DEPARTMENT OF SPECIAL EDUCATION
AND READING
COLLEGE OF EDUCATION AND HUMAN
SERVICES
MONTANA STATE
UNIVERSITY-BILLINGS
COURSE TITLE: Education of Exceptional
Learners
COURSE NUMBER: SPED 540 - 01
MEETING TIME: Wednesday, 6:00-9:00 p.m.
INSTRUCTOR: Dr. Linda Christensen
PHONE & OFFICE 657-2081, SE 242
OFFICE HOURS: 8:30-10:30 am M-Th.
By
appointment.
COURSE
DESCRIPTION: Emphasizes the expanded role of special education to serve
as a resource for all teachers and all students, including those with special
learning needs. Consideration of current
laws and regulations governing special education as well as the provisions of
special education in the context of regular education.
COURSE GOALS AND
PURPOSE:
1. To develop an awareness of the
characteristics of different categories of exceptionality.
2. To develop an appreciation for and an
understanding of the gifts, strengths, and needs of individuals with
disabilities.
3. To develop an understanding of current laws
and regulations that affect individuals with disabilities.
4. To develop knowledge of instructional
strategies and educational approaches that promote inclusion in school and
community settings.
College of Education and Human Services
ADVANCED CONCEPTUAL Framework
Professional and
Pedagogical Development
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.
Framework Area #1: Human Development and Learning
|
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.
|
Framework Area #2: Social Responsibility.
|
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.
|
Framework Area #3: Content and Pedagogy
|
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.
|
Framework Area #4: Professionalism
|
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.
|
|
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.
WRITTEN WORK
All
written work will be typewritten, in APA style, with correct grammar, spelling
and punctuation. Papers will be stapled
in the upper left corner, no covers please.
GRADING
See attached rubric for grading criteria.
ATTACHMENTS
Alex
Durfey
LD
Assessment
ED
Assessment
MR
Assessment