EDPS 491 (Fall 2007) 1 EDPS 491 – Special Topics in Special Education Wednesday, August 22 – December 14, 2007 Instructor: Emily C. Bouck, Ph.D. Phone: 494-7238 Email: [email protected] Office: BRNG 5146 Office hours: Tues. & Thurs. 10:15-11 or by appointment* Class: Wednesdays 4:30-7:20 BRNG B255 Required Text: Levin, J., & Nolan, J. F. (2007). Principles of Classroom Management: A Professional Decision-Making Model. Boston: Pearson. Hayden, T. (1980). One Child. New York: Harper Collins. • Online readings and pages (websites, electronic journals) * Purdue library for electronic journals: http://www2.lib.purdue.edu:5901/frames.asp * Some may be in Blackboard, others may be e-mailed to you (i.e., pdf) Required Materials: Use of Blackboard (we will be Web CT for EDPS 491) Recommended Readings and Resources: Council for Exceptional Children. (2003). What Every Special Educator Should Know: Ethics, Standards, and Guidelines for Special Educators. (3rd ed.). Retrieved June 13, 2006, from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/default.htm OTHER: Highly Qualified Teachers in Indiana. Retrievable from http://www.doe.state.in.us/hqt/welcome.html. Division of Professional Standards in Indiana. Retrievable from http://www.doe.state.in.us/dps/welcome.html. Indiana Department of Education Notice of Procedure Safeguards and Parent Rights in Special Education. Retrievable from http://doe.state.in.us/exceptional/speced/pub_ProcedSafeguard.html. No Child Left Behind. Retrievable from http://www.ed.gov/nclb/landing.jhtml. Individuals with Disabilities Education Improvement Act. Retrievable from http://www.specialedconnection.com/LrpSecStoryTool/conferencereport.htm. Section 504. Retrievable from http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html. Special Connections. Retrievable from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php RISE (Resources in Special Education). Retrievable from http://rise.educ.msu.edu/CLSRM_TOOLS/Math/math-basic.htm. Concepts to Classrooms: Workshops. Retrievable from http://www.thirteen.org/edonline/concept2class/.EDPS 491 (Fall 2007) 2 Course Standards: The Purdue University Special Education Program within the College of Education is undergoing accreditation with the Council for Exceptional Children (see www.cec.sped.org). As part of that accreditation process, teacher preparation courses within the program are indicating the CEC standards with align. These CEC standards are available in the document What every special educator must know: Ethics, standards, and guidelines for special educators (see http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/default.htm). The CEC standards are also related to the National Council for Accreditation of Teacher Education (NCATE). The 5th edition of the CEC standards have been revised to align with the Interstate New Teacher and Assessment and Support Consortium’s (INTASC) Model Standards for Teacher Licensure. Council for Exceptional Children Standards1: Standard Corresponding Class Activity CC1K2: Laws, policies, and ethical principles regarding behavior management planning and implementation Discussion in course; FBA/BIP assignment GC1K2: Models and theories of deviance and behavior problems Discussion in course; FBA/BIP assignment; One Child reflection CG1K4: The legal, judicial, and educational systems to assist individuals with disabilities Critical Issues presentation GC1K9: Theory of reinforcement techniques in serving individuals with disabilities Course readings; discussion; Homework assignments; FBA/BIP assignment CC3K2: Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development Course readings and discussion CC4S5: Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem Course readings and discussion; FBA/BIP; Homework GC4S9: Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities Course readings and discussion; Teachable Moments CC5K2: Basic classroom management theories and strategies for individuals with exceptional learning needs. Course readings and discussion; Teachable Moments; Homework CC5K3: Effective management of teaching and learning. Course readings and discussion; Teachable Moments; Homework CC5K4: Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. Course readings and discussion CC5K6: Strategies for crisis prevention and intervention. Strategies for crisis prevention and intervention; Teachable Moments CC5S5: Modify the learning environment to manage behaviors. Course readings and discussion; Teachable Moments; Homework; FBA/BIP CC5S10: Use effective and varied behavior management strategies. Course readings and discussion; Teachable Moments CC5S11: Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. Course readings and discussion; Teachable Moments 1 Note: The CEC Knowledge and Skill Standards are used for those that closely align with a Mild/Moderate licensure framework (see p. 54).EDPS 491 (Fall 2007) 3 Course Description: This course will provide opportunities to learn about special topics in the area of special education and educating students with disabilities. It will primarily focus on classroom and behavior management and improving students’ knowledge, skills, and abilities to (a) classroom management and (b) behavior management. It will also discuss legal issues of special education, such as federal legislation (i.e., NCLB and IDEA). Finally, it will touch upon some critical issues in the field in terms of educating students with disabilities (mild and intense) at the elementary and secondary levels. Course Assumptions: This class is grounded in several important assumptions (this is not meant to be an exhaustive list; instead it provides a place for us to start a dialogue about course expectations). Please read carefully. In this course, we recognize that the opinions teachers hold about children’s inappropriate behavior or abilities can be incomplete and/or inaccurate. As such, we need to examine multiple hypotheses, using data and