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V. Course FeaturesTeacher Performance Expectation (TPE) CompetenciesReflection PromptsPART 1: LANGUAGE STRUCTURE& FIRST- AND SECOND-LANGUAGE DEVELOPMENTPART 2: METHODOLOGY OFBILINGUAL, ENGLISHLANGUAGE DEVELOPMENT,CONTENT INSTRUCTIONPART 3:CULTURE ANDCULTURAL DIVERSITYI. Language Structure and Use:Universals and Differences(including the structure of English)1. Theories and Methods ofBilingual EducationI. The Nature of CultureII. Manifestations ofCulture: Learning AboutStudentsII. Theories and Factors in First- and Second-Language DevelopmentII. Language and Content Area AssessmentIII. Cultural ContactEDMX 631 TRACKING FORMI. Attendance, Punctuality & Participation - 40 possible pointsII. Base Team Meetings & Notebook – 20 possible pointsIII. Rights and Responsibilities Legal Brief – 20 possible pointsIV. Reading Reflections – 20 possible pointsSUGGESTEDDirections for Individual AssessmentSELFGROUPSUGGESTEDAGENDA – PART 2Regulations (1981 + amendments)CASE SCENARIOSCalifornia State University San MarcosCOLLEGE OF EDUCATIONMission StatementThe mission of the College of Education Community is to collaboratively transform publiceducation by preparing thoughtful educators and advancing professional practices. We arecommitted to diversity, educational equity, and social justice, exemplified through reflectiveteaching, life-long learning, innovative research, and ongoing service. Our practicesdemonstrate a commitment to student centered education, diversity, collaboration,professionalism, and shared governance.EDMX 631: Foundations in Law, Ethics, and Procedures of Special Education(3 credit units)Instructors: Jacqueline S. Thousand Andrea ListonOffice: University Hall 208 University Hall 208e-mail: [email protected] [email protected]: (760) 533-1744 (619) 322-4678Web page: Course DescriptionIntroduction to state and federal special laws regarding special education, ethical issues in special education; procedures and forms used in California schools to identify and support children and youth eligible for special education; and the Individual Education Program planning, implementation, and evaluation process. Students practice principles of effective collaborative and interdisciplinary teaming and focus on best practices for inclusive educational programming. Prerequisites: Admission to the Level I Mild/Moderate & Moderate/Severe Disabilities Education Specialist ProgramII. Content and Performance GoalsParticipants will:Goal 1. demonstrate knowledge of relevant and current federal and state laws, regulations, practices and due process procedural safeguards that pertain to California public education, students with disabilities, and their parents and care providers.Goal 2. demonstrate knowledge of professional ethical standards of practice(i.e., Council for Exceptional Children Code of Ethics @ and California Mild/Moderate and Moderate/Severe Education Specialist competencies.Goal 3. demonstrate knowledge of the five critical elements of an effective collaborative team (i.e., PIGS Face) and awareness of their effective use of these elements in “base team” and other meetings.Goal 4. demonstrate understanding of the roles, rights, and responsibilities of special educators, related services personnel, classroom teachers, administrators, parents and students with disabilities in implementing the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and the Vocational EDMX 631 1Rehabilitation Act of l973 (Section 504) and related California special education laws and regulations. Goal 5. demonstrate knowledge of and competence in the Individual Education Program (IEP) development and implementation process (i.e., screening; nonbiased and family-centered assessment; eligibility determination; IEP development to access the core general education curriculum; development of goals and measurable objectives; identification of necessary modifications and accommodations to curriculum, instruction, and assessment; identification of needed supports and services, placement decision making; determination of accommodations for participation in school-wide, district-wide, and state assessments. Goal 6. demonstrate skills in developing meaningful IEP goals and appropriate accommodations and modifications to enable learner access to the core curriculumGoal 7. demonstrate knowledge of and skill in using strategies for working effectively and collaboratively with family members and others (e.g., educators, administrators, paraprofessionals, community agency and related service personnel) to design, implement, and evaluate IEPs for individual learners.III. What I Need for ClassCalifornia Department of Education, Special Education Division (2005). California specialeducation programs: A composite of laws (26th ed.). Sacramento: Author. (DE)Community Alliance for Special Education and Protection and Advocacy, Inc. Special Education Rights and Responsibilities. San Francisco: Author. Accessible on the web from Jacqueline Thousand’s web site: (P&A)Rosenberg, M., O’Shea, L. & O’Shea, D. (2005). Student teacher to master teacher: A practical guide for educating students with special needs (4th ed.). Upper Saddle River, NJ: Merrill. (RO)Villa, R., & Thousand, J. (2000). Restructuring for caring and effective education: Piecingthe puzzle together (2nd ed.). Baltimore: Paul H. Brookes. (V&T)Web Sites including:Code of Ethics: Information Center for Children and Youth with Disabilities @ www.nichcy.orgSpecial education forms for San Diego City Schools and North Coastal Consortium for Special Education (NCCSE) @ www.preschoolfun.comCARS+ website @ www.carsplus.orgRosenberg text website: (Jump to Topics)Wrights Law website: www.wrightslaw.comEDMX 631 2IV. Professional and Administrative Requirements1. Attend all class sessions. Be on time. Please call the instructor when you are unable to attend class or when you will be late. It is the policy of the CSUSM College of Educationthat any student who misses 20% or more of class time or class sessions may not receive a passing grade for a course.2. “Person-first” language

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