NAU ESE 424 - Syllabus (23 pages)

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Syllabus



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Syllabus

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Pages:
23
School:
Northern Arizona University
Course:
Ese 424 - Foundations of Special Education: Ed
Foundations of Special Education: Ed Documents
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ESE 424 Spring 2012 1 College of Education Vision Statement We develop educational leaders who create tomorrow s opportunities Mission Statement Our mission is to prepare professionals to serve and lead education ESE 424 Foundations of Special Education High Incidence Disabilities EBD LD IDD Spring 2012 Department of Educational Specialties General 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 Chris Lanterman nau edu Course Evaluations http www nau edu course evals Course Prerequisites ESE 380 Introduction to Exceptional Children or equivalent Your Instructional Needs If you anticipate not being able to participate or effectively demonstrate learning in this class due to 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 or disequilibrium which the learner seeks to resolve As the learner experiences each new attainment of equilibrium the learner spirals upward to a new level of cognitive competence Piaget Course Structure This class is taught with the underlying belief that Content Process Product Learning Experience This course will be taught using a mixture of lecture discussion case study reviews impromptu presentations formal presentations guest speakers films and small group activities Class participation is required Course readings will be assigned to supplement class activities and the textbook Please complete each assignment prior to the scheduled class meeting It is my hope that you will begin to recognize special education is a service and an integral component of a child s educational experience rather than the child s complete educational experience Conceptual Framework The 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 or other 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 of person 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 on time 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 Developmental Disabilities IDD This course is in the foundations domain and does not generally address specific classroom strategies materials or curriculum which are the focus of courses in the methods domain ESE 426 ESE 450 Student Learning Expectations Outcomes for this Course This course covers content related to the following Arizona State Teaching Standards and Council for Exceptional Children Professional Standards Arizona Professional Teacher Standards Standard 2 Standard 3 Standard 8 Standard 9 Creating and Maintaining a Learning Climate Implements and Manages Instruction Demonstrates Current Professional Knowledge In collaboration with other professionals and parents the special education teacher participates in the design implementation and assessment of individualized education programs Council for Exceptional Children CEC Standards for Beginning Teachers For more information http ncate org ProgramStandards CEC CECStandards doc Standard 1 Foundations Standard 2 Development and Characteristics of Learners Standard 3 Individual Learning Differences Standard 6 Language Standard 8 Assessment Standard 9 Ethics and Professional Practice Expected Learning Outcomes By the end of the semester you will ESE 424 Spring 2012 4 Identify definitions for and key characteristics of emotional disabilities Intellectual and Developmental Disabilities and learning disabilities apply this information in


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