Department of Educational SpecialtiesCourse Structure:This class is taught with the underlying belief that: Content + Process + Product = Learning ExperienceStudent Learning Expectations/ Outcomes for this CourseThis course covers content related to the following Arizona State Teaching Standards and Council for Exceptional Children Professional Standards:Arizona Professional Teacher Standards:Course Outline:Assessment of Student Learning OutcomesMethods of Assessment:You will choose a topic from the course and develop an individualized project around that theme. The format of the project is very open, and can include traditional formats, like a research paper, or something more current, such as a podcast or digital story. I will provide suggestions and recommendations as the semester progresses.ESE 424 – Spring 2012 1 College of EducationVision StatementWe develop educational leaders who create tomorrow’s opportunities.Mission StatementOur mission is to prepare professionals to serve and lead education ESE 424Foundations of Special Education: High Incidence Disabilities EBD/LD/IDDSpring 2012Department of Educational SpecialtiesGeneral Information:- College of Education, Educational Specialties Department- ESE 424 – Foundations of Special Education- Credit Hours: 3 credit hours- Instructor’s name: Chris Lanterman- Office address: 202M, College of Education, Building #27- Office hours: Tuesday/Thursday: 9:00 – 11:00, and by appointment- Office phone: 928-523-3575- Office e-mail: [email protected] Course Evaluations: http://www.nau.edu/course_evalsCourse Prerequisites:ESE 380 “Introduction to Exceptional Children”, or equivalentYour Instructional NeedsIf you anticipate not being able to participate or effectively demonstrate learning in this class dueto the instructional format or design of the class, please meet with me to discuss options or adjustments.ESE 424 – Spring 2012 2“Each new experience tends to create an unsteady cognitive state ordisequilibrium, which the learner seeks to resolve. As the learner experienceseach new attainment of equilibrium, the learner spirals upward to a new level ofcognitive competence” Piaget Course Structure:This class is taught with the underlying belief that: Content + Process + Product = Learning ExperienceThis course will be taught using a mixture of lecture, discussion, case study reviews, impromptupresentations, formal presentations, guest speakers, films and small group activities. Classparticipation is required. Course readings will be assigned to supplement class activities and thetextbook. Please complete each assignment prior to the scheduled class meeting. It is my hopethat you will begin to recognize special education is a service and an integral component of achild’s educational experience, rather than the child’s complete educational experience.Conceptual FrameworkThe conceptual framework of our professional education unit, C.O.E., states that effective educators must have strong content background, professional competence, and dispositions to be confident, open-minded, ethical and empathic. These dispositions are developed through programs grounded in appropriate methodologies identified in the literature. Our philosophy calls us to hold high expectations for all candidates, our colleagues, and ourselves; to embody active respect for our colleagues and those we serve; and to provide the tenacious support needed for all to succeed. Therefore, I believe the following are appropriate guidelines to follow: Appropriate dress is requested. You are a professional, please come to class dressed accordingly. Advocate for yourself and take a proactive role while in and out of class. It is also expected that cell phones and other electronic devices be turned off during class meetings, as they are disruptive to the academic and learning environment.  Should you use a laptop, the use will focus on ESE 424; no emailing, Facebook, orother class work is to be done while in class. I ask that you give 100% of your attention to class material and your colleagues.  All assignments and in-class activities should reflect an understanding and use ofperson-first language throughout; avoidance of “ableisms” or “handicapisms” should be clearly evident. Timeliness speaks to you as a professional; if you are 10 minutes early you are ontime! For a three credit course, this suggests, at the least, six hours of work outside of class per week. Attendance is mandatory; we count on you and your perspective to enhance our learning community.  Professional Development is an extremely important piece of your growth, knowledge and preparedness to teach. You will be asked to attend events outside of scheduled classroom time.ESE 424 – Spring 2012 3 Be pro-active, problem solve! I will be there to support you in your process. Candidates demonstrate their role as self-confident professionals in a democratic enterprise.  You will demonstrate a disposition of openness to cultures other than your own, to new ideas, and to the role of ongoing professional inquiry and self reflection. You will demonstrate professional ethics and professional judgment. You will demonstrate empathic perspectives in your relations with those you serve and colleagues you work beside.You have begun your journey. Today you are the student, tomorrow the teacher, but always the professional. Teaching requires both dedication and understanding. The skills, the compassion, and philosophy of teaching that you are developing will serve you for the rest of your life. Take your time and know the importance of your every moment, your every decision. I welcome you to class and look forward to our shared learning experience. The overall purpose of this course is to provide undergraduate students with the definitions, characteristics, etiologies, legal and ethical concerns, and educational provisions for students identified with Emotional Disabilities (ED), Learning Disabilities (LD), and Mild Intellectual and