Department of Educational SpecialtiesCourse Description:Student Learning Expectations/ Outcomes for this CourseCourse Outline:The IEP, Assessment, and EvaluationThe IEP, Assessment, and EvaluationReading:The IEP, Assessment, and EvaluationThe IEP, Assessment, and EvaluationAssessment of Student Learning OutcomesExams (50 points EACH)AssignmentDate Due*PointsAttendance/Participation--100Community Support for Learning40Exam I50Professionalism in Special Education150Professional Development 125Learning Extension Activity and Presentation (LEAP200Professional Development 225Exam II50Case Study (Group Report)100Case Study (Individual Component)5/650Total790College of EducationVision StatementWe develop educational leaders who create tomorrow’s opportunities. Mission StatementOur mission is to prepare professionals to serve and lead education ESE 424 Foundations of Special EducationDepartment of Educational SpecialtiesSpring 2009General Information:- College of Education, Educational Specialties Department- Spring 2009- Credit Hours: 3 credit hours- Instructor’s name: Christopher Lanterman- Office address: 202M, College of Education, Building #27- Office hours: T: 11:00 – 12:30; W: 12:00 – 3:30; or by appointment; - Office phone number: 523-3575- Office e-mail: [email protected] Instructor’s Website: http://jan.ucc.nau.edu/~csl9- Course Evaluations: http://www.nau.edu/course_evalsCourse Prerequisites:ESE 380 “Introduction to Special Education”, or equivalentYour Instructional NeedsIf you anticipate not being able to participate or effectively demonstrate learning in this class due to the instructional format or design of the class, please meet with me to discuss options or adjustments.1Fall 2008Course Description:The essence of our effort to see that every child has a chance must be to assure each an equal opportunity, not to become equal, but to become different—to realize whatever unique potential of body, mind and spirit he or she possesses.John Fischer – Dean, Teachers College, Columbia University (1959-1962)The essence of teaching, as suggested by John Fischer, is to help students reach their potential. For teachers of students with mild disabilities, this task requires both dedication and understanding. Among the skills helpful in this endeavor is the awareness that students with mild disabilities reflect cognitive, perceptual, academic and social implications of their disabilities. The overall purpose of this course is to provide undergraduate students with the definitions, characteristics, etiologies, legal and ethical concerns, and educational provisions for students identified with Emotional Disabilities (ED), Learning Disabilities (LD), and Mild/Moderate Intellectual and Developmental Disabilities (MI/MOMR). This course is in the foundations domain, and does not generally address specific classroom strategies, materials or curriculum, which are the focus of courses in the methods domain (ESE 426, ESE 450).Student Learning Expectations/ Outcomes for this CourseThis course covers content related to the following Arizona State Teaching Standards and Council for Exceptional Children Professional Standards:Arizona Professional Teacher Standards:Standard 2: Creating and Maintaining a Learning ClimateStandard 3: Implements and Manages InstructionStandard 8: Demonstrates Current Professional KnowledgeStandard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programsCouncil for Exceptional Children (CEC) Standards for Beginning Teachers:(For more information, http://ncate.org/ProgramStandards/CEC/CECStandards.doc)Standard 1: FoundationsStandard 2: Development and Characteristics of LearnersStandard 3: Individual Learning DifferencesStandard 6: LanguageStandard 8: AssessmentStandard 9: Ethics and Professional PracticeAdditional Outcomes:Become aware of the socio-political forces surrounding the education of students with disabilitiesIn-Class ActivityDemonstrate an active interest in current educational issues surrounding students with disabilities.Professionalism in SpecialEducationDevelop and demonstrate a commitment too the profession of educating students with disabilities.Professionalism in SpecialEducation22Fall 2008Become aware of the socio-political forces surrounding the education of students with disabilitiesIn-Class ActivityIdentify and synthesize elements of various perspectives on educating students with disabilities.Exams, Professionalism inSpecial Education, Research paperEstablish a personal philosophy of educating students with disabilities, reflecting your synthesis of perspectives of special education, your commitment to special education, and the current issues surrounding special education.Professionalism in SpecialEducation*Based on learning outcomes in the affective domain from Krathwol, D. R., Bloom, B. S., &Masia, B. B. (1964). The classification of educational goals (Handbook II: Affective domain). New York: David McKay.Expected Learning Outcomes:By the end of the semester, you will…- Identify definitions for, and key characteristics of, emotional disabilities, Intellectual and Developmental Disabilities, attention deficit disorders, and learning disabilities; apply this information in developing appropriate IEP goals, accommodations, and behavioral interventions.- Identify the issues surrounding the education of students with disabilities who are culturally and/or linguistically diverse.- Identify the process involved in evaluation and placement of students with mild disabilities in special education.- Compare and contrast the characteristics and learning needs of students with mild disabilities among each other and with students who do not have disabilities.- Identify instructional, behavioral, and medical interventions used with students who have mild disabilities, including the use of medication, and analyze the efficacy of these interventions.- Identify and apply various perspectives and models for educating students with disabilities. - Develop an instructional plan that creates and supports student learning and achievement of Arizona academic standards.- Work collaboratively to develop, implement, and evaluate a plan to achieve a common goal. - Review standards for professional practice in special education and develop a statement that assesses how you do and do not meet these standards.-