychopathology in childhood andadolescence A meta-analysis and narrative review Psychological Bulletin 143(9) 939ndash991doi101037bul0000110

Davis G Rimm S amp Siegle D (2011) Education of the gifted and talented (6th ed) Pearson


Education

DeWitt P (2018 January 4) 4 ways to get skeptics to embrace social-emotional learning Educatorsmust pay attention to students well-being EdWeek httpswwwedweekorgewarticles201801054-ways-to-get-skeptics-to-embracehtml

Durlack J A Domitrovich C E Weissberg R P amp Gullotta T P (2016) Handbook of socialand emotional learning Research and practice Guilford Press

Epilepsy Foundation of America (2019) About epilepsy and seizures wwwepilepsyfoundationorgaboutstatisticscfm

Fisher D Frey N amp Pumpian I (2012) How to create a culture of achievement in your schooland classroom ASCD

Flegenheimer C Lugo-Candelas C Harvey E amp McDermott J M (2018) Neural processing ofthreat cues in young children with attention-deficithyperactivity symptoms Journal of ClinicalChild amp Adolescent Psychology 47(2) 336ndash344 doi1010801537441620171286593

Fuchs D Fuchs L amp Stecker P (2010) The ldquoblurringrdquo of special education in a new continuum ofgeneral education placements Exceptional Children 76(3) 301-323

Gollnick D amp Chinn P (2009) Multicultural education in a pluralistic society (8th ed) PearsonEducation

Gargiulo R amp Kilgo J (2011) An introduction to young children with special needs (3rd ed)WadsworthCengage Learning

Gargiulo R amp Metcalf D (2010) Teaching in todayrsquos inclusive classrooms WadsworthCengage Learning

Gresham F M (2017) Effective interventions for social-emotional learning Guilford Press

Guthrie P (2006) Section 504 and ADA promoting student access A resource guide foreducators (3rd ed) Council of Administrators of Special Education

Hartman M (2009) Step by step Creating a community-based transition program for students withintellectual disabilities Teaching Exceptional Children 41(6) 6-11

Hendricks D amp Wehman P (2009) Transition from school to adulthood for youth with autismspectrum disorders Focus on Autism and Other Developmental Disabilities 24(2) 77-88

Heward WL (2012) Exceptional children An introduction to special education (9th ed)Pearson

House B amp Tomasello M (2018) Modeling social norms increasingly influences costly sharing in

middle childhood Journal of Experimental Child Psychology 171 84ndash98doi101016jjecp201712014


Huntington J F (2016) The resiliency quiz Chevy Chase MD Huntington Resiliency Traininghttpwwwhuntingtonresiliencycomthe-resiliency-quiz

Jennings J Caldwell J amp Lerner J (2010) Reading problems Assessment and teachingstrategies (6th ed) eights Allyn and Bacon

Jones S Brush K Bailey K Brion-Meisels G McIntyre J Kahn J hellip amp Stickle L (2017)Navigating SEL from the inside out Looking inside amp across 25 leading SEL programs Apractical resource for schools and OST providers (elementary school focus) Cambridge MAHarvard Graduate School of Education and the Wallace Foundation Retrieved fromhttpwwwwallacefoundationorgknowledge-centerDocumentsNavigating-Social-and-Emotional-Learning-from-the-Inside-Outpdf

Kerr M amp Nelson C (2010) Strategies for managing behavior problems in the classroom (6thed) Pearson Education

King R R amp Datu J A (2017) Happy classes make happy students Classmates well-beingpredicts individual student well-being Journal of School Psychology 65 116ndash128

Lee D S Ybarra O Gonzalez R amp Ellsworth P (2018) I-through-we How supportive socialrelationships facilitate personal growth Personality amp Social Psychology Bulletin 44(1) 37ndash48doi1011770146167217730371

Lerner J amp Johns B (2009) Learning disabilities and related mild disabilities (11th ed)WadsworthCengage Learning

Lewis R amp Doorlag D (2011) Teaching students with special needs in general educationclassrooms (8th ed) Pearson Education

Lindsey L (2008) Technology and exceptional individuals (4th ed) Pro-Ed

Lustig M amp Koester J (2010) Intercultural competence Interpersonal communication acrosscultures (6th ed) Allyn and Bacon

Luterman D (2008) Counseling persons with communication disorders and their families (5th ed) Pro-Ed

Mercer C amp Pullen P (2009) Students with learning disabilities (7th ed) Pearson Education

Mikami A Y Ruzek E Hafen C Gregory A amp Allen J (2017) Perceptions of relatedness withclassroom peers promote adolescents behavioral engagement and achievement in secondary schoolJournal of Youth amp Adolescence 46(11) 2341ndash2354

National Down Syndrome Society (2010) Alzheimerrsquos disease and Down syndrome httpwwwndssorg

National Governors Association Center for Best Practices (2010) Common core state standardsinitiative httpwwwcorestandardsorg

National Institute of Mental Health (nd) Autism spectrum disorders (pervasive developmental


disorders) httpwwwnimhnihgovhealthpublicationsautismcomplete-indexshtml

National Longitudinal Transition Study 2 (2009) The post-high school outcomes of youth withdisabilities up to 4 years after high school httpwwwnlts2orgreports2009_04nlts2_report_2009_04_completepdf

Owens R (2010) Language disorders (5th ed) Pearson Education

Owens R Metz D amp Farinella K (2011) Introduction to communication disorders A lifespanevidence-based perspective (4th ed) Allyn and Bacon

Park D Tsukayama E Goodwin G Patrick S amp Duckworth A (2017) A tripartite taxonomyof character Evidence for intrapersonal interpersonal and intellectual competencies in childrenContemporary Educational Psychology 48 16ndash27 doi101016jcedpsych201608001

Peterson J amp Hittie M (2010) Inclusive teaching (2nd ed) Allyn and Bacon

Robinson A Shore B amp Enersen D (2007) Best practices in gifted education Press

Rosen L D (2017) The distracted student mindmdashEnhancing its focus and attention Phi DeltaKappan 99(2) 8ndash14 doi1011770031721717734183

Salend S (2011) Creating inclusive classrooms (7th ed) Pearson

Salvia J Ysseldyke J amp Bolt S (2013) Assessment (12th ed) WadsworthCengage Learning

Seligman M amp Darling R (2007) Ordinary families special children (3rd ed) Guilford Press

Sitlington P Neubert D amp Clark G (2010) Transition education and services for students withdisabilities (5th ed) Allyn and Bacon

Stach B (2010) Clinical audiology An introduction (2nd ed) DelmarCengage Learning

Talsma K Schuumlz B Schwarzer R amp Norris K (2018) I believe therefore I achieve (and vice versa) A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance Learning and Individual Differences 61 136ndash150 doi101016jlindif201711015

Taylor R (2009) Assessment of exceptional students Educational and psychologicalprocedures (8th ed) Allyn and Bacon

Tiedt P amp Tiedt I (2010) Multicultural teaching A handbook of activities and resources (8thed) Allyn and Bacon

Trachtenberg S Batshaw K amp Batshaw M (2007) Caring and coping In M Batshaw LPellegrino amp N Roizen (Eds) Children with disabilities (6th ed) Paul H Brookes

Turnbull A Turnbull R Erwin E Soodak L amp Shogren K (2011) Families professionalsand exceptionality (6th ed) Upper Saddle River NJ Pearson Education

US Department of Education (2009) Twenty-eighth annual report to Congress on theimplementation of the Individuals with Disabilities Education Act 2006 (Vol 1) US


Government Printing Office

US Equal Employment Opportunity Commission (2010) Notice concerning the Americans withDisabilities Act (ADA) Amendments Act of 2008

httpwwweeocgovadaamendments_noticehtml

van der Linden D V Pekaar K A Bakker A B Schermer J A Vernon P A Dunkel C Samp Petrides K V (2017) Overlap between the general factor of personality and emotionalintelligence A meta-analysis Psychological Bulletin 143(1) 36ndash52 doi101037bul0000078

Vaughn S amp Bos C (2009) Strategies for teaching students with learning and behaviorproblems (7th ed) Pearson Education

Walker H M amp Gresham F M (2015) Handbook of evidence-based practices for emotionaland behavioral disorders Applications in schools Guilford Press

Westling D amp Fox L (2009) Teaching students with severe disabilities (4th ed) PearsonEducation

Weyandt L (2007) An ADHD primer (2nd ed) Erlbaum

White S W (2013) Social skills training for children with Asperger syndrome and high-functioningautism Guilford Press

Wilkerson K L Perzigian A B T amp Schurr J K (2013) Promoting social skills in theinclusive classroom Guilford Press

Zirkel P (2009) What does the law say New Section 504 student eligibility standards TeachingExceptional Children 41(4) 68-71

Zirkel P amp Thomas L (2010) State laws for RTI An updated snapshot Teaching ExceptionalChildren 42(3) 56-63

B JournalsAmerican Annals of the DeafAmerican Journal of Diseases of ChildrenAmerican Journal of Mental RetardationChild DevelopmentBehavior DisordersDevelopmental PsychologyEducation and Training in Mental RetardationEducation of the Visually HandicappedExceptional ChildrenGifted Child QuarterlyGifted Child TodayHuman DevelopmentJournal of Abnormal Child PsychologyJournal of Applied Behavior AnalysisJournal of Blindness and Visual ImpairmentsJournal of Childhood Communication DisordersJournal of Early InterventionJournal of Educational Psychology


Journal of Learning DisabilitiesJournal of Special EducationJournal of Speech and Hearing DisordersLearning Disabilities FocusLearning Disabilities QuarterlyRemedial and Special EducationSchool Psychology ReviewTeaching Exceptional ChildrenTopics in Early Childhood Special EducationBehavioral DisordersBehavior ModificationBeyond BehaviorCanadian Journal of Behavioral ScienceChild DevelopmentDevelopmental PsychologyEducation and Treatment of Children Exceptional ChildrenExceptional ParentHuman BehaviorHuman DevelopmentJournal of Abnormal Child PsychologyJournal of Applied Behavior AnalysisJournal of Behavior Therapy and Experimental PsychiatryJournal of Counseling Psychology Journal of Correctional EducationJournal of Educational Research

C WebsitesFamily Network on Disabilities (2020) Retrieved from httpfndusaorg

Florida State University (2019) CPALMS Where educators go for bright ideas Retrieved fromhttpwwwcpalmsorgPublic

The Iris Center (2021) IRIS modules Retrieved from httpirispeabodyvanderbiltedu [SpecialEducation Resources]

Ohio Assessments for Educators (2021) Retrieved from httpwwwohnesinccom

Sanford Inspire (2021) Celebrating and developing inspirational educators Explore free professionaldevelopment courses and webinars from Sanford Inspire httpssanfordinspireorg

ThoughtCo (nd) Resources for educators Elementary education Retrieved fromhttpswwwthoughtcocomelementary-education-4132507

ThoughtCo (nd) Resources for educators Secondary education Retrieved from http7-12educatorsaboutcom

ThoughtCo (nd) Resources for educators Special education Retrieved fromhttpswwwthoughtcocomspecial-education-4132499

Resources for Common CoreCommon Core State Standards Initiative (2020) Core standards state standards initiative PreparingAmericarsquos students for college and career Retrieved from httpwwwcorestandardsorgthe-standards


National Governors Association Center for Best Practices Council of Chief State School Officers (NGAamp CCSSO) (2010) Common Core State Standards for English language arts amp literacy in historysocialstudies science and technical subjects Washington DC National Governors Association Center for BestPractices Council of Chief State SchoolOfficers httpwwwcorestandardsorgassetsCCSSI_ELA20Standardspdf

National Governors Association Center for Best Practices Council of Chief State School Officers (NGAamp CCSSO) (2010) Common Core State Standards for mathematics Washington DC NationalGovernors Association Center for Best Practices Council of Chief State SchoolOfficers httpwwwcorestandardsorgassetsCCSSI_Math20Standardspdf

Additional Assistance with APA Formatting and Writing

Alvin Sherman Library Research and Information Technology Center (2021)Plagiarism httpsnsufllibguidescomplagiarism

American Psychological Association (2021) APA style httpsapastyleapaorgstyle-grammar-guidelines

American Psychological Association (2021) Academicwriter httpshermanlibrarynovaeduauthindexphpaid=1550 [formerly APA style CENTRAL]

Warlick D amp The Landmark Project (2000ndash2020) Son of citation machine httpcitationmachinenet

Writing and Communication Center (2021) [Homepage] httpswwwnovaeduwcc

ESE-Related Web SitesABLEDATA This website is a premier source for information about assistive technology for childrenyouth and adults It is sponsored by the National Institute on Disability andRehabilitation Research US Department of Education The website describes a vast array of softwareand assistive devices that are useful to individuals with disabilities URL wwwabledatacom

ADHD Ownerrsquos Manual This site is a resource that includes information about both learningdisabilities and ADHD It discusses educational and behavioral interventions medication and tips forteachers There is a section entitled ldquoThe Feeling of Having ADHDrdquo for those who want to have thatperspective as they learn more about this condition URL wwwedutechsbscomadhd

The Alexander Graham Bell Association for the Deaf and Hard of Hearing This website offersinformation on a wide range of programs and services for parents of children with hearing loss educatorsadults with hearing loss and hearing health professionals The website has linked in updated news andinformation advocacy for people with a hearing loss and publications and products URL wwwagbellorg

AllRefercom This website covers a variety of health conditions and prominently features speechdisorders including articulation disfluency and voice disorders The site targets the general public andincludes information on symptoms prevention diagnosis and links URL wwwhealthallrefercomhealthspeech-disorders-infohtml

American Association on Mental Retardation This is the oldest and largest interdisciplinaryorganization of professionals (and others) concerned about mental retardation and related disabilities Thiswebsite contains AAMR publications products and information on the definition of mental retardationURL wwwaamrorg


American Foundation for Suicide Prevention The ldquoTalk to the Expertsrdquo page of a valuable websitefor reporters and others who are writing articles about suicide One may contact a psychiatrist whospecializes in suicide prevention and the treatment of depression URL wwwafsporgeducationrecommendations6indexhtml

American Foundation for the Blind This foundationmdashto which Helen Keller devoted her lifemdashfocuses on eliminating barriers that prevent Americans who are blind or visually impaired from reachingtheir potential This website provides resources on independent living literacy employment andtechnology for people with visual impairments URL wwwafborg

American Printing House for the Blind APH is the worldrsquos largest company devoted solely tocreating products and services for people who are visually impaired This website contains accessiblepublications and products employment resources and government links URL wwwaphorg

The American Speech-Hearing-Language Association (ASHA) ASHA is the professionalscientific and credentialing association for more than 100000 speech-language pathologists audiologistsand speech language and hearing scientists in the United States and internationally The ASHA websiteprovides information and resources on speech-language pathology and audiology for family memberspractitioners researchers and the general public URL wwwashaorg

Americans with Disabilities Act (ADA) The website contains up-to-date information on ADA alongwith often-asked questions about the law stories of people with disabilities and analysis of the lawrsquos majorprovisions URL wwwusdojgovcrtadaadahomlhtm

The ARC The ARC is a national organization of and for people with mental retardation and relateddevelopmental disabilities and their families This website provides information on promoting and improvingsupports and services for people with mental retardation and their families as well as research andresources on the prevention of intellectual disabilities in infants and young children URL wwwthearcorg

Association for Persons in Supported Employment The Association for Persons in SupportedEmployment provides information on improving and expanding integrated employment opportunitiesservices and outcomes for persons with disabilities This website provides information on supportedemployment resources and education for professionals consumers family members and employers URL wwwapseorg

Autism Resources This website provides information and links related to autism and Aspergersyndrome A simple and straightforward resource site offering a broad array of information URL wwwautism-resourcescom

Autism Society of America This website provides opportunities for people who want to expand theirnetwork of resources related to autism It provides a vehicle for joining ASA as well as information aboutlegislation and legal cases related to autism ASA uses this website to encourage participation by peoplewho have a relationship with someone who has autism or have a professional interest in autism URL wwwautism-societyorg

Autism Web (The) This website is aimed at parents of children with autism and related pervasivedevelopmental disorders Clearly intended to enhance networking and provide support this site includescommunity-based resources information on conferences and message boards to promote communicationURL wwwautismwebcom

Baby BumbleBee This commercial website provides a wide array of products for parents of children


with language delays and challenges These include language stimulation techniques that can be used inconjunction with interventions and therapies recommended by professionals URL wwwbabybumblebeecomlearningdifferenceshtm

Beach Center on Disability This website is designed for parents and other family members who areinterested in children youth and adults with disabilities The Beach Center provides meaningful materialstraining and other services to families that include children with disabilities URL wwwbeachcenterorg

Brain Injury Association of America This website is a comprehensive source of information forindividuals and families who are interested in learning more about brain injuries The association consistsof a national network of more than 40 state organizations that work together for the benefit of individualswho have brain injuries URL wwwbiausaorg

Brain Injury Association of Kentucky This affiliate of the Brain Injury Association of America is astate-based organization that provides information about advocacy treatment research and services forindividuals with traumatic brain injury URL wwwbraincenterorg

Canter for Gifted Education Policy This website promotes public awareness of gifted children andyouth It also provides crucial information about research and innovative programs for gifted children andyouth The website focuses on programs and initiatives for all kinds of giftedness including academicssports and the performing arts URL wwwapaorgedcgephtml

Center for Applied Special Technology (CAST) CAST is a not-for-profit organization that usestechnology to expand opportunities for all people especially those with disabilities This website containsinformation on how technology can help students with disabilities by improving their access to and progressand participation in the general education curriculum URL wwwcastorg

Center for Effective Collaboration and Practice (CECP) CECP improves services forchildren and youth with EBD and helps neighborhoods and communities create schools thatpromote emotional well-being effective instruction and safe learning The center is anintegral part of the American Institutes for Research and is funded by a cooperativeagreement with the Office of Special Education Programs in the US Department ofEducation URL wwwcecpairorg

Center for Multicultural Education at the University of Washington This website reports onresearch and activities aimed at improving practice related to equity issues intergroup relations andachievement by students of color This site includes information about the centerrsquos research and teachingmissions successful K-12 programs and events that are scheduled at the center URL wwwdeptswashingtoneducetermehomehtm

Center for Multilingual Multicultural Research (CMMR) This website provides a rich source ofbilingual ESL and multicultural education resources The visitor will find articles and links to websitesthat include full-text presentations and a broad array of other resources The full spectrum of age rangesmay be seen in the material available URL wwwuscedudepteducationcmmr

Children with Disabilities This website gives service providers other professionals and familiespertinent information about education employment advocacy housing health recreation andtransportation It also provides in-depth information about specificdisabilities URL wwwchildrenwithdisabilitiesncjrsorg

Center for Talented Youth at John Hopkins University This website describes the programs and


opportunities offered through the center which identifies academically talented students in grades 2 through8 and provides distinctive educational programs through their first and second years of high school Thisidentification takes place through a talent search in which students are sought out because of their highnational test scores in mathematics The center also sponsors summer programs and conferences tailoredto the special interests of gifted studentsURL wwwjhuedugifted

Council for Children with Behavior Disorders (CCBD) CCBD is a division of the Council forExceptional Children CCBD whose members include educators parents mental health providers andother professionals vigorously pursues quality services and programs for children and youth with EBDURL wwwccbdnetCouncil for Exceptional Children (CEC) The Council for Exceptional Children (CEC) is the largestinternational professional organization dedicated to improving educational outcomes for individuals withexceptionalities students with disabilities andor the gifted This site contains information on professionaldevelopment opportunities publications and products and updates on the individuals with DisabilitiesEducation Act URL wwwcecspedorg

Diamond Ranch Academy This private commercial website is for an academic program aimedparticularly at teens with ADHD and other conditions that result in challenging behaviors It isrepresentatives of the private academic and treatment organizations that some families turn to forassistance with their children or teens who are having difficulty in public school settings URL wwwstrugglingteensusacademichtml

Division for Early Childhood (DEC) of the Council for Exceptional Children The Division forEarly Childhood (DEC) of the Council for Exceptional Children advocates for individuals who work withor on behalf of children with special needs birth through age 8 and their families This website containsinformation on early childhood conferences publications government services and jobs URL wwwdec-spedorg

Duke University Talent Identification Program This website provides information for educationalleaders who are interested in identifying and providing innovative programs for gifted children and youth The site also offers valuable information about developing model programs for academically able childrenand youth URL wwwtipdukeeduElectronic Magazine of Multicultural Education This is an online magazine for scholarspractitioners and students of multicultural education EMME includes material for both the general publicand professionals working in multicultural education Content is compiled as theme-based issues thatcontain articles teaching ideas and reviews of juvenile and professional books URL wwweasternedupublicationsemme

Epilepsy Foundation This website is a great source of information about services and programs forindividuals with epilepsy or seizure disorders If you are interested in the latest research legislation ormedical treatment for individuals with epilepsy you should examine this website in some depth URL wwwepilepsyfoundationorg

Families and Advocates Partnership for Education (FAPE ) This project is funded by the federalgovernment The website links families disability advocates and other care providers who are interestedin and committed to IDEA Specifically the project is designed to improve the outcomes of specialeducation services URL wwwfapeorg

Family Caregiver Alliance The Family Caregiver Alliance was founded in 1977 as a not-for-profitorganization that focuses on helping families provide long-term care at home to individuals with disabilitiesand other challenging conditions This website provides helpful information about caring for loved oneswith Alzheimerrsquos disease stroke traumatic brain injuries and other debilitating cognitive disorders URL wwwcaregiverorg


Fathers Network (The) The Fathers Network offers resources and information for fathers familymembers and care providers The network provides news press releases and recent articles aboutchildren and youth with disabilities and their familiesURL wwwfathersnetworkorg

Future Horizons Inc This website features products publications and resources for people interactingwith children and adolescents with autism In many cases the resources will be of interest to familymembers who find themselves in ongoing and close relationships with such youngsters Resourcesprovided include conference information magazines and medical resources URL wwwfuturehorizons-autismcom

Gus Communications This website is a commercial website offering many different assistivetechnology products for a variety of conditions that result in language and communication disorders Software is available for assisting people with aphasia ALS (Lou Gehrigrsquos disease) stroke and otherconditions URL wwwgusinccomHuman Genome Project This website provides up-to-date information on whatrsquos new in humangenome research frequently asked questions about genetic engineering and research and discussions ofethical legal and social issuesURL wwwornlgovTechResourcesHuman_Genomehomehtml

IDEA Practices This website provides up-to-date news on IDEA information and questions andanswers on the provisions of the law and federal regulations and professional development resourcesURL wwwideapracticesorg

Inclusive Education Website The ldquoWhatsrdquo and ldquoHow-Tosrdquo of Inclusive Education Whetheryoursquore familiar with inclusive education or have little idea what the term means this website is designed tohelp you learn more about it It answers some of the most frequently asked questions on inclusion andoffers basic guidelines for teaching in an inclusive classroom Resources for learning more about inclusiveeducation are also included URL wwwunieducoeinclusion

Learning Disabilities Association of America (LDA) This association is a not-for-profit organizationof individuals with learning disabilities professionals working with learning disabilities and family members The aim of this organization is to advance the education and welfare of children and adults with learningdisabilities The site links resources news and alerts about learning disabilities and announcements ofupcoming events Legislative action bulletins are also included URL wwwldanatlorg

The Learning Disabilities Council This site provides a variety of helpful materials for parents ofchildren with learning disabilities and adults with learning disabilities Include information on parent guideand workbooks support groups for adults and various links to other sites that address useful topics URL wwwldcouncilorg

Link for Life This terrific site offers an entertaining and informative multimedia presentation ondiabetes It is sponsored by the drug company GlaxoSmithKline URL wwwdiabetesorgmaininfoLinkForLifeAdchooserhtm

The National Alliance for the Mentally III (NAMI) NAMI is an advocacy organization ofindividuals who are interested in people with severe mental illnesses such as schizophrenia majordepression bipolar disorder obsessive-compulsive disorder and anxiety disorders URL wwwnamiorg National Association for Gifted Children This nonprofit organization is composed of parentsteachers educators and other professionals It promotes programs policies and legislation that benefitgifted children and youth This website provides valuable information for individuals who are interested inpromoting educational and other support services for children and youth who are gifted talented or


creative URL wwwnagcorg

National Association of Multicultural Education The National Association of Multicultural educationwas founded to bring together individuals and groups with an interest in multicultural education from alllevels of education different disciplines and diverse professions and organizations This website providesinformation about the organization its activities and a variety of other resources pertaining to multiculturaleducation URL wwwnameorgorg

The National Association of the Deaf (NAD) This website provides information on programs andpublications focused on advocacy the deaf community and deaf culture policy and research on deafnessand public awareness URL wwwnadorg

National Campaign to Prevent Teen Pregnancy This website provides concerned parents and teenswith information about preventing teen pregnancy research related to adolescent pregnancy and nationalmedia events URL wwwteenpregnancyorg

National Center for Learning Disabilities This site includes many resources and fact sheets relatedto learning disabilities Topics range from living with learning disabilities to advocacy and lobbying links forthose interested in public policy URL wwwncldorg

National Council on Disability (The) (NCD) This federal agency promotes policies programspractices and procedures that guarantee equal opportunity for those with disabilities Its goal is toempower individuals with disabilities to achieve economic self-sufficiency independent living and inclusionand integration into all aspects of society URL wwwncdgov

National Center on Secondary Education and Transition The National Center on SecondaryEducation and Transition (NCSET) at the University of Minnesota coordinates national resources offerstechnical assistance and disseminates information related to secondary education and transition for youthwith disabilities in order to create opportunities for them to achieve successful futures This websitecontains information on transition issues publications other links and state resources URL wwwncsetorg

National Dissemination Center for Children with Disabilities (NICHCY) This center funded bythe federal government provides up-to-date information about disabilities and special education issuesURL wwwnichcyorg

National Down Syndrome Society The National Down Syndrome Society (NDSS) wasestablished to ensure that people with Down syndrome have the opportunity to achievetheir full potential in community life After the US government it is the largestsupporter of Down syndrome research in the country This website is a resource forresearch educational opportunities health issues and life planning An advocacy centerprovides up-to-date information on policy issues and national legislation URL wwwndssorg

National Federation of the Blind NFB is the largest US membership organization of people whoare blind The purpose of the National Federation of the Blind is to assist people with visual impairmentsin achieving greater self-confidence and self-respect and to act as a vehicle for collective self-expression This website includes information on accessible products and services assistive technology training andemployment opportunities and the use of BrailleURL wwwnfborg

National Information Clearinghouse on Children Who Are Deaf-Blind This federally-fundedinformation and referral service (DB-LINK) identifies coordinates and disseminates information relatedto children and youth who are deaf-blind (ages birth to 21 years) Four organizations have pooled their


expertise into a consortium-based clearinghouse The collaborative effort utilizes the expertise andresources of the American Association of the Deaf-Blind the Helen Keller National Center the PerkinsSchool for the Blind and Teaching Research at Western Oregon University URL wwwtrwouedudblinkindex2htm

National Institute of Disability Management and Research The National Institute of DisabilityManagement and Research a Canadian organization focuses on workplace reintegration The instituteseeks to help workers return to meaningful employment through training and education URL wwwnidmarca

National Mental Health and Education Center for Children and Families A public service of theNational Association of School Psychologists this network promotes promising and data-driven practicesin education and mental health for children youth and their families capitalizing on family strengthssupporting diversity and sustaining familiesURL wwwnaspweborgcenter

National Organization on Disability (NOD) The mission of the National Organization on Disability(NOD) is to expand the participation and contribution of Americarsquos 54 million men women and childrenwith disabilities in all aspects of life by raising public awareness of disability This site contains informationon community involvement and economic participation for people with disabilities URL wwwnodorg

National Research Center on the Gifted and Talented This center is funded by the Jacob K JavitsGifted and Talented Students Education Act It represents a national array of researchers practitionerspolicymakers and other individuals who are interested in promoting the development of gifted young peoplefrom preschool through secondary levels Its website is loaded with resources for parents teachers andprofessionals interested in gifted education URL wwwgifteduconnedunrcgthtml

Nemours Foundation (The) This website covers a number of issues related to teensrsquo health It seeksto communicate directly with teens who may have articulation disorders or other language challenges Other topics that are addressed include food and fitness drugs and alcohol and sexual health URL wwwkidshealthorgteendiseases_conditionssightspeech_disordershtml

Office of Special Education Programs (OSEP) This office is dedicated to improving results forinfants toddlers children and youth with disabilities from birth through age 21 by providing leadership andfinancial support to assist states and local districts This website offers information on IDEA grants tostates and discretionary grants to universitiescolleges and other not-for-profit organizations to supportresearch demonstrations technical assistance and dissemination technology and personnel developmentand parent training and information centers URLwwwedgovaboutofficeslistOSERSOSEPResourcesindexhtml

Special Education Resources on the Internet Special Education Resources on the Internet (SERI)is a collection of Internet-accessible information resources of interest to those involved in the collectionexists in order to make on-line special education resources more readily available in one location URL wwwseriwebcom

Spinal Cord Injury Peer Information Library on Technology This is an astounding website forindividuals who are interested in seeing real stories an=bout individuals who have used assistivetechnologies to vastly improve their lives Available on the site are actual video clips in which individualswith spinal cord injuries relate their experiences in using a wide array of technologies both high-tech andhomemade URL wwwscipilotcom_ghome_gindexshtml

TASH The Association of Children with Sever handicaps is an international advocacy association ofpeople with disabilities their family members other advocates and people who work in the disability field This website contains lists of TASH publications reviews of products legislative updates and conferenceinformation URL wwwTASHorg


Technical Assistance Alliance for Parent Centers This site provides a newsline service withinformation on federal programs and many listings of upcoming events such as conferences Public lawand policy debates are reviewed Resources include consortia fundraising opportunities and a wide arrayof parent-related information pertaining to family issues and learning disabilities URL wwwtaallianceorg

Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) PBISwas established by the Office of Special Education Programs US Department of Education to giveschools technical assistance for identifying adapting and sustaining effective school-wide disciplinaryprograms URL wwwpbisorgenglishdefaulthtm

Too Young to Die Created by Deep Elm Records and its artists this website provides songs and othereducational materials for youth and others who are interested in preventing suicide Each of the featuredsongs was carefully selected for lyrics that promote faith hope and perseverance These songs reinforcethe idea that youth who experience loneliness doubt and depression are not alone URL wwwdeeplmcomtytdtytdhtml

Transition Research Institute at the University of Illinois at Urbana-Campaign The TransitionResearch Institute at the University of Illinois at Urbana-Champaign (TRI) identifies effective practicesconducts intervention and evaluation research and provides technical assistance activities that promote thesuccessful transition of youth with disabilities from school to adult life This website contains resources(such as recent publications videos and curricula) for teachers service providers and researchers ontransition URL wwwuiuceduSPEDtriinstitutehtml

Troubled Teen Advisor This site is for parents who are facing the challenges of Understanding theirteenage children It places ADHD in the context of the social world of these teens along with schoolchallenges legal issues substance abuse runaway behaviors and depression URL wwwtroubled-teenadvisorcomindexphpsource=ovampkw=adhd

XIV AppendixAppendicesAppendix A

Title Page Template


Assignment

[Title (Upper and Lower Case Style)]

by

[Your Name]

ESE 680 CRN _______

Teaching Social and Personal Skills to Exceptional Students

Nova Southeastern University

[Date of submission


Appendix BAssignment 1 Parent-Teacher Conference Grading Rubric

Element Not Met Met ExceededDescription of PlanDescription of theldquoproblemrdquo behaviorand the plan foraddressing it with theparents5 points

Missing or incompletedescriptionThere are too manywriting errors

There is an adequatedescription of theproblem behavior anda plan for addressing itwith Johnrsquos parentsThere is an invitationto a meeting on a dayand time convenient tothe parents There arevery few writingerrors

There is a detaileddescription of theproblem behavior anda plan for addressing itwith Johnrsquos parentsThere is a descriptionof how the parentswould be invited to themeeting and how amutually convenientday and time would beselected There are nowriting errors

Anticipated Dialogue-Professional tone-Presentation of theproblem behavior-Solicitation ofParentsrsquo input-Presentation ofresearch-basedintervention strategies-Plan for assessmentof intervention and afollow-up meeting7 points

The dialogue has aconfrontational tone ismissing a clearbeginning andor end ofthe meeting andor theteacher fails to solicitparent input There areless than 3 or noresearch-basedstrategies There is noplan for interventionmonitoring andor afollow-up meetingIt is not in dialogueformat andor there aremany writing errors

Dialogue has arespectful tone Thereis a clear beginningand end to themeeting The teacherrsquosconcerns arepresented in a calmmanner The teachersolicits the parentsrsquoperception of theirchildrsquos behavior Theteacher presents atleast three research-based strategies foraddressing Johnrsquosbehavior There is aplan for interventionmonitoring and afollow-up meetingIt is written in dialogueformat There are veryfew writing errors

Dialogue has arespectful tone Thereis a clear beginningand end to themeeting The teacherrsquosconcerns arepresented in a calmmanner The teachersolicits the parentsrsquoperception of theirchildrsquos behavior Theteacher presents morethan three research-based strategies foraddressing Johnrsquosbehavior There is amutually-agreed-uponplan for interventionmonitoring and afollow-up meetingIt is written in dialogueformat There are nowriting errors


Reflection about theactivity and what waslearned from thisactivity3 points

The reflection andorwhat was learned isaremissing There are toomany writing errors

There is an adequatereflection on theplanning invitation tothe meeting anddialogue There are atleast two things listedthat the studentlearned from thisactivityThere are very fewwriting errors

There is a detailedreflection on theeffectiveness of theplan invitation to themeeting and theanticipated dialogueThe student describedwhat was learned fromthe activity and howthat would be appliedin future similarsituations There areno writing errors

Total points out of 15


The assignments and activities included in this course (ESE 680-Teaching Social and Personal Skillsto Exceptional Students) address the 3 elements in the Florida ESE Competency 6- Knowledge ofSkills Related to Teaching Interpersonal Interactions and Participation


Appendix C

Lesson Plan Template

AgeGrade Level Total Number of Students

Number of English Language Learners

Number of students with disabilities amp type

Lesson TitleTopic

Setting

Length of Time ______ minutes Lesson Objective(s) amp Standards

Objective(s) from the studentsrsquo IEPs that will be addressed in this lesson Vocabulary

Required Materials

Instruction Beginning Anticipatory Set Middle End AccommodationsModifications

For students with disabilities For English language learners

Assessment

Proactive Classroom Management

Potential Problems amp Possible Solutions Expansion andor Reinforcement Activityactivities

Source(s) of activityactivities


Grading Rubric for Assignments 2 3 amp 4Element Exceeded Met Not Met

Description ofstudents and settinglesson titletopiclength of time

The descriptions includeall the required details Inaddition there is a pictureor floor plan of the setting

The descriptionsinclude all the requireddetails

Missing orincomplete

Measurable lessonobjective (one ortwo) and statestandardandIEP objectives ifapplicable

The objective includeswho will do what whenwill they be able to do itand how will that beassesseddocumentedCriteria for meeting theobjective are clearlystated At least one statestandard is listed andcited There is a clearcorrelation between theobjective(s) and theassessment(s)IEP objectives are listedusing initials for eachstudent

The objective includeswho will do whatwhen will they be ableto do it and how willthat be assessedCriteria for meetingthe objective areclearly stated At leastone state standard islisted and citedIEP objectives arelisted using initials foreach student


Vocabulary wordsare listed

New words to beintroduced or words to bereinforced are listed

New words to beintroduced or wordsto be reinforced arelisted


List descriptionandor examples ofmaterials and ifapplicableequipment

All required materials (andequipment if applicable)are listed described andcopies or pictures areincluded

All required materials(and equipment ifapplicable) are listedand described


Description of howyou would teach thelesson

There is a thoroughdescription of the plannedinstruction in the lessonplan Any teacherclassroom assistant oreven a parent couldimplement it Thesource(s) of theactivityactivities are cited

There is an adequatedescription of theplanned instruction inthe lesson plan Ateacher or classroomassistant who isfamiliar with thestudents and targetbehaviorskill couldimplement it Thesource of theactivityactivities arecited

Missing vague orincompleteNo source wascited


Description ofAccommodationsfor Students

There is a student-specificdescription of eachaccommodation thestudents with disabilitiesand English languagelearners might need(related to the lesson-specific activities)

There are descriptionsof accommodationsthat students withdisabilities and Englishlanguage learnersmight need (related tothe lesson-specificactivities)

There is a genericlistaccommodationsdonrsquot match thelesson activities oraccommodationsare missing forstudents withdisabilities andorEnglish languagelearners

ProactiveClassroomManagement

There is a detaileddescription of strategiesthat are in place in theclassroom and ones thatwill be reviewed that arelesson-specific Source(s)are cited

There is an adequatedescription ofstrategies that are inplace in the classroomand ones that will bereviewed that arelesson-specificSource(s) are cited

Missing or nothingis specific to thelesson

Potential Problemsamp Possible Solution

At least two potentialproblems and possiblesolutions are describedand source(s) cited

At least one potentialproblem and possiblesolution(s) aredescribed andsource(s) cited

Missingincomplete or notrelevant

ExpansionReinforcementActivityActivities

There are at least oneactivity to reinforce andone activity to build on theconcept andor skillpresented in the lesson

There is one activity toreinforce or an activityto build on theconcept andor skillpresented in thelesson

Missing or notrelevant

Source(s) ofactivityactivities

There is an APA-formatted citation for eachactivity in the lesson plan

There is an APA-formatted citation foreach activity in thelesson plan

Citations aremissingincomplete andornot correctlyformatted


In-classpresentation of theactivityactivities

The presentation waswell-organized articulateand professional Therewas an effective use ofpresentation softwaregraphics and transitionsThe description of theactivity included all of therequired elements Gave atleast two examples ofpossible accommodationsfor students withdisabilities and two forELLs The source(s) ofthe activityactivities arecited

The presentation wasarticulate and well-organized There wasan adequate use ofpresentation softwareand graphics Thedescription of theactivity included all ofthe required elementsGave at least oneexample of possibleaccommodations forstudents withdisabilities and one forELLs The source(s)of the activityactivitiesare cited

The presentationwas disorganizedandor lackedsome of therequired elementsAndor noaccommodationswere describedNo source wascited

Total pointspossible 15

135-15 points 12-1325 points 0-13 points


Appendix DCollection of Demographic Data for Clinical and Field Experiences

To ensure that NSU candidates experience working with P-12 students from diversebackgrounds (eg ethnicity race socioeconomic status gender exceptionalities languages religionsexual orientation etc) programs must systematically track information on placements in clinical and fieldexperiences NSU candidates who are already employed in schools can complete field experiences intheir own schools as long as the P-12 students in the classroom represent diverse populationsmdashand theinstructor allows this

To document the diversity in your field placement school you need to collect the demographicinformation that is available through the National Center for Educational Statistics To locate thisinformation

1 Go to the National Center for Educational Statistics at httpncesedgovgloballocator2 Type in the information for your school In this example we will look for information on Davie

Elementary School in Broward Countya Enter Florida for stateb Enter Davie for cityc Enter Davie Elementary School for named Type of institution is publice Click Search

3 Davie Elementary School will appear in the results Click on the schoolrsquos name4 At the top of the page for Davie Elementary School click on the link for More Information 5 Look at the information for Enrollment Characteristics

a Enrollment by RaceEthnicityb Enrollment by Genderc Free lunch eligible (at the bottom-left of the page)d Reduced-price lunch eligible (at the bottom-right of the page)e Magnet School (yes or no)f Title I school (yes or no)

6 See the table on the next page for shows the data for Davie Elementary School7 Now look for the data for your field experience school and complete the blank table8 Submit the completed table for your field experience school to your Instructor

Note If your school data are not available at this site you will need to ask the schoolrsquos officestaff for help in completing the table


ExampleEnrollment Demographics

Characteristic Number in School TypeName of school Davie Elementary SchoolState of school FloridaCounty of school BrowardType of School PublicGrades Prek-5

EnrollmentTotal students 758

Type of SchoolLocale (eg suburb large) Suburb largeMagnet school NoTitle I School Yes

RaceEthnicityAmerican Indian Alaskan 2Asian 20Pacific Islander 0Hispanic 486Black non-Hispanic 104White non-Hispanic 130Two or more races 16

GenderMale 382Female 376

Socio-Economic StatusStudents qualifying for free lunch 544Students qualifying for reduced lunch 79

The directory information for the school comes from the 2019-20 school year data

(Source CCD Public school data 2019-2020 school year)

Note This is still the most recent information available at this site as of June 9 2021


Template for Field Placement Site DemographicsEnrollment Demographics

Characteristic Number in School TypeName of schoolState of schoolCounty of schoolType of SchoolGrades

EnrollmentTotal students

Type of SchoolLocale (eg suburb large)Magnet schoolTitle I School

RaceEthnicityAmerican Indian AlaskanAsian Pacific IslanderHispanicBlack non-HispanicWhite non-HispanicTwo or more races

GenderMaleFemale

Socio-Economic StatusStudents qualifying for free lunchStudents qualifying for reduced lunch


Appendix DNova Southeastern University

Abraham S Fischler College of Education and School of Criminal JusticeField Experience Verification Form

Name of NSU Student __________________________________ Course ESE 680

Description of Activity or Activities observed andor in which the NSU Student participated

Location ___________________________________________________________

Date_____________ Times___________ to _______

Verification of field experience Please ask the classroom teacher to sign below and if they wish todo so comment briefly about the activities completed

Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments


Appendix FGrading Rubric for Assignment 5 Field Experience Report

Element Exceeded Met Not MetPart I Context of Instruction

Date(s) amp Times offield experience05 point

Included date(s) andboth start and endtimes05

Included date(s) and bothstart and end times05

Missing date(s)andor times 0-025

Description ofSettingCommunitySchoolClassroom1 point

The descriptions ofthe community andschool reflectresearch beyond thatrequired forcompletion of thedemographic tableThere is a detaileddescription of theclassroom and a floorplan is included in anappendix Thedemographic table iscomplete and alsoincluded in anappendix10 point

The descriptions of thecommunity and school reflectthat required for completionof the demographic tableThere is an adequatedescription of the classroomand a floor plan is included inan appendix Thedemographic table iscomplete and also included inan appendix08 point

Missing andorincomplete Noclassroom floorplan0-075 point

Description ofStudents1 point

There is a detaileddescription of thestudents that includesall of the requiredinformation (seedirections) A table isincluded to presentthe information in aconcise manner witha note that explainsany abbreviations 10 point

The description of thestudents includes all of therequired information (seedirections)08 point

The requiredinformation ismissing or isincomplete0-075 point

Description ofTeacher amp anyother Adults in theClassroom05 point

The descriptionincludes a detaileddescription of theteacherrsquosqualifications andexperience as wellas that of any otheradults in theclassroom05 point

The description includes theminimum requiredinformation about the teacherand any other adults in theclassroom04 point



Schedule05 point

The teacher andstudent hours areincluded in additionto the class schedule05 point

The teacher and studenthours are included inaddition to the classschedule05 point


MainstreamingPull-out amp Curriculum (ifapplicable)05 point

The descriptionindicates whetherstudents leave theclassroom fortherapy or otheractivitiesIf there is apersonalsocial orsocialemotionalcurriculum it isnamed anddescribed05 point

The description indicateswhether students leave theclassroom for therapy orother activities If there is a personalsocialor socialemotionalcurriculum it is named05 point

Missing0 point

Part II ObservationDescription ofObservation12 points

There is a detaileddescription of thelesson activities andinteractionsbetweenamong theadults and studentsThere is a detaileddescription of theinstructionalclassroom andbehaviormanagementstrategies andmaterials that wereused Photos andorscanned copies ofactivity materials areincluded11-12 points

There is an adequatedescription of the lessonactivities and interactionsbetweenamong the adultsand studentsThere is a detaileddescription of theinstructional classroom andbehavior managementstrategies and materials thatwere used 95-1075 points

Very few detailsare included andorthe number ofwriting errorsmakes thedescriptionincoherent0-925 points


Conclusion4 points

There is a concisesummary of whatwas observed andwhat you learnedfrom yourexperience There isa description of howyou could apply theideas (or how youwould modify them ifneeded) for yourown classroom 4 points

There is a summary of whatwas observed and what youlearned from yourexperience There is adescription of how you couldapply the ideas (or how youwould modify them ifneeded) for your ownclassroom325-375 points

There is or is not asummary There isno reflection onhow the ideascould be used inyour classroom0-3 points

Verification Form Included completedand signed

Included completed andsigned

Not includedincomplete ormissing an actualsignature

Course Syllabus Management TeamLead FacultyDana Fredebaugh PhDdanafnovaeduLast Revised DateJune 2021


V Course Objectives Learning Outcomes1) Describe the functional life skills curriculum for students with disabilities 2) Identify and select the daily living skills students with disabilities need before they leave school 3) Help students with disabilities to engage in self-determination and self-advocacy 4) Select the instructional strategies and services students with disabilities need to be self-reliant Course Objectives

By the end of this course students will be able to 1 Define ldquosocialrdquo ldquoemotionalrdquo and ldquopersonalfunctionalrdquo skills and give examples of each

2 Identify methods for assessing studentsrsquo social and personal skills

3 Identify various strategies that teachers can use to foster social skills development social interactionand inclusion for students with disabilities in the classroom and school

4 Identify various strategiesactivities to teach functionalpersonal skills to students with disabilities so theycan be more independent

5 Identify the skills necessary for students with disabilities to engage in self-determination and self-advocacy

6 Describe the various strategies for teachers to use to promote studentsrsquo self-determination self-advocacy and a sense of independence

7 Describe ways that parents can help their children develop social-emotional and self-helppersonalfunctional skills

VI Materials and ResourcesBook Url NSU Book StoreCourse Required Texts and Materials

Baker B L amp Brightman A J (2004) Steps to independence Teaching everyday skills to children withspecial needs (4th ed) Paul H Brookes Publishing Co ISBN 978-1-55766-697-0

Frey N Fisher D amp Smith D (2019) All learning is social and emotional Helping students developessential skills for the classroom and beyond ASCD ISBN 978-1-4166-2707-4

Giler J Z (2011) Socially ADDept Teaching social skills to children with ADHD LD and Aspergerrsquos (reved) Jossey-Bass ISBN 978-0-470-59683-8

Monastra V J (2016) Teaching life skills to children and teens with ADHD American Psychological

Association ISBN 978-1-4338-2099-1

Required Supplemental MaterialsAmerican Psychological Association (2020) Publication manual of the American Psychological

Association (7th ed) ISBN9781433832178

[spiral-bound edition]Required Writing Tools1 Go to grammarlycom and download this tool You may use the free version or choose to upgrade to thepaid premier edition (unless you already have a similar program)2 Make an appointment with a Writing Consultant at the Writing and Communication Center at httpswwwnovaeduwcc for assistance with your writing skills if requested by your Instructor
























































Assignment 1


Due week 3








Date ____________ Time ________________

Student ________________________



etc






15 pointsDue Week 4



15 pointsDue Week 5





15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points































































Assignment 1


Due week 3








Date ____________ Time ________________

Student ________________________



etc






15 pointsDue Week 4



15 pointsDue Week 5





15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points















































Assignment 1


Due week 3








Date ____________ Time ________________

Student ________________________



etc






15 pointsDue Week 4



15 pointsDue Week 5





15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points



































Assignment 1


Due week 3








Date ____________ Time ________________

Student ________________________



etc






15 pointsDue Week 4



15 pointsDue Week 5





15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points


















Assignment 1


Due week 3








Date ____________ Time ________________

Student ________________________



etc






15 pointsDue Week 4



15 pointsDue Week 5





15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points










Assignment 1


Due week 3








Date ____________ Time ________________

Student ________________________



etc






15 pointsDue Week 4



15 pointsDue Week 5





15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points










Date ____________ Time ________________

Student ________________________



etc






15 pointsDue Week 4



15 pointsDue Week 5





15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points











15 pointsDue Week 6





















20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points











20 pointsDue Week 7




















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points



















X Grading Criteria





8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points












8 1-8




LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00










XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points














XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points












XIII Bibliography

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points

























Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points









Education






































































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points





























































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points












































































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points
























































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points










































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points































































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points

















































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points





































































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points

























































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points
















































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points






































Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points


























Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points















Title Page Template


Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points









Assignment


by

[Your Name]

ESE 680 CRN _______



[Date of submission




















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points



























Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points

















Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points











Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points









Appendix C





Lesson TitleTopic

Setting



Required Materials



Assessment

















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points





















































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points































































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points










































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points



































GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points

























GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points














GenderMaleFemale







Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points













Location ___________________________________________________________

Date_____________ Times___________ to _______


Name ____________________________________ Position _____________________

Signature _________________________________Date ________________________

Comments





















Schedule05 point







Missing0 point






Conclusion4 points




























Schedule05 point







Missing0 point






Conclusion4 points









Schedule05 point







Missing0 point






Conclusion4 points









Conclusion4 points







