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MASON EDSE 629 - Syllabus

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George Mason University Graduate School of Education Program: Special EducationCourse Title: EDSE 629: Secondary Curriculum and Strategies for Mild Disabilities: Emotional Disabilities, Learning Disabilities, Mild Mental RetardationCourse Description:Standard 4 - Instructional Strategies Skills:Use strategies to facilitate integration into various settings.Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs.Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.Use strategies to facilitate maintenance and generalization of skills across learning environments.Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem.Use strategies that promote successful transitions for individuals with exceptional learning needs.Standard 7 - Instructional Planning Knowledge:Theories and research that form the basis of curriculum development and instructional practice.Scope and sequences of general and special curricula.National, state or provincial, and local curricula standards.Technology for planning and managing the teaching and learning environment.Roles and responsibilities of the paraeducator related to instruction, intervention, and direct serviceNature of Course DeliveryCareer Education Learning Activities/Experiences ______60Clearly identify the rationale for the career education activities.Link to IEP/Transition plan goals as appropriate.Minimum of 8 career education experiences for the entire unit as well as other content (science, social studies, English, Math) as appropriateL. Howard, Ph.DEDSE 629 Summer 2008George Mason University Graduate School of Education Program: Special EducationCourse Title: EDSE 629: Secondary Curriculum and Strategies for Mild Disabilities: Emotional Disabilities, Learning Disabilities, Mild Mental RetardationClass Meetings: TTHSATJune 30- August 27:00 pm-9:50 pm (T TH) 9-12 (SAT)Loudoun County CampusInstructor: Lori Howard, Ph.D.(703) 583-8207 (Please no calls after 8:30 p.m.)[email protected] Description:This course applies research on teacher effectiveness, teacher accountability, instructional approaches, and technological advances at the secondary level for individuals with mild disabilities. Course content includes curriculum and instructional strategies in reading, language arts, math, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; peer-mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition to community, workplace, and post-secondary environments. Prerequisites: Enrollment in teaching licensure or in a graduate degree program in education.Student Outcomes:Upon completion of this course, students will be able to:- Demonstrate knowledge of the federal and state laws that require and provide for transition, vocational, and rehabilitation services for students with disabilities. 1L. Howard, Ph.DEDSE 629 Summer 2008- Demonstrate the ability to develop lesson plans and a nine-week unit that includes instructional strategies and adaptations for students with disabilities at the secondary level. - Identify and develop adaptive strategies for successfully including and planning for students with disabilities at the secondary level in both regular (math, science, social studies, English, etc.) and special education classroom environments. - Demonstrate the ability to integrate/infuse career development and vocational skills into the general education curricula, as well as justify the importance of such integration. - Demonstrate an awareness of the importance and ability to implement instruction necessary in life skills, employment skills, self-advocacy, independent living, and functional skills, as well as be able to discuss how these might be infused into the curricula at the secondary level. - Identify the role and responsibilities of the Individual Education Plan (IEP) teams as they strive to incorporate transition requirements into the IEP and/or develop an Individual Transition Plan (ITP). ITPs.- Develop Individual Transition Plans (ITPs) for the implementation or modification of transition to work programs for students with disabilities. ITPs.- Identify and describe vocational, employment, supported employment, other opportunities and models, as well as the other types of vocational and postsecondary programs available that could be available to benefit students with disabilities. - Identify organizations, services, networks, and the variety of state and local agencies that maximize the interagency effort involved in the transition process for students with disabilities. - Develop and implement strategies in curriculum and strategies to correspond with the Virginia Standards of Learning.Relationship of Courses to Program Goals and Professional OrganizationsThis course is part of the George Mason University, Graduate School of Education, Special Education Program for teacher licensure in the Commonwealth of Virginia in the special education areas of Emotional Disturbance and Learning Disabilities, and Mental Retardation. This program complies with the standards for teacher licensure established by the Council for Exceptional Children, the major special education professional organization. As such, the learning objectives for this course cover many of the competencies for secondary curriculum andstrategies for teaching individuals with emotional disturbances, learning disabilities, and mild mental retardation.2L. Howard, Ph.DEDSE 629 Summer 2008The CEC Standards are listed on the following web site: http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.htmlCEC standards that will be addressed in this class include some of the following: Standard 4 - Instructional StrategiesSkills: - Use strategies to facilitate integration into various settings.- Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. - Select, adapt, and use instructional strategies and materials according to characteristics ofthe individual with exceptional learning needs. - Use strategies to facilitate maintenance and generalization of skills across learning environments. - Use procedures to increase the individual’s


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