SPE-321-20, Meth Teaching Stu Special Nds (FA13)
INSTRUCTOR: Angela L. Snyder, PhD
SCHEDULE/DAY/TIME: Special/Wednesday/6 – 8:45 PM, 09/11/2013-11/13/2013
The focus of this course is the development of teaching strategies which will enable the special educator to effectively facilitate learning for students with disabilities. Course content will include specialized teaching strategies, methods of instructional delivery, the adaptation of instructional materials, and techniques for measuring student progress. Legal matters, as well as current trends and issues in special education will also be explored.
1. To use strategies to facilitate integration of students with disabilities into various settings. (CEC 4, INTASC 1, 2, 3, 4, 6, 7, EDO 1, 2)
2. To teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. (CEC 4, INTASC 4, EDO 3)
3. To select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional needs. (CEC 4, INTASC 1, 2, 4, EDO 1)
4. To use strategies to facilitate maintenance and generalization of skills across learning environments. CEC 4, INTASC 4, EDO 3)
5. To use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem. (CEC 4, INTASC 4, EDO 4, 5)
6. To use strategies that promotes successful transitions for individuals with exceptional learning needs. (CEC 4, INTASC 1, 4, 7, EDO 2)
7. To understand the demands of learning environments. (CEC 5, INTASC 1, 4, 5, 7, EDO 1, 2)
8. To understand basic classroom management theories and strategies for individuals with exceptional learning needs. (CEC 5, INTASC 5, EDO 1)
9. To effectively manage teaching and learning. (CEC 5, INTASC 2, 4, 5, EDO 2)
10. To understand social skills needed for educational and other environments. (CEC 5, INTASC 5, 7, EDO 5)
11. To create safe, equitable, positive, and supportive learning environments in which diversities are valued. (CEC 5, INTASC 2, 4, 5, 10, EDO 4, 5)
12. To design learning environments that encourages active participation in individual and group activities. (CEC 5, INTASC 2, 4, 5, 6, EDO 5)
13. To moodily learning environments to manage behaviors. (CEC 5, INTASC 2, 5, 7, EDO 1)
14. To use performance data and information from all stakeholders to make or suggest modifications in the learning environment. (CEC 5, INTASC 1, 5, 7, 8, EDO 3)
15. To establish and maintain rapport with individuals with and without exceptional learning needs. (CEC 5, INTASC 3, 5, EDO 4, 5)
-Class meetings will consist of content presented via lecture, student presentation, or discussion; and activities, such as “hands-on” activities, group discussions, and assignments. Attendance at all class meetings is expected.
-Generally, class will be broken up into three parts. Part 1 will consist of a student led presentation related to a specific disability; part 2 will cover material related to the reading; part 3 will cover lesson planning/unit planning assignments.
REQUIREMENTS AND ASSIGNMENTS:
Attendance (Warm up activity) - 5%
Characteristics of Disability Assignment - 20%
Unit Plan - 25%
Strategies Lesson Plan - 25%
Assessment/Reteach Lesson Plan - 25%
REQUIRED TEXT(S) OR MATERIALS:
Polloway,E., Patton, J. & Serna, L.. Strategies for Teaching Learners with Special Needs,
9th Ed., Pearson Education, Inc: Upper Saddle River, NJ
RECOMMENDED READINGS OR MATERIALS:
Supplementary readings will be posted on Joule throughout the semester.
READINGS AND/OR ASSIGNMENTS TO BE DONE PRIOR TO THE FIRST CLASS: