DEPARTMENT OF SPECIAL EDUCATION

AND READING

COLLEGE OF EDUCATION AND HUMAN SERVICES

MONTANA STATE UNIVERSITY-BILLINGS

FALL SEMESTER, 2003

 

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