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Murray SED 300 - SED 300 SYLLABUS

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Murray State University COURSE SYLLABUS Revised Fall 2010 DEPARTMENT: ACS COURSE NUMBER: SED 300 CREDIT HOURS: 3 I. TITLE: SED 300: Educating Students with Disabilities II. COURSE DESCRIPTION: This course introduces students to state and federal laws impacting the education of students with disabilities, prepares them to work collaboratively with other professionals and parents, and teaches them a variety of effective instructional techniques/strategies. It also increases their awareness of the special organizations, associations, and other resources that will assist them in meeting their professional needs, the needs of families, and the needs of students with disabilities. Field experience required. III. PURPOSE: The purpose of this course is to prepare special and general education teachers to work collaboratively with each other, other professionals, and parents in meeting the needs of students with disabilities. IV. COURSE OBJECTIVES: Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines and initiatives. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards for Preparation and Certification (KTS) addressed by that objective. Additionally, enclosed in brackets, are numbers which reference the IECE Standards which are addressed. Upon successful completion of this class, the student will be able to: A. develop a teaching philosophy which reflects appropriate attitudes toward students with disabilities and their inclusion in general education. (1, 3, 7) [5] B. discuss state and federal laws/legislation impacting the education of students with disabilities. (1) [1] C. participate in a Mock ARC (1, 7, 8) [8] D. discuss multicultural aspects resulting in overrepresentation of minority or culturally diverse populations in special education classes. (1, 7) [4] E. discuss the collaborative roles of general education teachers, special education teachers, related service providers, and parents impacting effective inclusion. (7,8) [6,8] F. discuss the definition, prevalence, identification, and characteristics of students with disabilities in the classroom. (1) G. describe special teaching strategies found to be effective with students with disabilities. (1, 2, 3, 7) [1 – 4] H. demonstrate the ability to adapt selected curriculum materials. (1, 2, 6) [1.3.4] I. discuss strategies for socially integrating students with disabilities in the general education classroom. (2, 3, 7) [1 – 4]J. discuss strategies for meeting the needs of students with disabilities and their families. (2, 5, 6, 8) [6, 8] K. identify major organizations and advocacy groups supportive of students with disabilities. (1,8) [6 – 8] The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by requiring students to reflect on three course activities: mock ARC, field experience, and lab assignment. The EPSB Themes of Diversity, Assessment, Literacy/Reading, and Closing the Achievement Gap are explored in the course through the various textbook chapters which cover all four topics, and additionally, in the focus of the Mock ARC and specific lab assignments. V. CONTENT OUTLINE: A. What is Special Education? Making a Difference B. Individualized Special Education Programs/Co-Teaching & Collaboration C. Cultural and Linguistic Diversity D. Learning Disabilities and Response to Intervention E. Attention – Deficit Hyperactivity Disorder F. Emotional and Behavior Disorders G. Mental Retardation H. Autism Spectrum Disorders I. Speech & Language Impairment J. Other Disabilities K. Gifted and Talented VI. INSTRUCTIONAL ACTIVITIES: A. Lecture and discussion B. Small group discussion C. Cooperative learning activities D. Reading material E. Chapter quizzes F. Written assignments G. Individual and/or group presentations H. Video presentations I. Guest Speakers J. Research assignments K. Exams VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Ten (10) hours of lab experience and five (5) hours of field experience are required for this course. The mandated field experience is a visit to a culturally diverse school setting. Lab hours are obtained through a combination of in-class and out-of-class activities. Failure to successfully complete any aspect of the field and lab experiences will result in an incomplete or failing grade.VIII. RESOURCES: A. Blackboard B. Waterfield Library at Murray State University C. RACERtrak, ERIC, and the Internet/My Lab School D. Self-selected books, articles, and activities E. MSU Computer Centers F. Professional Publications IX. GRADING PROCEDURES: Please Note: Although activities and grading procedures may vary by instructor, the * items are course requirements and all sections must use the same scoring rubric. The ** assignments are possible artifacts for the working eligibility portfolio. No rubrics are provided for quizzes and exams which are at the instructor’s discretion. A. Course Requirements: Assignment Points *Mock ARC** 100 * Field Experience** 100 *Champs – Task E 50 Quizzes/Exams Determined by instructor CHAMPs/LiveText Required Specific Assignment Requirements: Mock ARC (100 pts): Students will be given group assignments and will prepare for their assigned role in a Mock Admission and Release Committee (ARC) to be presented to the class. Each group will be given a scenario reflecting the responsibilities and rights of the professionals, the student, and the family as they collaborate in the planning of an appropriate educational program for the student. Students will write a summative and reflective paper on the ARC process. Scoring will follow the criteria on the Mock ARC rubric (KTS # 8). Revised copy will be submitted to the student’s working portfolio. Field Experience (100 pts): Students will participate in a mandated field experience at a culturally diverse school. Students will observe in classrooms of their major. All students must be dressed appropriately per Teacher Education Services guidelines during field experiences. Students will write a summative and reflective

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