Fall 2007Course DescriptionCourse ObjectivesAccommodationsDESCRIPTIONS OF ASSIGNMENTS ARE LOCATED ON pp.17-25 OF THE SYLLABUSPolicy on Academic DishonestyNote that Recommended (but not Required) readings are marked with a **. Some, but not all of these can be found on the electronic reserves site for this class; students can find others using the citations provided.Morgan, M., Moni, K. B., & Jobling, M. A. (2006). Code-breaker: Developing phonics with a young adult with an intellectual disability. Journal of adolescent & Adult Literacy, 50(1), 52-65.Assignment 3: Summary of ProgressSPC ED 587 Reading Methods 1SPC ED 587 Reading Methods for Students with Mental Retardation and Severe Disabilities (3 credit hours)Education Classroom Building Room 206Fall 2007Professor: Susan CopelandOffice: Hokona 264 Phone: 277-06 28Email:[email protected] Fax: 277-8679Office Hours: Drop-in Hours: Tuesdays 3:30 – 5:30 p.m. Wednesdays 2:30 – 3:30 p.m. Other meeting times by appointmentAPS Resource Teachers: Janet Vigil Email: [email protected] Donna Rose Email: [email protected] Meeting Time: Wednesdays, 4:20-6:50 p.m. Course Web Site: http://www.unm.edu/~susanrc/spced587.htmlCourse DescriptionThe purpose of this course is to provide students with information on selection and implementation of appropriate reading instruction approaches for students with moderate or severe disabilities, such as those with Down syndrome, autism, intellectual disability, or cerebral palsy. Instruction in inclusive settings will be emphasized. Students will learn to differentiate basic components of reading instruction (e.g., phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension) to meet individual student learning needs. Varied assessment tools and progress monitoring methods will be examined. In addition, students will practice planning, organizing, implementing, and monitoring reading instruction based on assessment data by working with an individual student with moderate or severe disabilities across the semester. RationaleThe College of Education’s Mission StatementThe vision of the College of Education: Excellence and diversity through people, ideas, and innovation. Our mission is the study and practice of education through teaching, research, and service. We  address critical education issues; test new ideas and approaches to teaching and learning; educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and prepare students for participation in a complex and challenging society.In carrying out our mission we value  excellence in all that we do; diversity of people and perspectives; relationships of service, accountability, collaboration, and advocacy;Fall 2007SPC ED 587 Reading Methods 2 the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadershipCollege of Education's Conceptual Framework: Professional Understandings, Practices, and Identities The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the life-long learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies. UNDERSTANDINGS frame the identity and practice of educational professional. We seek to help you better understand:- Human Growth and DevelopmentPatterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs. - Culture and LanguageThe nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one's own background and development shape understanding and interaction. - Content of the DisciplinesThe substance of the disciplines you teach -- the central organizing concepts and factual information -- and the ways in which new information is created, including the forms of creative investigation that characterize the work of scholars and artists. - PedagogyTheory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice. - TechnologyEffects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology. - Professional IssuesThe social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, andresearch. Nature of KnowledgeHow knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social Fall 2007SPC ED 587 Reading Methods 3contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines.These understandings enable you, as a professional, to value and engage in PRACTICES that embody the following qualities: - Learner-CenteredStudents' past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning. - ContextualExperiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to