Midway College EDU 321 online MASTER Syllabus Revised 2-2011 1 EDU 321 CHARACTERISTICS OF CHILDREN AND YOUTH WITH LEARNING AND BEHAVIOR DISORDERS Teachers- Professional Leaders Making a Difference Credit Hours: 3 Semester/Module: Location: online Schedule: Professor: Phone: Email: Office Hours: Course Prerequisites: Admission to Teacher Education and EDU 315 Required Text: Colarusso, R.P. and O’Rourke, C.M. (2010). Special Education for All Teachers, 5th Edition. Kendall/Hunt Publishing Company. Also used in EDU 315. Mercer, Cecil D., Mercer, Ann R., and Pullen, Paige C. (2011). Teaching Students with Learning Problems, 8e. Prentice Hall. Resources on Course from the following: Council for Exceptional Children ETS Praxis II Education of Exceptional Children Tests Kentucky Department of Education Special Education Cooperatives Kentucky Administrative Regulations available online: 16 KAR 4:020 State Requirements to Teach Exceptional Children http://www.lrc.ky.gov/kar/016/004/020.htm 707 KAR Chapter 1, Kentucky Administrative Regulations- Special Education Programs http://www.lrc.ky.gov/kar/TITLE707.HTM 703 KAR 5:070 Inclusion of Special Populations in the State-Required Assessment http://www.lrc.state.ky.us/kar/703/005/070.htm Links provided in the online course are required reading. Course Description: This course provides an in-depth study of characteristics of children and youth with learning and/or behavior problems. Course content will also include a review of recentMidway College EDU 321 online MASTER Syllabus Revised 2-2011 2 brain research, the concept of multiple intelligences, different learning styles, and differentiated instruction relative to the planning and provision of appropriate educational programs for children/youth with learning/behavior problems. Course Goal and Learning Outcomes: As a first course specific to LBD majors, the goal is to provide a foundation for the rest of the program. Major emphasis is placed on teaching and learning strategies, methods and approaches with students with diverse learning needs. Learner characteristics and needs are presented in depth, as are regulations, guidelines and services for exceptional children. EDU 321 extends: Learner characteristics and special education background learned in EDU 315 The Exceptional Child; and Curriculum planning and instructional approaches introduced in EDU 210 and EDU 360 Teaching and Learning I-II. A particular focus in EDU 321 is on the Midway College Disposition related to instructional practices. Research-based approaches essential to specially designed instruction are taught, and an attitude is fostered for problem-solving and persistence in finding strategies effective for each individual learner. This course advances teacher leadership through dispositions and skills in the following areas: Advanced knowledge of student diversity in the classroom; Practical knowledge for implementing instructional programming in inclusionary settings; Critical thinking and perception skills for analyzing diverse learning needs; Orientation toward and initiative to reach out to diverse and struggling learners. As part of the course, teacher candidates will Select, plan and practice the application of research-based strategies to meet the needs of diverse learners Describe and practice strategies that engage students with diverse learning needs in the learning process Analyze roles of various partners in collaborating in problem-solving and critical thinking to improve instruction for students with disabilities For LBD majors, EDU 321 is one of the core methods courses. More in-depth content is provided on assessment of students (EDU 332); behavior intervention plans (EDU 340); assistive technology needs (EDU 350); instructional content and methods specific to preschool/elementary students (EDU 380) and secondary students (EDU 329); and collaboration with general education and others (EDU 390). Course Objectives: Upon successful completion of this course, candidates will be able to:Midway College EDU 321 online MASTER Syllabus Revised 2-2011 3 1) Have the knowledge and skills to serve as the special educator on the IEP team in the identification, evaluation, placement and provision of services for students with disabilities; 2) Understand and apply principles of differentiated instruction with students across a wide range of skills and abilities; 3) Understand and apply principles of teaching, learning and instructional methods with students with mild to moderate disabilities; 4) Understand and match instructional approaches with specific learner characteristics and needs; 5) Deconstruct (task analyze) concepts, skills and processes to design effective lessons and provide systematic instruction for students with mild to moderate disabilities; 6) Develop instructional components of the IEP for students with mild to moderate disabilities; and 7) Develop a professional philosophy of special education teacher leadership. Course Alignment to Standards: Kentucky Teacher Standards: I. Demonstrates Applied Content Knowledge Experiences/Performance Assessments: Demonstrate knowledge of disabilities and special education through quizzes and class participation II. Designs and Plans Instruction III. Creates/Maintains Learning Climate Analyze and modify lesson plans to meet learning needs, incorporating learning styles and modalities for student success Identify teaching strategies for specially designed instruction (SDI), based on learner characteristics and needs Develop IEP goals, objectives, specially designed instruction (SDI), supplementary aids and services, and testing accommodations IV. Implements/Manages Instruction Develop and implement a lesson plan for systematic, explicit instruction for students with mild to moderate disabilities VI. Demonstrates Implementation of Technology Identify relevant web-based resources for parents and teachers, including professional sources for research andMidway College EDU 321 online MASTER Syllabus Revised 2-2011 4 literature IX. Evaluates Teaching and Implements Professional Development Conduct a self-assessment and develop a plan to prepare for LBD Praxis II tests Discuss content of professional literature with colleagues EPSB Themes Literacy, Assessment, Diversity, Closing the Achievement Gap KERA