DEPARTMENT OF SPECIAL EDUCATION, COUNSELING, READING AND
EARLY CHILDHOOD
MONTANA STATE
UNIVERSITY-BILLINGS
FALL SEMESTER, 2004
COURSE TITLE: SPED 311 - Teaching Students with Emotional Disturbance
COURSE TIME Tuesday-Thursday,
CEHS 310
INSTRUCTOR: Dr. Linda Christensen
PHONE, OFFICE & 657-2081, SE 242
E-MAIL: lchristensen@msubillings.edu
OFFICE HOURS: 8:30 - 10:30 M-Th.
Or by appointment
REQUIRED TEXTS:
Anderson,
J. (1988). Thinking, changing, rearranging: Improving self-esteem in young people.
Rhode, G.,
Johnson, W., & Reavis, H. (1995). The tough kid book: Practical classroom
management strategies.
Nelsen, J., Lott, L. & Glenn, H. (2000). Positive discipline in the classroom: Developing mutual respect, cooperation, and responsibility in your classroom. CA: Prima Pub.
COURSE DESCRIPTION:
Introduces a theoretical background for working with students with emotional disturbance. Presents identification procedures and the variety of community and system options for these children, as well as classroom techniques and procedures for dealing with students in the public schools, preschools and supported employment.
COURSE CONTENT GOALS AND OBJECTIVES:
1.0 To assist the student in developing a comprehensive, yet functional, theoretical framework for understanding and working effectively with students with emotional disturbance.
2.0 To provide
students with a historical and contemporary overview of the educational and
human services, public and private, available to meet the needs of students
with emotional disturbance.
3.0 To assist the student in developing the specific knowledge, procedures and skills necessary to effectively screen, identify and diagnose children and youth with emotional disturbance.
4.0 To assist the student in acquiring the basic information and skills necessary to effectively accomplish the mainstreaming of children and youth with emotional disturbance.
5.0 To provide the student with opportunities to learn and develop specific techniques necessary to plan and implement effective intervention programs and services appropriate to meeting the educational needs of children and youth with emotional disturbance.
6.0 To provide the student with a functional orientation to working effectively with parents, supportive personnel, agency representatives and other members of the helping/human services professions in providing comprehensive programs and resources for children and youth with emotional disturbance.
In this matrix, bolded items will produce a product suitable for the student’s Working Portfolio. Items in italics will be covered in the course.
|
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic Competence |
|
1.1 Individual Development |
a.
Understand theories and levels of human development. |
a.
Apply theories of human development when planning educational
practice. |
a.
Provide opportunities that support all students’ intellectual,
personal, and social development. |
|
1.2 Learning |
a.
Understand how all students learn b.
Understand how students may differ in their approaches to learning. c.
Understand individual and group motivation and behavior. |
a.
Apply theories of learning when planning educational practice. b.
Apply various instructional
strategies to meet diversity among students when planning educational
practice. c.
Apply theories of
motivation and behavior when planning educational practice. |
a.
Provide opportunities that support all students’ intellectual,
personal, and social development. b.
Create instructional opportunities adapted to students’ differences
in learning. c.
Create a learning environment that encourages positive social
interaction and active engagement in learning and self-motivation. |
|
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic Competence |
|
2.1 Ethics and Moral Development |
a.
Understand the development of ethics and morality at the level of the
individual. b.
Understand the ethical, cultural, and societal issues related to
technology. |
a.
Apply considerations of ethics and moral development as they relate
to professional studies. b.
Practice responsible use of technology. |
a.
Incorporate ethics and moral principles in educational practice. b.
Incorporate ethical and responsible use of technology into
educational practice. |
|
2.2 Diversity |
a.
Understand diversity as it
relates to professional practice. |
a.
Apply knowledge of
diversity in planning professional practice. |
a.
Respond to issues of diversity in professional practice. |
|
2.3 Historical, Philosophical, Legal, Social, and Political Foundations |
a.
Understand the historical, philosophical, legal, social, and
political concepts that form the foundation of educational policies and
practices. |
a.
Analyze the historical,
philosophical, legal, social, and political concepts that form the foundation
of educational policies and practices. |
a.
Incorporate the historical, philosophical, legal, social, and
political concepts that form the foundation of educational policies and
practices. |
|
2.4 Social Consciousness and Service |
a.
Understand the role of volunteerism and community involvement. |
a.
Show evidence of community service. |
a.
Foster student participation in the community. |
|
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic Competence |
|
3.1 Discipline Content |
a.
Understand the structure of content area disciplines and key
concepts. b.
Understand the content area tools of inquiry. c.
Understand how disciplinary content can be modified for teaching. |
a.
Gain a repertoire of disciplinary knowledge that supports conceptual
understandings. b.
Demonstrate an ability to investigate areas of inquiry within a
discipline. c.
Select and organize into lesson/unit formats appropriate content for
P-12 students. |
a.
Develop a process for keeping current in content knowledge. b.
Develop a process for keeping current in unique areas of inquiry. c.
Analyze and adapt appropriate content knowledge. |
|
3.2 Instructional Practices (Pedagogy) |
a.
Understand pedagogical research regarding “best practices” in
teaching and learning. b.
Understand a range of pedagogical strategies. c.
Understand the impact of classroom grouping choices. d.
Understand the use of computer technologies for personal learning. |
a.
Recognize “best practices”
during classroom observations. b.
Plan and create activities,
lessons, and units that integrate a range of pedagogical strategies. c.
Develop classroom learning experiences that utilize a variety of
student grouping arrangements. d.
Organize and develop activities and lessons in which computer
technologies are integrated to enhance student learning. |
a.
Employ “best practices” while engaged in professional practice. b.
Analyze learning situations and adapt pedagogical strategies in professional
practice. c.
Use appropriate grouping strategies in professional practice. Implement teaching and learning activities
in which computer technologies are used to enhance learning. |
|
3.3 Curriculum Planning and
Implementation |
a.
Understand a range of curriculum theories. |
a.
Develop lesson and unit plans that reflect a range of curriculum
theories. |
a.
Analyze the classroom setting and lessons and adapt for effectiveness
in professional practice. |
|
3.4 Assessment |
a.
Understand that a variety of assessment strategies can be adapted to
meet needs of learners and curriculum models. b.
Understand how technological tools can assist in assessing student
learning. |
a.
Develop formal and informal
assessment strategies that reflect student learning and the planned
curriculum model. b.
Develop technology-based assessment strategies. |
a.
Analyze and adapt a variety of assessment processes in professional
practice. b.
Apply technology to facilitate a variety of evaluation and assessment
strategies. |
|
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic Competence |
|
4.1 Collegiality |
a.
Develop collaborative learning relationships with other candidates. b.
Understand how one’s actions affect others. |
a.
Understand the process of
collaboration with professionals, students, and parents. |
a.
Practice strategies for collaboration and professional relationship
building. |
|
4.2 Self-Reflection |
a.
Understand the importance of self-reflection for personal and
professional development. |
a.
Reflect on professional and
personal practice. |
a.
Adjust personal and professional practice based on self-reflection. |
|
4.3 Professional Development |
a.
Display an interest in and commitment to their education. |
a.
Understand the need and methods for engaging in ongoing professional
development. b.
Become involved in professional activities outside the unit. |
a.
Demonstrate commitment to lifelong learning. b.
Seek out opportunities for professional growth. |
|
4.4 Dispositions |
a.
Understand the dispositions of a professional. b.
Understand that technology can be used to collaborate and interact
with other candidates. |
a.
Demonstrate the
dispositions of a professional in academic activities with other candidates
and professionals. b.
Use computer technologies to collaborate with other candidates and
professionals. |
a.
Demonstrate the dispositions of a professional in the education
field. b.
Apply collaborative technologies in order to nurture student
learning. |
COURSE POLICIES:
1.
Participation and Attendance
Because of the nature of this course, students will be expected to attend and participate in the class. Students will be expected to actively participate in all class activities and discussions, team projects, and outside assignments. If absent, you are responsible for obtaining class notes, handouts, assignments, etc. Quizzes or examinations missed during an absence, unless approved by the instructor ahead of time, cannot be made up.
2.
Individual Accommodations
If you require any accommodations in testing, materials, seating, etc., please set up an appointment to discuss these with me before the second week of class. It is difficult for me to make accommodations unless I am aware of your needs.
3. Written
Work
All written work will be typewritten, in APA style, with correct grammar, spelling and punctuation using 14 point font size. Papers will be stapled in the upper left corner, no covers please. Papers are due on the day requested, at the beginning of class. If papers are late, points will be deducted for each late day.
1. Exams
There will be three exams. Examinations will require you to synthesize and understand what we have discussed and read during the course. The exams will require short answer/essay responses. Dates will be announced at least a week in advance.
2. Observations
Students will complete four different types of observations during the semester. These observations will utilize four different techniques, which will be presented in class and can be done with children in a classroom, one’s own children, or with adults in community locations. Each observation will be written up in a two (2) page summary due one week after each observation is assigned.
3.
Behavior Support Projects
Students will develop behavior support projects using either cognitive or behavioral techniques to change behavior.
GRADING
Grading will be on a point basis, using the following point system:
Attendance and Participation 50
Observations (25 each) 100
Behavior Change Project 100
First Exam 50
Second Exam 50
Third Exam 50
Total: 400
Grading Scale:
368-400 A
340-367 B
300-339 C
260-299 D
0 - 259 F
Class Schedule
SPED 311-01 Teaching Students with Emotional Disturbance
Spring Semester, 2004
|
Date |
Topic |
Reading Assignment,
Due Dates and Web Links |
|
Sept. 9 |
Introductions and Syllabus |
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Sept. 14 |
Definition |
Go to web links on MSUBillings Home Page and go to OPI-Then go to special education – rules and regulations |
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Sept. 16 |
Definition |
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Sept. 21 |
Frequency Data |
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Sept. 23 |
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Sept. 28 |
Behavior Model |
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Sept. 30 |
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Oct. 5 |
Medical Model Interval Recording
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Oct. 7 |
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Oct. 12 |
Cognitive model- |
Read Thinking, Changing, Rearranging |
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Oct. 14 |
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Oct. 19 |
Psychodynamic Mode. Duration Data |
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Oct. 21 |
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Oct. 26 |
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Oct. 28 |
Behavior Goals and Objectives-
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Nov. 2 |
NO CLASS |
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Nov. 4 |
Running Records |
Running Record/Chronology Methodology
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Nov. 9 |
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Nov. 11 |
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Nov. 16 |
Behavior Interventions |
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Nov. 18 |
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Read Thinking,
Changing, Rearranging |
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Nov. 23 |
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Nov. 25 |
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Nov. 29 |
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Dec. 1 |
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Dec. 6 |
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Dec. 8 |
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Final Exam –December 15, 2004, Wed. 2:00-3:50 p.m.