Department of Education
Characteristics of Mild and Moderate
EDU 4123
Summer 2008
Monday-Thursday, 4:00pm-6:45 pm
Instructor: Stan Parker, M.S.
Phone: (731) 423-0634 (office) and (731) 661-9285 (home)
Fax: (731) 425-6979
E-mail Address: snparker@jmcss.org
Office Hours: By appointment
Required Text: Cohen, Libby and Spenciner, Loraine J., Teaching Students with Mild and Moderate Disabilities (2005). Pearson Merrill Hall.
This course covers the characteristics and needs of students with disabilities who can participate in the general curriculum. Emphasis will be placed on etiology, necessary program adaptations, and rationale for non-categorical programs. Field experience is required.
The academic standards of
Conceptual Framework
Throughout this course, the Lambuth University Education Department’s F.A.C.E. conceptual framework is incorporated as a basis for the instructional design and the outcomes derived from the implementation of the instruction by means of preparation for the FUTURE, emphasis on ACTION, interaction with the COMMUNITY, and concentration on ENGAGEMENT as defined in the Teacher Education Handbook (2004).
Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of discipline(s) they teach and create learning experiences that develop student competence in the subject matter.
1.4 Candidates understand the historical and philosophical foundations of services for individuals with mild and moderate disabilities. They know about current trends and issues in these areas.
Student Learning and Development. Candidates understand how students learn and develop learning opportunities that support student intellectual, social, and personal development.
2.1 Candidates know the characteristics associated with severe and multiple disabilities and the potential impact they may have on learning and development.
2.2 Candidates understand the etiologies and medical aspects of conditions, including the effects of medications, affecting individuals with severe and multiple disabilities. They understand the types and transmissions of infections and diseases.
2.3 Candidates understand the impact of sensory impairments and physical and health disabilities on individuals, families and society.
Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of independent living and vocational and academic skills in individuals in grade K-12.
4.2 Candidates select appropriate individualized strategies, curricula and materials in teaching individuals with severe and multiple disabilities.
Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
5.2 Candidates minimize barriers to accessibility and facilitate acceptance of individuals with mild and moderate disabilities.
Assessment and Evaluation. Candidates know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social, and physical development of the learner.
8.3 Candidates collaborate with other professionals throughout the identification and initial planning process. They seek multiple perspectives on the strengths and needs of students with mild and moderate disabilities.
Faculty Assistance
If you have questions, concerns, or need additional help, see me during my office hours or make an appointment to get any clarification or additional help that you need. Also, if you have a documented disability that impedes learning, please see me for reasonable accommodations.
1. Research article review. Each student will write a review of a research article on a current topic in one of the classification areas of special education.(see chapter headings in textbook). The review must be 3-4 pages in length. Additionally, the review will be presented in class.
30%
2. Three, in-class exams.
20% each
3. Class participation and involvement in discussing the various models used to affect instruction to those with learning disabilities.
10%
Make-up exams will only be given in documented cases involving family or medical emergencies. Any undocumented absence will count as zero in determining the final grade.
It is the responsibility of the student to turn in any assignments in the event of an absence (e-mail attachments and faxes accepted). There will be a 10% grade deduction for each day that the assignment is late.
Each student taking this class will be required to carry liability insurance for individual protection during observations and other work in schools and/or clinics. You will not be permitted to begin your field placement until it is paid. Liability insurance can be obtained through membership in the Student Tennessee Association (STEA). This must be done at the beginning of the semester.
Grade Percentage
A 95-100%
B 88-94%
C 80-87%
D 71-79%
F 0-70%
The instructor reserves the right to make changes in content and schedule contained in the course. Any changes deemed necessary will made in the interest of increasing student learning and performance in the course. Written and/or oral notification will be given as changes are made.
Enrollment in this course represents your acknowledgment and acceptance of these non-negotiable grading policies.
DATE |
TOPIC |
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ASSIGNMENT |
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July 14 |
Course Introduction and Overview |
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July 15 |
Preparing to Teach Students with Disabilites |
Chapter 1 |
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July 16 |
Knowing Students with Disabilities |
Chapters 2 |
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July 17 |
Knowing Students with Disabilities |
Chapter 3
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July 21 |
Knowing Students with Disabilities |
Chapter 4 |
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July 22 |
Planning and Organizing Instruction |
Chapter 5 |
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July 23 |
Exam 1- Chapters 1-5 Assessing Students |
Chapter 6 |
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July 24 |
Selecting Instructional Strategies
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Chapters 7 |
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July 29 |
Developing Social Skills |
Chapter 8 |
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July 30 |
Promoting Positive Behavior |
Chapter 9 |
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July 31 |
Exam 2- Chapters 6-9Partnering with Educators, Professionals, Paraprofessionals, and Families |
Chapter 10 |
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August 4 |
Literacy Research papers and Presentations |
Chapter 11 |
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August 5 |
Written and Spoken Communication, Mathematics, Science and Social Studies |
Chapters 12,13,14 |
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August 6 |
Learning and Study Skills Transition |
Chapters 15,16 |
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August 7 |
Exam 3- Chapters 11-16 |
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