GRADUATE TEACHER EDUCATION PROGRAMese660.weebly.com/uploads/5/5/2/2/5522342/2011_new_ese-0660-sylla… · COURSE OUTLINE WEEKS OBJECTIVES CHAPTERS ASSIGNMENTS/DUE DATES Week One 1-4

NOVA SOUTHEASTERN UNIVERSITYFISCHLER GRADUATE SCHOOL OF

EDUCATION AND HUMAN RESOURCES

GRADUATE TEACHER EDUCATION PROGRAM

EXCEPTIONAL STUDENT EDUCATION PROGRAMKINGSTON, JAMAICA PROGRAM

**********COURSE SYLLABUS

FOR

ESE 660CURRICULUM AND INSTRUCTIONAL

MATERIALS FOR

EXCEPTIONAL STUDENTS***********

NOVA SOUTHEASTERN UNIVERSITY

********FISCHLER GRADUATE SCHOOL OF EDUCATION

AND HUMAN SERVICES

********GRADUATE TEACHER EDUCATION PROGRAM

******EXCEPTIONAL STUDENT EDUCATION PROGRAM

COURSE SYLLABUSFOR

ESE 660CURRICULUM AND INSTRUCTIONAL MATERAILS

FOREXCEPTIONAL STUDENTS

TERM:__________________SESSION:______________ SITE/ON-LINE:_______________

INSTRUCTOR’S NAME:_______________________________________________________

TEL #: (MORNING)_______________________(EVENING)__________________________

FAX#:___________________________________CELLULAR#:________________________

NSU E-MAIL ADDRESS: _______________________________________________________

University contact: Dr. Sidi M. Lakhdar Professor and Content Area Faculty Graduate Program in Exceptional Student Education

Tel. # 954-262-8638 or 1-800-986-3223, Ext. 8638Fax # 954-262-3826E-mail: [email protected] Site: http://www.nova.edu/~lakhdars

Revised 4/2011

ESE 660 Page 1 of 42 April 2011

CONCEPTUAL FRAMEWORK

Nova Southeastern University provides:

S tandards-based instructional and leadership programs that link theory to practice with the Use of data for evaluation, ethical decision-making, and intervention for the Needs and accommodations for diverse students who provideReflective and ethical practice based on meaningful field and clinical experiences as part of I nnovative and convenient postsecondary delivery systems with a S hared responsibility for quality education programs and professional advocacy with stakeholders with

an E mphasis on technology and best practices for dynamic learning environments

This conceptual framework is reflected in this course syllabus

GTEP MISSION STATEMENT

The Graduate Teacher Education Program (GTEP) as part of the Division of Teaching and Learning is dedicated to developing and mentoring highly effective professional educators at both the preservice and inservice levels. To accomplish this goal, GTEP offers opportunities to translate research into practical applications through degree programs and non-degree selections in a variety of delivery formats.

GTEP PHILOSOPHY

The Faculty and Staff of the Graduate Teacher Education Program (GTEP) believe:Learning is life-long.Students merit quality instruction.Educators must be effective in diverse settings.Educators must advocate for all students.Educators must adopt leadership roles.Educators must adhere to ethical standards.

GOALS OF THE GRADUATE PROGRAM IN EXCEPTIONAL STUDENT EDUCATION

The goal of the Graduate Program in Exceptional Student Education is to prepare teachers to help students with disabilities develop self-management and decision-making capabilities, and learn the skills to function as independent individuals. Students in the program are expected to attain the following goals:

! Develop knowledge, skills, and competencies to prepare them to face the challenge, complexity, and diversity in the field of exceptional student education.

! Develop sensitivity to the unique needs of all students found in today’s multicultural and inclusive classroom settings.

! Engage in reflective practices that prepare them to adapt teaching styles and instructional strategies to effectively address more the diverse needs of students found in today’s inclusive classrooms.

! Develop and model the role of a collaborative member of a learning community, working with others in effecting educational change and personal growth.

! Implement the best teaching and assessment practices for students with special needs that have been validated by current research and theory.


COURSE TITLE

ESE 660 - Curriculum and Instructional Materials for Exceptional Students (3 Graduate Credit Hours)

COURSE DESCRIPTION

This course will introduce students to the various curriculum and instructional materials used to teach exceptional students. It will provide students with specific suggestions for selecting and modifying the curriculum to promote learning and for developing appropriate materials to use in the classroom. Students will also be provided strategies for adapting curriculum materials, teacher instruction, and student practice activities for both basic and content-area instruction.Prerequisites: CUR 526, ESE 600, ESE 610, ESE 620, ESE 630, ESE 640, & ESE 650.

COURSE OBJECTIVES

At the end of this course, students will able to:

1. Recognize the competencies that an effective special education teacher must have.(FEAP #11, #3; FESE #3, CEC #7, #8; INTASC #9, #10)

2. Implement successful strategies for classroom organization and management.(FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

3. Use information strategies effectively with small group, large group, and one-to-one grouping arrangements. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

4. Use a wide variety of options to motivate and encourage students with disabilities to learn and behave appropriately. (FEAP #10, #4; FESE #3, #4, #6, #7; CEC #4, #5; INTASC #4, #7)

5. Identify students' special needs through teacher-directed, student-directed, and peer-directed strategies. (FEAP #1; FESE #2; TESOL #19, #20, #21; CEC #3, INTASC #8)

6. Use accommodation strategies based on each student's needs and immediate demands. (FEAP #7, #10; FESE #1, #3,#6,#7; CEC #2, #5; INTASC #2, #7)

7. Identify and apply the fundamental concepts and skills needed for collaboration with key stakeholder groups involved in the education of exceptional students.(FEAP #2, FESE #5, TESOL #10, CEC #7, INTASC #6)

8. Identify curricular options and alternative program options to prepare exceptionalstudents to be successful in school. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)


9. Use various methods and materials to address the special problems that exceptional students experience in spoken language. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

10. Distinguish among language difference, language delay, and language disorder in students, including culturally and linguistically diverse students. (FEAP #5; FESE #1; TESOL #25; CEC #1, #2; INTASC #3)

11. Select and use appropriate methods and materials to promote competent communication and to address common language difficulties in exceptionalstudents. (FEAP #2, FESE #5, TESOL #10, CEC #7, INTASC #6)

12. Use formal and teacher-oriented assessment to assist in instructional planning. (FEAP #1; FESE #2; TESOL #19, #20, #21; CEC #3, INTASC #8)

13. Promote word recognition and word analysis, with emphasis on phonological awareness and phonetic analysis. (FEAP #2, FESE #5, TESOL #10, CEC #7, INTASC #6)

14. Identify the three general approaches to reading comprehension: language experience, whole language, use of basal readers. (FEAP #8, FESE #3 ,#6, #7 CEC #4, INTASC #1)

15. Use appropriate methods and materials related to teacher-directed questioning, student-directed questioning, graphic aids strategies, and fluency strategies.(FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

16. Recognize the relative value of skills development in handwriting, and the importance of initial instruction, and maintenance and proficiency. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

17. Identify the common problems in spelling and use teacher- and student-directed strategies when teaching spelling to exceptional students. (FEAP ##9, 10; FESE #3, #4, #6, #7; TESOL ##13, #18; CEC #5, #6; INTASC #5, #7)

18. Identify the three stages of writing and the importance of the mechanical skills and content development. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

19. Use formal and informal diagnostic techniques to obtain useful information about the students' mathematical level. (FEAP #1; FESE #2; TESOL #19, #20, #21; CEC #3, INTASC #8)

20. Identify the major methods and materials to use in teaching mathematics to exceptional students. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)


21. Determine which methods and materials to use when teaching computational skills, applied mathematical skills, and problem-solving and reasoning skills to exceptional students. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

22. Teach science to exceptional students using commercial and customized programs. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

23. Use the traditional content approach, inquiry approach, and balanced approach when teaching social studies to exceptional students. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

24. Use appropriate methods and materials to teach exceptional students the study skills that are crucial to academic and postsecondary success, such as differential reading rates, listening, notetaking, report writing, presentations, test taking, and time management. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

25. Establish a social and a self-determination skills program for students experiencing failure in school and the community. (FEAP #6, FESE #4, CEC #8, INTASC #9)

26. Identify the specific strategies for adapting instruction in the arts areas for exceptional students. (FEAP #10; FESE #3,#6,#7; CEC #5; INTASC #7)

27. Use various instructional programs, including computer programs,to prepare exceptional students for the many vertical and horizontal transitions that they will encounter throughout their educational experience. (FEAP #10, #12; FESE #3,#6, #5, #7; TESOL #15, #17; CEC #4, #5; INTASC #4, #7)

______________________________________________________________________________Key:AP: Florida Educator Accomplished Practices http://www.firn.edu/doe/rules/6a-5.htmFESE: Florida Exceptional Student Education Competencies http://www.firn.edu/doe/sas/ftce/pdf/ftcomp61.pdfTESOL: Teaching English to Speakers of other Languages Competencies http://www.firn.edu/doe/omsle/perstand.htmCEC: Council for Exceptional Children Standards http://www.cec.sped.org/ps/ps-entry.htmlINTASC: Interstate New teacher Assessment and Support Consortium Standards http://www.dpi.state.nc.us/pbl/pblintasc.htm


COURSE OUTLINE

WEEKS OBJECTIVES CHAPTERS ASSIGNMENTS/DUE DATES

Week One 1-4 1- Education for Learners Special Needs2. Strategies for Classroom Management: Organization And Planning3. Strategies for Classroom Management: Behavior Change Strategies

Week Two 5-8 4 Effective Instructional Study Questions #1 Accommodative Practices due Week #25. Strategies for Collaboration6. Strategies for Curriculum Development and Program Design

Week Three 9-13 7. Spoken Language Review of School8. Reading: Introduction and Improvement Plan Word Recognition due Week #3

Week Four 14-18 9. Reading Comprehension Study Questions #2 10. Written Language due Week #4

Week Five 19&20 11. Mathematics Field Experience ReportDue Week #5

Week Six 21&-22 12. Science and Social Studies Study Questions #3 13. Study Skills due Week #6

Week Seven 23-27 14. Social Competence and Instructional Materials Self-determination due Week #715. Creative Arts: Visual Arts, Dance, and Drama16. Transition, Transition Planning , and life-skills Education

Week Eight Review of all Chapters Study Questions #4and Objectives due Week #8 Final Exam


REQUIRED TEXTBOOK

Palloway, E. A, Patton, J, R., and Serna, L. Strategies for teaching learners with special needs (Latest ed.). Upper Saddle River, NJ: Pearson Education, Inc.

REQUIRED RESOURCES

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Note: Before purchasing textbooks, first check the following course textbook list for updates:http://www.fgse.nova.edu/gtep/books.pdf

In this course, there are no specific pages from the textbook, Strategies for Teaching Learners with Special Needs, that students are assigned to read. However, students are expected to become familiar with the content of the textbook as it addresses most of the course objectives. Answers to the course weekly study questions and activities may be found in the textbook as well as in sources from the List of Suggested Resources list in the syllabus. The textbook is only one source of information. No single textbook can address all of the objectives in this course. Graduate students must be able to locate information from other sources and be exposed to different points of view and perspectives than those offered in the textbook.

Every week, the instructor will assign students activities and study questions related to the objectives for that particular week to do and to answer using the textbook and other sources. Students must come to each session ready to discuss their findings with the rest of the class.

COURSE ASSIGNMENTS

A. STUDY QUESTIONS AND ACTIVITIES

Four times during the course students will answer study questions related to the assigned chapters for those weeks. The biweekly study questions are designed to encourage students to read the chapters in the textbook related to the objectives for these weeks, and to come to class ready to address the topics and participate in the activities prepared by the instructor. Each set of questions contains 5 questions worth one point each. Students can earn up to 20 points for the 4 sets of the biweekly study questions.

To get credit for the answers to the study questions, students are expected to address all study questions fully and extensively. No points will be given for late assignments. Students should not be limited to the textbook when answering these questions. In addition to the textbook students are expected to get information from the List of Suggested Resources in this syllabus and from the Internet, and to use at least two other sources in addition to the textbook when answering each question. Students are also encouraged to and draw on their knowledge and experience in education when answering these questions.


The following are the study questions to be completed by students and turned in to their instructor according to the schedule in the Course Outline. Students cannot answer these questions in advance and submit them before their due date and before they are addressed by the instructor. The answers to the weekly study questions will be submitted to the course instructor who will grade them and return them to the students. If students decide to use selected weekly study questions in their portfolio, they must include 3 different study questions per Accomplished Practice.

Study Questions #1 and Activities Related to Objectives 1-8 (due week #2)

1. As you know, every one of your exceptional students has an IEP. The I in IEP is for considering the individual needs of each student. Does individualization mean that instruction for these children should be provided in a one-to-one basis? How do you decide who among your students needs one-to-one instruction and who can learn better in a small group? What are the advantages and disadvantages of one-to-one and group instruction? How would you adapt your curriculum to meet the needs ofall your students knowing full well that they al have unique needs? Provide details and sources with your answers.

This question addresses the following standards and competencies: FEAP #10; FESE #3, #6,#7; CEC #5; INTASC #7

2. Under what circumstances would you make accommodations to instructionalmaterials for students with disabilities in general, and for students with learning disabilities in particular. What are some of the techniques for dealing with textual materials when working with students with learning disabilities who have difficulties with decoding and reading comprehension? Provide details and sources with your answers.

This question addresses the following standards and competencies: FEAP #10; FESE #3, #6, #7; CEC #5; INTASC #7

3. IDEA requires that students with disabilities have access to the general curriculum and that content instruction should be similar to that of other peers. How can you apply the general curriculum to students with disabilities and at the same time provide them with a curriculum that meets their current and special needs?

Also, it has been argued that the general curriculum does not necessarily meet the academic, social and emotional needs of students with disabilities. This may give rise to the assumption that differentiated curriculum is necessary. What is differentiated curriculum? Is it necessary to have a separate curriculum for each special education category or to simply modify the regular curriculum? Provide details and sources with your answers.


This question addresses the following standards and competencies: FEAP #8, FESE #3, #6, #7; CEC #4, INTASC #1

4. How would you be able to determine whether culturally and linguistically diverse (CLD) students have a language difference, delay, or disorder? Describe how you would use the following assessment strategy components that are designed to evaluate the linguistic and communicative skills of CLD students. Provide details and sources with your answers.

a. Collaborationb. Prereferrral Interventionc. Diversity Frameworkd. Focus on Functionality

This question addresses the following standards and competencies: FEAP #5; FESE #1;TESOL #25; CEC #1, #2; INTASC #3

5. In order to integrate language instruction into the learning context, teachers use a variety of techniques. Describe the following techniques that a teacher can use to illicit language from students. Provide details and sources with your answers.

a. Expansionb. Extensionc. Self-talkd. Parallel Talk

This question addresses the following standards and competencies: FEAP #2, FESE #5, TESOL #10, CEC #7, INTASC #6

Study Questions #2 and Activities Related to Objectives 9-18 (due week #4)

1. Explain the following statements from the authors of your textbook: “The whole language movement reminds us that the goal of reading instruction is comprehension, and that good literature is the best way to attract students to books.” do you agree with this statement? How can you make books more appealing and more attractive to your reluctant students?

Also, what is the purpose of high-interest-low-difficulty books? Who are they designed for?

Activity: Review one of the high-interest-low-difficulty series, other than the ones reviewed it in your textbook. Give the publisher, titles or topics of the books in the series, the grade levels and the interest and age levels for which they are designed.Provide details and sources with your answers.


This question addresses the following standards and competencies: FEAP #3, #11; FESE #3, CEC #7, #8; INTASC #9, #10

2. Direct instruction can provide approaches to reading instruction in general, with a focus on decoding. What is direct instruction? How is it used in teaching reading?

Activity: Review one of the well-known direct instruction programs to teach reading, such as DISTAR. Provide details and sources with your answers.

This question addresses the following standards and competencies: FEAP #3, FESE #3, CEC #8, INTASC #9

3. What is the language experience approach? What are the steps involved in this reading program? How can this program be used with adolescents who have not yet mastered the printed material? What are the advantages of this approach, as compared to the Basal reading approach? How should it be used with beginning readers? When can you make the transition from teacher-written to student-written materials? Provide details and sources with your answers.


4. The Fernald multisensory approach is one of the best-known techniques for teaching spelling to students with learning disabilities. Describe this approach and give the steps involved in teaching students how to spell using this approach. Why is this approach more effective with students with disabilities than one of the other techniques for word study mentioned in your textbook? Provide details and sources with your answers.


5. “Teachers can stimulate students to write, but cannot actually motivate them towrite.” Do you agree with the statement? Justify your answer. Should teachers consider ways to promote motivation, for example using external reward systems to complement the internal motivation of reluctant writers? Should you encourage students to focus initially on ideation rather than mechanical skills? Justify your answer. How would you use the daily or weekly journals to encourage students towrite? Provide details and sources with your answers.



Study Questions #3 and Activities Related to objectives 19-22 (due week #6)

1. Do you think that math-related life skills need to be a major part of the curriculum? Justify your answer. This is often called “survival math.” Why should we teach students in general, and exceptional students in particular, math skills that may not have practical value in their postsecondary lives, such as calculus and logarithms? When was the last time you used calculus or logarithms in your daily interactions? Justify to your students why they need to learn math and describe the kind of math they would need in the following six adult domains. Provide details and sources with your answers.

- Employment/further education - Home and family - Leisure pursuits - Physical and emotional health - Community participation - Personal responsibility and interpersonal relationships

This question addresses the following standards and competencies: FEAP #6, FESE #4, CE #8, INTASC #9

2. How do you make math more interesting to students? How can you motivate them to like math? Does teacher enthusiasm affect student attitude toward math? What are your own feelings about math? What do teachers often do to make students dislike math? Why is it often perceived that female students don't like math as much or don't do as well in math as compared to male students? Provide details and sources with your answers.


3. Is it often believed that students need to master multiplication before they can be introduced to division. Can you teach division to a student who has not mastered multiplication? Because both division and multiplication demand a great deal of rote memory, how would you teach division to a student who has poor memory skills and who is unable to master the concept and mechanics of multiplication? When would you let the student use a calculator to multiply in order to move on to division? Provide details and sources with your answers.


4. How would you use error patterns in assessment to get clues for the types of errors that a student is making in addition, subtraction, multiplication, and division? Describe each of the different categories in computational errors that a child may make, and give an example of each:


- Random responding - Basic fact error- Wrong operation - Defective algorithm - Place value problems

Also, let’s assume that your student is having problems with place value, how would you teach him/her place value? What kind of methods and materials would you use to teach your student this concept up to the ten thousandth. Provide details and sources with your answers.

This question addresses the following standards and competencies: FEAP #1; FESE #2; TESOL #19, #20, #21; CEC #3, INTASC #8

5. Science programs typically include subject matters from three areas: life science, physical science, and earth science. Describe the content of each of these three areas of science. Which area of science is more appropriate at what age or grade level?

Also, describe the use of textbooks to teach and promote science education. What about students who are unable to read grade-level materials, or who are not familiar with the science vocabulary? How would you use the textbook to teach these students science? Provide details and sources with your answers.


Study Questions #4 and Activities Related to objectives 23-27 (due week #8)

1. What are some of the guidelines for the implementation of the hands-on/activity-based approach to teaching science? How would you use this approach with students with physical disabilities since it involves dangerous material, more movement, and less overt structure?

Also, how would you use this approach with students with behavior problems since it involves more instructional structure and directions? Provide details and sources with your answers.


2. Describe the following four steps that are involved in teaching study skills:

a. Assessmentb. Selection


c. Implementationd. Evaluation

Which strategies in table 13.4 in the textbook do you know and have used with you students? Describe how you have used or would use at least two of these study skills strategies with your students. Provide details and sources with your answers.


3. It is believed that if children are taught self-awareness, self advocacy, self-efficacy, and self-evaluation skills at an early age, they could avoid many social and mental health issues as adults. The goal is to plan and prepare students for successful transition to the world of work, and the community outside of the school. Describe how you would incorporate the following skills into the curriculum and how you would teach them to students with disabilities. Provide details and sources with your answers.

a. Self-awareness b. Self-advocacy c. Self-efficacy d. Self-evaluation

Also, why is it that students with disabilities do not seem to be able to make decisions for themselves?


4. It has been suggested that creative arts (visual arts, music, dance, and drama) can provide novel and enjoyable means of learning new information for all students. Why are these subjects the first to be sacrificed when there is a budget crisis in the school?

What are some of the basic guidelines for incorporating creative arts activities into the educational programs for students with mild disabilities? What benefits could the students derive from these creative arts activities? If you could only fund one of these creative arts, which one do you think would have the most benefit for students with disabilities? Provide details and sources with your answers.


5. Compile a list of life skills by topic and determine which of these topics are appropriate for students who would be going on to college and for those who would be going to work after high school. How would you organize the content of the life


skills for formal instruction? Would you prefer to teach them in a single live skills course, to have different courses for different topics (health and hygiene or practical math), or infuse these skills in each of the existing academic courses? Provide details and sources with your answers.


B. REVIEW OF SCHOOL IMPROVEMENT PLAN

Scenario: Your principal has called upon the entire school staff for assistance with improving student learning outcomes. The staff has offered to be supportive and will participate in any way possible. The principal has asked for total staff participation at the first School Improvement Team (SIT) meeting of the year. Before attending the SIT meeting, all faculty members must read the current SIT plan.

Task: Read your school’s SIT plan. Within the context of the SIT plan, review the school-wide assessment results. Link the SIT plan goals and objectives to the assessment results, e.g., a goal of the SIT plan may be to improve reading scores. As a result, did the most recent assessment results show an improvement in the reading scores?

The review of the school improvement plan is worth 15 points and should address the following elements separately and extensively:

1. Summary of the elements of the School Improvement Plan. (CEC 6) ,(2 points)

2. Description of the link between the goals and objectives of the current School Improvement Plan and the most recent assessment scores.(CEC 8) , (2 points)

3. Summary of the School Improvement Team Committee meeting you attended and the discussion that took place concerning the linkages of the activities to the school’s assessment results. How do these linkages apply to your job? (CEC 8, 10), (5 points)

4. Analysis of the outcomes of the School Improvement Team meeting for support of the assessment needs. (CEC 8, 9), (2 points)

5. Description of the activities that can be completed by the School Improvement Team to improve student learning outcomes. (CEC 7), (2 points)

6. List of proposed activities that you can complete to contribute to the overall improvement of the school, based on assessment results. (CEC 7, 8), (2 points)

This assignment will be evaluated according to the rubric in Attachment # 2 in the syllabus and to the elements included in the following rubric


This assignment supports the pre-professional development of Accomplished Practice 3 (Continuous Improvement)/INTASC Core Standard 9 (Reflection and Responsibility).

CEC #6, #7, #8, #9, #10; FESE #5 Element Not Met Met Exceeded

Review of School Improvement Plan

CEC Standard:6. Language

The candidate did not summarize or reference the elements of the current School Improvement Plan that was read.

The candidate read, summarized, and referenced the elements of the current School Improvement Plan.

The candidate read, summarized, and referenced the elements of the current School Improvement Plan. The summary was well developed and included multiple references to the School Improvement Plan.

Linkage of School Improvement Plan to School Assessment Results

CEC Standard:8. Assessment

The candidate did not link the goals and objectives of the current School Improvement Plan to the most recent assessment scores.

The candidate linked the goals and objectives of the current School Improvement Plan to the most recent assessment scores.

The candidate linked the goals and objectives of the current School Improvement Plan to the most recent assessment scores and explained how each goal and objective was evidence in the school assessment results, noting the areas that improved, or declined, based on recent school efforts.

Attendance at School Improvement Team Committee Meeting

CEC Standard:10. Collaboration

The candidate did not attend a School Improvement Team Committee meeting or did not summarize the discussion, based on the linkages of the activities to the school’s assessment results.

The candidate attended a School Improvement Team Committee meeting and summarized the discussion, based on the linkages of the activities to the school’s assessment results.

The candidate attended a School Improvement Team Committee meeting and summarized the discussion, based on the linkages of the activities to the school’s assessment results. A description of how the linkages apply to the candidate’s job is provided.


Analysis of School Improvement Team Committee Outcomes

CEC Standard:9. Professional and Ethical Practice

The candidate did not analyze the outcomes of the School Improvement Team meeting for support of the assessment needs.

The candidate analyzed the outcomes of the School Improvement Team meeting for support of the assessment needs.

The candidate analyzed the outcomes of the School Improvement Team meeting for support of the assessment needs. The candidate described how each outcome supported the overall mission of the school.

Proposed Action

CEC Standard:7. Instructional Planning

The candidate did not list and/or describe activities to be completed by the School Improvement Team to improve student learning outcomes.

The candidate described activities that can be completed by the School Improvement Team to improve student learning outcomes.

The candidate described activities that can be completed by the School Improvement Team to improve student learning outcomes. A timeline was provided for these activities.

Reflection

7. Instructional Planning

The candidate did not propose activities that s/he can complete to contribute to the overall improvement of the school, based on assessment results.

OR

The candidate proposed activities that s/he can complete to contribute to the overall improvement of the school, but these were not based on assessment results.

The candidate proposed activities that s/he can complete to contribute to the overall improvement of the school, based on assessment results.

The candidate proposed activities that s/he can complete to contribute to the overall improvement of the school, based on assessment results. A detailed explanation of how each activity was linked to the assessment results was provided.

Note for Course Instructor: This course assignment has been designated as a Key Assessmentwhich we are using to collect data on the performance of students. After reviewing and gradingthis assignment, please link to the Assessment System at http://apps.fischlerschool.nova.edu/oat/login.aspx and complete the rubric online. You will log in


with your NSU login name (e.g., in the e-mail address [email protected], smith is the login name)and NSU password. A standard is Not Met if a student receives a C on the assignment, is Met if astudent receives a B or a B+, and is Exceeded if a student receives an A.

C. FIELD EXPERIENCE

The following field experience must take place during the first five weeks of the course, as students must submit their field experience report to their instructor in week five for evaluation. Students must conduct this field experience in a setting other than their own classroom or their own school to gain a different experience and perspective, and to compare this setting to a similar setting in their school

This report must be between seven and ten pages in length. Please attach the Field Experience Verification Form in Attachment #1 and the cover page in Attachment #3 with their report.

Note: If you cannot arrange a field experience placement on your own and need assistance, please contact the Office of Placement Services at 954-262-8561 (1-800-986-3223, ext. 28561) http://www.schoolofed.nova.edu/gtep/field_experience/index.html to arrange your placement within a school in any given school district. Certain requirements must be met, and they vary from district to district. Field experience placements take time to arrange, so please contact this office as soon as the course starts.

This assignment is worth 15 points: 7 points for the interview with the curriculum specialist at the district level, and 8 points for the interview with the curriculum specialist at the school level.

ASSIGNMENT:

This field experience should involve at least two individuals: One at the school district level and the other at your local school. Arrange an interview with the director of curriculum for language arts or mathematics who is responsible for the language arts or the mathematics curriculum for the whole school district.

Your interview with the curriculum specialist for language arts or mathematics should address the following questions. If a brief answer is given, probe or use a follow up question:

1. What qualifications does one need to be become a director of curriculum for your academic subject at the school district level?

2. What is you role as the director of curriculum for this academic subject?3. Are you responsible for the whole district for this subject area or are your responsibilities

limited to a certain area of the district?4. What is your relationship with the curriculum specialists at the school level?5. What are some of the job assignments for a curriculum specialist at the elementary and

high school levels?


6. How was the curriculum in this subject area selected for the district? Who was involved in this decision? Who ultimately makes the final decision to use a particular curriculum in the district?

7. What are the criteria for choosing a particular curriculum in your district? What were the reasons for choosing this curriculum over well-known curricula?

8. What are some of the advantages of this curriculum over the other well known curricula? 9. What are few of its limitations?10. How does this curriculum address the needs of exceptional students and culturally and

linguistically diverse needs? 11. What do you like about your job, and how can you make it better?

The second part of this field experience is for you to meet with the curriculum specialist at a local school for the subject area you selected. This curriculum specialist must represent the director of curriculum at the school level. It is expected that these two professionals know each other and work together. Your interview with the curriculum specialist at the local school should raise the following questions. If you get a brief answer to your question, ask a probing question.

1. Do you know your director of curriculum in your school district? How?2. How often do you meet or communicate with him/her and for what reason?3. How much input do you have in the selection and implementation of your curriculum?4. Describe how your curriculum is sequenced and how it is structured?5. What is your role at your this school? What do you do at this school that no one else can

do?6. What do you like about your curriculum, and how would you improve it?7. How important is your curriculum to this school and to the academic program at the

school?8. How much contact do you have with the special education department and teachers at the

school? What is the nature of your contact?9. Does your curriculum provide special instructional materials for exceptional students,

and for culturally and linguistically diverse students with disabilities?10. What do you like about your job, and how can you make it better?

This assignment addresses the following standards and competencies: FEAP #4, #5, #6, #8-12; FESE #1, #3, #4, #5, #7; TESOL #4-9, 11-18, #25; CEC #1, #2, #4-8; INTASC #1, #3, #4, #5, #7, #9)

D. DEVELOPMENT OF INSTRUCTIONAL MATERIALS

This assignment must be submitted to the instructor in week seven. Please include the cover page in Attachment #3 with your paper. This assignment is worth 30 points, 10 points for the instructional materials (a), and 10 points the manual, and 10 points for the five pages research paper (b). This assignment will also be evaluated according to the rubric in Attachment #2.


Directions:

a. Create instructional materials in a subject area for a particular student or students with one of the 13 disabilities in IDEA. This could be an instructional game; a computer program; or interactive or self-correcting, teacher-made materials. This cannot be an adaptation of existing or commercial materials. Describe where you had the idea for these materials (e.g., did you get the idea form a book or an article, or from observing someone's classroom?) Justify your choice of the subject area, and the type and level of disability of the student(s) for whom these instructional materials are intended.

b. You should develop a manual to accompany these instructional materials. This manual should include the following information:

Information to Include in the Manual

! The subject area of the materials.! The type and level of disability of the student or students for whom the

materials are being developed, their age and grade level.! The setting where these materials will be used.! The way the materials will be used (detailed directions on how to use

these materials).! The technology involved in using these material.! The length of the activities included in these instructional materials! Short-term objective(s) of these materials written in observable and

measurable terms (e.g., after learning how to-------------------------, the student(s) will be able to--------------------------).

! Additional adaptations and accommodations that may be required for individual student(s) to use the materials (the type and degree of adaptations required are obviously dependent upon the type and severity of the disability, the available resources, and the teacher's level of creativity). Keep in mind culturally and culturally diverse students with disabilities when developing these materials.

! Evaluation of the materials (e.g., how will you know whether the materials that you have created are appropriate for this student or students?)

c. Write a five-page paper with 5 references describing why you selected this particular topic for your new teaching materials. Give research evidence to justify your selection of the topic, and any research regarding the use of this type of materials with a student or students with this type of a disability.

This assignment addresses the following standards and competencies: FEAP #1, #4, #5, #8, #9, #10, #12; FESE #1-5; TESOL #4-9, #11-21, #25; CEC #1-7; INTASC #3, #4, #5, #7, #8, #10)

.


E. FINAL EXAMINATION

A written in-class or online final examination will be given to students at the end of the course. The exam will consist of multiple choice questions, true/false questions, and/or essay questions worth 20 points.

The final questions will address again several of the FEAP, FESE, TESOL, CEC, and NTASC standards and competencies already covered in the course assignments.


COURSE POLICY

A. Attendance:

Students are required to attend EVERY class and chat session.

B. Plagiarism Policy:

Work that is submitted for credit must be the original work of the student.Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility.Plagiarism occurs when another person’s work, words, or ideas are represented as one’s own without the use of a school-recognized method of citation (e.g., copied form another source such as an author or another student without properly acknowledging the actual writer/author). Plagiarism also occurs when giving or allowing one’s own work to be copied or otherwise duplicated. Additional information pertaining to original work/plagiarism and the Code of Student Conduct and Academic Responsibility can be found in the program catalog at the GTEP Home Page. Look for Page 15, section 1, paragraph 2. http://www.fgse.nova.edu/fgshome/catalog/fgse2003.pdf

C. Writing Across CurriculumThis course includes written assignments that make up at least one half of the final course grade.Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports.

D. Americans with Disabilities Act http://www.usdoj.gov/crt/ada/adahom1.htmNova Southeastern University provides reasonable accommodations for students with documented disabilities. If you have a disability for which you believe you require accommodations, please contact Dr. Mark Seldine [email protected] (1-954-262-8617 or 1-800-338-4723, ext. 8617). You need to submit proper documentation one month prior to the first class meeting. To access the forms, click on GTEP Home Page http://www.fgse.nova.edu/gtep.

E. Last Day to Withdraw from CourseIn order to withdraw from a course it is NOT enough to stop attending class or to inform the instructor of your intention to withdraw. In accord with GTEP policy, students wishing to withdraw from a course must do so formally through the Registrar prior to the last class session.


F. Grading Criteria

Grading Rubric http://www.fgse.nova.edu/gtep/students/gteprubrics.htmlCourse Assignments and their percentage of the final grade Students must keep the graded assignments required by their specialization for their portfolios. Click on Portfolio Guide at http://www.fgse.nova.edu/gtep/students/portfolio.html

G. Professional Organizations and Standards

Citation Machine (for assistance with APA citation formats) http://www.landmarks4schools.org/citation_machine/cm_web.php3Council for Exceptional Children http://www.cec.sped.orgFlorida Educator Accomplished Practices http://www.firn.edu/doe/rules/6a-5.htmFlorida Department of Education http://www.firn.edu/doe/doehome.htmFlorida Sunshine State Standards http://www.firn.edu/doe/curric/prek12/frame2.htmNevada Academic Standards http://www.nde.state.nv.us/sca/standards/National Board for Professional Teaching Standards http://www.nbpts.org/standards/Nevada Department of Education http://www.nde.state.nv.us

H. Portfolio

All GTEP students are required to maintain a portfolio. A successfully completed portfolio is a requirement for graduation for all students in GTEP.

The portfolio is a record of a student’s achievement of the Florida Educator Accomplished Practices http://www.firn.edu/doe/rules/6a-5.htm, and of specific program competencies acquired during the program of study. Students must keep the graded course assignments to include in their portfolios. Only assignments with a “B” or better should be included in the portfolio.

For more information about the portfolio process, students should refer to the Portfolio Guide at http://www.nova.edu/gtep/students/portfolios.html

It is important to remember that maintaining a portfolio is the responsibility of the student. Students must attach an IERF (Individual Evidence Reflection Form) with each assignment and collect the signed IERF and the graded assignment from their instructors immediately after the assignment is graded. Students taking courses online should provide their instructors with a self-addressed, stamped envelope if they want their assignments returned to them. Unclaimed papers are discarded one session after the course is over.


GRADING SYSTEM

The course evaluation and final grade will be based on the students’ attendance, on class participation, and on the satisfactory completion of the course assignments. These assignments will be evaluated according to the GTEP General Rubric for Assigning Grades in Attachment # 2 in this syllabus.

All assignments must be written and typed following the guidelines in the Publication manual of the American Psychological Association (APA manual), and must be written at a graduate level, with good sentence structure and good syntax. Students must also adhere to the professional guidelines for the use of copyrighted literature and commercially produced materials, as well as materials generated by colleagues and friends and information collected from conferences and presentations. The inappropriate use of materials can result in expulsion from the Program. For more information on this subject, students need to consult the GTEP Student Catalogue.

All assignments must be organized and numbered the way they are in the course syllabus. An assignment cover sheet should accompany each assignment, including name, telephone and social security numbers; the number and title of the course, the name of the instructor; and the date the assignment is due and submitted. Students must include a copy of the assignment cover sheet provided in Attachment # 3 in this syllabus with each assignment.

The course assignments must be submitted to the instructor on time and on the days specified in the syllabus. Students are advised to make and keep copies of their assignments before turning them in. Any assignment submitted after the specified due date will not be accepted.

The final examination will be conducted at the site in the last two hours of the last day of the course. Students taking the course on-line will have a take-home examination. There will be no make up for this examination.

Students must attend all face-to-face classes at the site, and all chat sessions if they are taking the course on-line. Absence from any of these sessions is not permitted without a compelling reason and prior notification and arrangement with the instructor. If an extreme emergency arises, students must notify their instructor in advance, if possible, or immediately afterwards. The session missed must be made up by completing formal written responses to all activities related to that particular session, and by doing an extra assignment addressing one of the objectives of the session missed. Credit will not be granted in the course if more than one session is missed for any reason.

Students must keep copies of all their assignments. If students want any of their assignments returned to them with the instructor’s comments to include in their portfolio, they must include a large self-addressed, stamped envelope and an Individual Evidence Reflection Form (IERF) with each assignment. Unclaimed papers will be discarded one session after the course ends.


The final grade of 100 points will be assigned as follows:

20 points for the Study Questions and Activities or 5 points for each of the four sets of study questions due Week #2, Week #4, Week #6, and Week #8 of the course. (Course Assignment A).

15 points for the School Improvement Plan due in Week #3 of the course (Course Assignment B).

15 points for the report on the Field Experience due in Week #5 of the course (Course Assignment C).

30 points for the Instructional Materials due in Week #7 of the course (Course Assignment D)

20 points for the Final Examination given in Week #8 of the course (Course Assignment E).

GRADING POLICY

GRADE QUALITY POINT

91 – 100 A Excellent Achievement 4.0

86 – 90 B+ Very Good Achievement 3.5

80 – 85 B Good Achievement 3.0

70 – 79 C Below expectations for Graduate Work 2.0

Below 69 F Failing

Incomplete I

NOTE: A grade of "B" is considered passing in graduate school; however, a lower grade is accepted provided it does not bring the student's grade point average (GPA) lower than 3.0. Also, plagiarism of any kind will result in the dismissal of the student from the Program and from the University.


LIST OF SUGGESTED RESOURCES

A. Books and Articles:

Allbritten, D., Mainzer, R., Ziegler, D. (2004). Will students with disabilities be scapegoats for school failures? Educational Horizons, 82(2), 153-160

Amerman & Fleres (2003). A winning combination: Collaboration in inclusion. Academic Exchange Quarterly. 7, 66-69.

Anton, D. (2004). If we can dream it, we can achieve it. Modified consent decree presentation. Los Angeles Unified School District.

Bailey, R. L., Parette, H.P. & Stoner, J.B. (2006). Family members' perceptions of augmentative and alternative communication device use. Language, Speech, and Hearing Services in School, 37(1), 50-60.

Bauman, L. & Stein, R., & Westbrook, L. (1997). The questionnaire for identifying children with chronic conditions. Pediatrics, 99(4), 513-521.

Bernstein, D.K., & Tiegerman-Faber, E. (2002). Language and communication disorders in children. Boston, MA: Allyn and Bacon.

Blazer, B. (1999). Developing 504 accommodation plans: A collaborative systematic parent-student-teacher approach. Teaching Exceptional Children. 32(2), 28-33.

Brownell, M., Sindelar, P., Bishop, A., Langley, L., & Seo, S. (2002). Special educationteacher supply and teacher quality: The problems, the solutions. Focus on Exceptional Children, 35(2), 1-16

Browder, D., & Cooper, D. (2003). Evidence based practices for students with severe disabilities and the requirement for accountability in NCLB. The Journal of Special Education, 37(3), 157-63

Brownell, M., Sindelar, P., Bishop, A., Langley, L., & Seo, S. (2002). Special educationteacher supply and teacher quality: The problems, the solutions. Focus on Exceptional Children, 35(2), 1-16

Chenoweth, K. (2004). Fifty years later: Can current education policy finish the work started with Brown? Black Issues in Higher Education, 21, 40-42.

Conners, F.A., Rosenquist, C.J. & Sligh, A.C.. (2006). Phonological reading skillsacquisition by children with mental retardation. Research in Developmental Disabilities. 27(2), 121-137.

Cress, C. J. (2004). Augmentative and alternative communication and language: Understanding and responding to parents' perspectives. Topics in Language Disorders. 24(1), 51-61.


Dipipi, C.M., Jitendra, A.K., & Miller, J.A. (2001). Reducing repetitive speech: Effects of strategy instruction. Preventing School Failure, 45(4), 177-181.

Duffy, J. (1999). Home schooling and students in special education: sorting out the options for parents. Preventing School Failure 43(2), 57-63.

Elliot, S. & Marquart, A. (2004) Extended time and a testing accommodation: its effectsand perceived consequences. Exceptional Children, 70(3), 349-367

Estes, M. (2000). Charter schools and students with special needs: How well do they mix? Education & Treatment of Children. 23(3). 369-373.

Firmin, M., Hwang, C., Copella, M., Clark, S. (2004).Learned helplessness. Education, 124(4), 688-693

Fletcher, K.L., Huffman, L.F. & Bray, N.W. (2003). Effects of verbal and physical prompts on external strategy use in children with and without mild mental retardation. American Journal on Mental Retardation. 108(4), 245-256.

Grossman, H.J. (1983). Classification in mental retardation. Washington, DC: AmericanAssociation on Mental Deficiency.

Guthrie, P. (2006). Section 504 and ADA promoting student access: A resource guide for educators (3rd ed.). Fort Valley, GA: Council of Administrators of Special Education.

Harris, R., & Robertson, J (2001) Successful strategies for college-bound students with learning disabilities. Preventing School Failure, 45(3), 125-131

Hetzroni, O. E. & Roth, T. (2003). Effects of a positive support approach to enhance

communicative behaviors of children with mental retardation who have challenging behaviors. Education and Training in Developmental Disabilities. 38(1), 95-105.

Heward, W.L. (2008). Exceptional children: An introduction to special education (9th ed.).Upper Saddle River, NJ: Pearson.

Hicks, T. (2004). School reform can boost disabled inclusion. Education Daily, 37, 1-4.

Koscjulek, J.F. (2004). Empowering people with disabilities through vocational rehabilitation counseling. American Rehabilitation, 8, 13-15.

Lanfranchi, S., Cornoldi, C. & Vianello, R. (2004). Verbal and visio-spatial working memory deficits in children with Down syndrome. American Journal on Mental Retardation, 109(6), 456-466.

Lanford, A.D., & Cary, L.G. (2000, May/June). Graduation requirements for students with disabilities: Legal practice considerations. Remedial and Special Education, 21(3), 152-160.


Lava, V.F., Recchia, S.L., & Giovacco-Johnson, T. (2004). Early childhood special educators reflect on their preparation and practice. Teacher Education and Special Education 27(2), 190-201.

Lumley, Vicki A., McNeil, Cheryl B., Herschell, Amy D., Bahl, Alisa B. (2002). An examination of gender differences among young children with disruptive behavior disorders. Child Study Journal, 32(2), 89-100.

Lewis, B.A. (2004). School-age follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing Services in Schools, 35(2), 122-140.

Lovett, D. (2003). Family Perceptions of Transitions in Early Intervention. Training in Developmental Disabilities, 38(4), 370-377.

Luecking, Richard. (2003). Employer perspectives on hiring and accommodating youth in transition. Journal of Special Education Technology, 18, 65-72.

McCollum, J.A., & Chen, Y.J. (2003). Parent-child interaction when babies have Down syndrome: The perception of Taiwanese mothers. Infants & Young Children, 16(1), 22-23.

Merritt, S. (2001). Clearing the hurdles of inclusion. Educational Leadership, 59(3), 67-70

Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34(3), 203-216.

Miolo, G., Chapman, R.S. & Sindberg, H.A. (2005). Sentence comprehension in adolescents with Down syndrome and typically developing children: Role of sentence voice, visual context, and auditory-verbal short-term memory. Journal of Speech, Language, and Hearing Research. 48(1), 172-188.

Morse, T. (2000). Ten events that shaped special education’s century of dramatic change. International Journal of Education Reform, 9(1), 32-38.

Moores, D. (2004). No child Left Behind: The good, the bad and the ugly. American Annals of the Deaf, 148, 347-348.

Mostert, M. P. (2002). Teaching the illusion of facilitated communication. Journal of Autism and Developmental Disorders, 32(3), 239-240.

Murray, C., Goldstein, D., Nourse, S., & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Research & Practice, 15(3), 199-227.

O’Neill, P.T. (2001). Special education and high stakes testing for high school graduation: an analysis of current law. Journal of Law & Education, 30(2), 185-222.


Osborne, A. G. & Russo, C. J. (2003). Special education and the law: Guide for practitioners. California: Corwin Press.

Parker, D. (2001). Social promotion or retention? Leadership, 30(4), 12-16.

Pimentel, J. S. & Meneres, S. (2003). The development of children with Down syndrome: The influence of maternal adaptation, mother-child interaction and early forms of support. European Journal of Special Needs Education, 18(2), 209-225.

Rajendran, G., Mitchell, P. & Rickards, H. (2005). How do individuals with Asperger syndrome respond to nonliteral language and inappropriate requests in computer-mediated communication? Journal of Autism and Developmental Disorders, 35(4), 429-443.

Rund, J., & Scharf, T. (2000). Funding programs and services for students with disabilities. New Directions for Student Services, 91, 83-92.

Schuler, A.L. (2003). Beyond echolalia: Promoting language in children with autism. Autism: The International Journal of Research and Practice, 7(4), 455-469.

Smith, M.A. (2003). Appearances, Stigma, and Prevention. Remedial and Special Education, 24(4), 195-198.

Smith, T. E. (2002). Section 504: What teachers need to know. Intervention in School and Clinic, 37(5), 259-268

Stough, L.M. & Palmer, D.J. (2003). Special thinking in special settings: A qualitative study of expert special educators. The Journal of Special Education, 36(4), 206-222.

Sunderland, L.C. (2004). Speech, language, and audiology services in public schools Intervention in School and Clinic, 39(4), 209-217.

Tasse, M.J., Schalock, R., Thompson, J.R., Wehmeyer, M. (2005). Guidelines for interviewing people with disabilities: Supports intensity scale. American Association for Mental Retardation: Washington, D.C.

Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6-11

Tsang, H. (2003). Augmenting vocational outcomes of supported employment with social skills training-vocational outcomes of supported employment. Journal of Rehabilitation, 6, 18-21.

U. S. Department of Education (2003). No Child Left Behind: A parents' guide. Washington, DC: U.S. Government Printing Office.

Wehmeyer, M. (2003). Defining mental retardation and ensuring access to the general curriculum .Education and Training in Developmental Disabilities, 3, 271-282.


Woods, J.J. & Wetherby, A.M.(2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34(3), 180-193.

Vaughn, S. & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? Journal of Special Education, 37, 140-147

Yoder, P. J. & Warren, S.F. (2004). Early predictors of language in children with and without Down syndrome. American Journal on Mental Retardation, 109(4), 285-300.

Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better that another? The Journal of Special Education, 37(3), 193-206.

B. Journals

- American Annals of the Deaf- American Journal of Diseases of Children- American Journal of Mental Retardation- Child Development- Behavior Disorders- Developmental Psychology- Education and Training in Mental Retardation- Education of the Visually Handicapped- Exceptional Children- Gifted Child Quarterly- Gifted Child Today- Human Development- Journal of Abnormal Child Psychology- Journal of Applied Behavior Analysis- Journal of Blindness and Visual Impairments- Journal of Childhood Communication Disorders- Journal of Early Intervention- Journal of Educational Psychology- Journal of Learning Disabilities- Journal of Special Education- Journal of Speech and Hearing Disorders- Learning Disabilities Focus- Learning Disabilities Quarterly- Mental Retardation- Remedial and Special Education- School Psychology Review- Teaching Exceptional Children- Topics in Early Childhood Special Education- Behavioral Disorders- Behavior Modification- Beyond Behavior


- Canadian Journal of Behavioral Science- Child Development- Developmental Psychology- Education and Treatment of Children - Exceptional Children- Exceptional Parent- Human Behavior- Human Development- Journal of Abnormal Child Psychology- Journal of Applied Behavior Analysis- Journal of Behavior Therapy and Experimental Psychiatry- Journal of Counseling Psychology- Journal of Correctional Education- Journal of Educational Research

C. Web Sites:

ABLEDATA. This website is a premier source for information about assistive technology forchildren, youth, and adults. It is sponsored by the National Institute on Disability andRehabilitation Research, U.S. Department of Education. The website describes a vast array ofsoftware and assistive devices that are useful to individuals with disabilities. URL: www.abledata.com

ADHD Owner’s Manual. This site is a resource that includes information about both learningdisabilities and ADHD. It discusses educational and behavioral interventions, medication, and tips for teachers. There is a section entitled “The Feeling of Having ADHD” for those who want to have that perspective as they learn more about this condition. URL: www.edutechsbs.com/adhd

The Alexander Graham Bell Association for the Deaf and Hard of Hearing. This website offers information on a wide range of programs and services for parents of children with hearing loss, educators, adults with hearing loss, and hearing health professionals. The website has linked in updated news and information, advocacy for people with a hearing loss, and publications and products. URL: www.agbell.org

AllRefer.com. This website covers a variety of health conditions and prominently features speech disorders, including articulation, disfluency, and voice disorders. The site targets the general public and includes information on symptoms, prevention, diagnosis, and links. URL: www.health.allrefer.com/health/speech-disorders-info.html

American Association on Mental Retardation. This is the oldest and largest interdisciplinary organization of professionals (and others) concerned about mental retardation and related disabilities. This website contains AAMR publications, products, and information on the definition of mental retardation. URL: www.aamr.org


American Foundation for Suicide Prevention. The “Talk to the Experts” page of a valuable website for reporters and others who are writing articles about suicide. One may contact a psychiatrist who specializes in suicide prevention and the treatment of depression. URL: www.afsp.org/education/recommendations/6/index.html

American Foundation for the Blind. This foundation—to which Helen Keller devoted her life—focuses on eliminating barriers that prevent Americans who are blind or visually impaired from reaching their potential . This website provides resources on independent living, literacy, employment, and technology for people with visual impairments. URL: www.afb.org

American Printing House for the Blind. APH is the world’s largest company devoted solely to creating products and services for people who are visually impaired. This website contains accessible publications and products, employment resources, and government links. URL: www.aph.org

The American Speech-Hearing-Language Association (ASHA). ASHA is the professional scientific, and credentialing association for more than 100,000 speech-language pathologists; audiologists; and speech, language, and hearing scientists in the United States and internationally. The ASHA website provides information and resources on speech-language pathology and audiology for family members, practitioners, researchers, and the general public. URL: www.asha.org

Americans with Disabilities Act (ADA). The website contains up-to-date information on ADA, along with often-asked questions about the law, stories of people with disabilities, and analysis of the law’s major provisions. URL: www.usdoj.gov/crt/ada/adahoml.htm

The ARC. The ARC is a national organization of and for people with mental retardation and related developmental disabilities and their families. This website provides information on promoting and improving supports and services for people with mental retardation and their families, as well as research and resources on the prevention of mental retardation in infants and young children. URL: www.thearc.org

Association for Persons in Supported Employment. The Association for Persons in Supported Employment provides information on improving and expanding integrated employment opportunities, services, and outcomes for persons with disabilities. This website provides information on supported employment resources and education for professionals, consumers, family members, and employers. URL: www.apse.org

Autism Resources. This website provides information and links related to autism and Asperger syndrome. A simple and straightforward resource site offering a broad array of information. URL: www.autism-resources.com

Autism Society of America. This website provides opportunities for people who want to expand their network of resources related to autism. It provides a vehicle for joining ASA, as well as information about legislation and legal cases related to autism. ASA uses this website to


encourage participation by people who have a relationship with someone who has autism or have a professional interest in autism. URL: www.autism-society.org

Autism Web (The). This website is aimed at parents of children with autism and related pervasive developmental disorders. Clearly intended to enhance networking and provide support, this site includes community-based resources, information on conferences, and message boards to promote communication. URL: www.autismweb.com

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 in conjunction with interventions and therapies recommended by professionals. URL: www.babybumblebee.com/learningdifferences.htm

Beach Center on Disability. This website is designed for parents and other family members who are interested in children, youth, and adults with disabilities. The Beach Center provides meaningful materials, training, and other services to families that include children with disabilities. URL: www.beachcenter.org

Brain Injury Association of America. This website is a comprehensive source of information for individuals and families who are interested in learning more about brain injuries. The association consists of national network of more than 40 state organizations that work together for the benefit of individuals who have brain injuries. URL: www.biausa.org

Brain Injury Association of Kentucky. This affiliate of the Brain Injury Association of America is a state-based organization that provides information about advocacy, treatment, research, and services for individuals with traumatic brain injury. URL: www.braincenter.org

Canter for Gifted Education Policy. This website promotes public awareness of gifted children and youth. It also provides crucial information about research and innovative programs for gifted children and youth. The website focuses on programs and initiative for all kinds of giftedness, including academics, sports, and the performing arts. URL: www.apa.org/ed/cgep.html

Center for Applied Special Technology (CAST). CAST is a not-for-profit organization that uses technology to expand opportunities for all people, especially those with disabilities. This website contains information on how technology can help students with disabilities by improving their access to and progress and participation in the general education curriculum. URL: www.cast.org

Center for Effective Collaboration and Practice (CECP). CECP improves services for children and youth with E/BD and helps neighborhood and communities create schools that promote emotional well-being, effective instruction, and safe learning. The center is an integral part of the American Institutes for Research and is funded by a cooperative agreement with the Office of Special Education Programs in the U.S. Department of Education. URL: www.cecp.air.org


Center for Multicultural Education at the University of Washington. This website reports on research and activities aimed at improving practice related to equity issues, intergroup relations, and achievement by students of color. This site includes information about the center’s research and teaching missions, successful K-12 programs, and events that are scheduled at the center. URL: www.depts.washington.edu/ceterme/home.htm

Center for Multilingual, Multicultural Research (CMMR). This website provides a rich source of bilingual, ESL, and multicultural education resources. The visitor will find articles and links to websites that include full text presentations and a broad array of other resources. The full spectrum of age ranges may be seen in the material available. URL: www.usc.edu/dept/education/cmmr

Children with Disabilities. This website gives service providers, other professionals, and families pertinent information about education, employment, advocacy, housing, health, recreation, and transportation. It also provides in-depth information about specificdisabilities. URL: www.childrenwithdisabilities.ncjrs.org

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 through 8 and provides distinctive educational programs through their first and second years of high school. This identification takes place through a talent search in which students are sought out because of their high national test scores in mathematics. The center also sponsors summer programs and conferences tailored to the special interests of gifted students. URL: www.jhu.edu/gifted/

Council for Children with Behavior Disorders(CCBD). CCBD is a division of the Council for Exceptional Children. CCBD, whose members include educators, parents, mental health providers, and other professionals, vigorously pursues quality services and programs for children and youth with E/BD. URL: www.ccbd.net

Council for exceptional Children (CEC). The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. This site contains information on professional development opportunities, publications and products, and updates on the individuals with Disabilities Education Act. URL: www.cec.sped.org

Diamond Ranch Academy. This private commercial website is for an academic program aimed particularly at teens with ADHD and other conditions that result in challenging behaviors. It is representatives of the private academic and treatment organizations that some families turn to for assistance with their children or teens who are having difficulty in public school settings. URL: www.strugglingteens.us/academic.html

Division for Early Childhood (DEC) of the Council for Exceptional Children. The Division for Early Childhood (DEC) of the Council for Exceptional Children advocates for individuals who work with or on behalf of children with special needs, birth through age 8, and their


families. This website contains information on early childhood conferences, publications, government services, and jobs. URL: www.dec-sped.org

Duke University Talent Identification Program. This website provides information for educational leaders 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 children and youth. URL: www.tip.duke.edu/

Electronic Magazine of Multicultural Education. This is an on-line magazine for scholars, practitioners, and students of multicultural education. EMME includes material for both the general public and professionals working in multicultural education. Content is compiled as theme-based issues that contain articles, teaching ideas, and reviews of juvenile and professional books. URL: www.eastern.edu/publications/emme

Epilepsy Foundation. This website is a great source of information about services and programs for individuals with epilepsy or seizure disorders. If you are interested in the latest research, legislation, or medical treatment for individuals with epilepsy, you should examine this website in some depth. URL: www.epilepsyfoundation,org

Families and Advocates Partnership for Education (FAPE). This project is funded by the federal government. The website links families, disability advocates, and other care providers who are interested in and committed to IDEA. Specifically, the project is designed to improve the outcomes of special education services. URL: www.fape.org

Family Caregiver Alliance. The Family Caregiver Alliance was founded in 1977 as a not-for-profit organization that focuses on helping families provide long-term care, at home, to individuals with disabilities and other challenging conditions. This website provides helpful information about caring for loved ones with Alzheimer’s disease, stroke, traumatic brain injuries, and other debilitating cognitive disorders. URL: www.caregiver.org

Fathers Network (The). The Fathers Network offers resources and information for fathers, family members, and care providers. The network provides news, press releases, and recent articles about children and youth with disabilities and their families. URL: www.fathersnetwork.org

Future Horizons, Inc. This website features products, publications, and resources to people interacting with children and adolescents with autism. In many cases the resources will be of interest to family members who find themselves in ongoing and close relationships with such youngsters. Resources provided include conference information, magazines, and medical resources. URL: www.futurehorizons-autism.com

Gus Communications. This website is a commercial website offering many different assistive technology products for a variety of conditions that result in language and communication disorders. Software is available for assisting people with aphasia, ALS (Lou Gehrig’s disease), stroke, and other conditions. URL: www.gusinc.com


Human Genome Project. This website provides up-to-date information on what’s new in human genome research, frequently asked questions about genetic engineering and research, and discussions of ethical, legal, and social issues. URL: www.ornl.gov/TechResources/Human_Genome/home.html

IDEA Practices. This website provides up-to-date news on IDEA, information and questions and answers on the provisions of the law and federal regulations, and professional development resources. URL: www.ideapractices.org

Inclusive Education Website: The “Whats” and “How Tos” of Inclusive Education. Whether you’re familiar with inclusive education or have little idea what the term means, this website is designed to help you learn more about it. It answers some of the most frequently asked questions on inclusive and offers basic guidelines for teaching in an inclusive classroom. Resources for learning more about inclusive education are also included. URL: www.uni.edu/coe/inclusion/

Learning Disabilities Association of America (LDA). This association is a not-for-profit organization of 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 learning disabilities. The site links resources, news and alerts about learning disabilities, and announcements of upcoming events. Legislative action bulletins are also included. URL: www.ldanatl.org

The Learning Disabilities Council. This site provides a variety of helpful materials for parents of children with learning disabilities and adults with learning disabilities. Include information on parent guide and workbooks, support groups for adults, and various links to other sites that address useful topics. URL: www.ldcouncil.org

Link for Life. This terrific site offers an entertaining and informative multimedia presentation on diabetes. It is sponsored by the drug company GlaxoSmithKline. URL: www.diabetes.org/main/info/LinkForLifeAd/chooser.htm

The National Alliance for the Mentally III (NAMI). NAMI is an advocacy organization of individuals who are interested in people with severe mental illnesses, such as schizophrenia, major depression, bipolar disorder, obsessive-compulsive disorder, and anxiety disorders. URL: www.nami.org

National Association for Gifted Children. This nonprofit organization is composed of parents, teachers, educators, and other professionals. It promotes programs, policies, and legislation that benefit gifted children and youth. This website provides valuable information for individuals who are interested in promoting educational and other support services for children and youth who are gifted, talented, or creative. URL: www.nagc.org

National Association of Multicultural Education. The National Association of Multicultural education was founded to bring together individuals and groups with an interest in multicultural education from all levels of education, different disciplines, and diverse professions and


organizations. This website provides information about the organization, its activities, and a variety of other resources pertaining to multicultural education. URL: www.nameorg.org

The National Association of the Deaf (NAD). This website provides information on programs and publications focused on advocacy; the deaf community and deaf culture; policy and research on deafness; and public awareness. URL: www.nad.org

National Campaign to Prevent Teen Pregnancy. This website provides concerned parents and teens with information about preventing teen pregnancy, research related to adolescent pregnancy, and national media events. URL: www.teenpregnancy.org

National Center for Learning Disabilities. This site includes many resources and fact sheets related to learning disabilities. Topics range from living with learning disabilities to advocacy and lobbying links for those interested in public policy. URL: www.ncld.org

National Council on Disability (The) (NCD). This federal agency promotes policies, programs, practices, and procedures that guarantee equal opportunity for those with disabilities. Its goal is to empower individuals with disabilities to achieve economic self-sufficiency, independent living, and inclusion and integration into all aspects of society. URL: www.ncd.gov

National Center on Secondary Education and Transition. The National Center on Secondary Education and Transition (NCSET) at the University of Minnesota coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for them to achieve successful futures. This website contains information on transition issues, publications, other links, and state resources. URL: www.ncset.org

National Dissemination Center for Children with Disabilities (NICHCY). This site provides information on disabilities and disability-related issues. NICHCY’s website has information on specific disabilities; special education and related services for children in school; individualized education programs; parent materials; disability-related organizations; professional associations; education rights and what the law requires; early intervention services for infants and toddlers, and transportation to adult life. URL: www.nichcy.org

National Dissemination Center for Children with Disabilities (NICHCY). This center funded by the federal government provides up-to-date information about disabilities and special education issues. URL: www.nichcy.org

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 U.S. 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: www.ndss.org


National Federation of the Blind. NFB is the largest U.S. membership organization of people who are blind. The purpose of the National Federation of the Blind is to assist people with visual impairments in 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 and employment opportunities, and the use of Braille. URL: www.nfb.org

National Information Clearinghouse on Children Who Are Deaf-Blind. This federally funded information and referral service (DB-LINK) identifies, coordinates, and disseminates information related to 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 and resources of the American Association of the Deaf-Blind, the Helen Keller National Center, the Perkins School for the Blind, and Teaching Research at Western Oregon University. URL: www.tr.wou.edu/dblink/index2.htm

National Institute of Disability Management and Research. The National Institute of Disability Management and Research, a Canadian organization, focuses on workplace reintegration. The institute seeks to help workers return to meaningful employment through training and education. URL: www.nidmar.ca

National Mental Health and Education Center for Children and Families. A public service of the National Association of School Psychologists, this network promotes promising and data-driven practices in education and mental health for children, youth, and their families, capitalizing on family strengths, supporting diversity, and sustaining families. URL: www.naspweb.org/center/

National Organization on Disability (N.O.D.). The mission of the National Organization on Disability (N.O.D.) is to expand the participation and contribution of America’s 54 million men, women, and children with disabilities in all aspects of life by raising public awareness of disability. This site contains information on community involvement and economic participation for people with disabilities. URL: www.nod.org

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GRADUATE TEACHER EDUCATION PROGRAMese660.weebly.com/uploads/5/5/2/2/5522342/2011_new_ese-0660-sylla… · COURSE OUTLINE WEEKS OBJECTIVES CHAPTERS ASSIGNMENTS/DUE DATES Week One 1-4