Department of
Education
Characteristics
of Mild and Moderate
EDU 4123
Spring 2008
Instructor: Stacey V. Hall, Ph.D.
Office:
College Union 216
Phone:
(731) 425-3325 (from off campus) and (731) 425-2361 (from on campus)
Fax:
(731) 425-2311
E-mail
Address: hall@lambuth.edu
Office
Hours: Tuesday, 1:30 p.m.- 3:00 p.m.; Thursday, 8:30 a.m.- 9:25 a.m. and by
appointment
Required Text: Raymond, E. B. Learners with mild disabilities (2008).
(3rd ed.).
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
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 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 and
Foundations of Special Education. Candidates know, understand, and use the central
concepts, tools of inquiry and structures of the discipline(s) they teach and
can create learning experiences that develop student competence in the subject
matter.
1.2 Candidates demonstrate the
importance of including in the curriculum such areas as communication skills, oral
language development, emotional and social skills, functional and independent
living skills, employment-related skills and self-advocacy skills.
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 now individuals learn and develop, and provide 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 transmission 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, academic, 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.
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. There is a 30-hour field placement requirement for this course. The instructor will provide the complete guidelines for this placement. (50%)
2. Each student will complete
two article critiques. Each article must address the characteristics, needs,
and/or programming options for students with mild disabilities. These articles
will prove a focus for class discussions led by the student. Articles must be
distributed to the professor and classmates a week before discussion.
Additionally, a written summary of the critique will be completed. The
instructor will provide the format. (20%)
3. There will be two, in-class
exams. (15% each)
4. Each student will complete
written summaries of specified chapters. The instructor will provide the
format. (15%)
Make-up policy: Late assignments without
grade penalty will only be taken given one of the following legitimate excuses:
verified illness or family emergency. Any undocumented absence will count as
zero in determining the final grade. Make-up exams will only be given in
documented cases involving family or medical emergencies.
Penalties for late work: It is the responsibility of
the student to turn in any assignments in the event of an absence. There will
be a 10% grade deduction for each day that the assignment is late.
Grade and Percentage
Requirements:
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 be 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 policies.
WEEK |
TOPIC |
|
ASSIGNMENT |
|
1
(1/14) |
Overview |
|
|
|
2
(1/21) |
Perspectives
on Disability |
Chapter
1 |
Written
Summary of Chapter |
|
3
(1/28) |
Historical
Perspectives and Contexts Academic
Learning Characteristics Explanation of Observation Assignment |
Chapter
2 Chapter
12 |
Written
Summary of Chapters |
|
4
(2/4) |
Issues
in Assessment and Identification |
Chapter
3 |
Written
Summary of Chapter |
|
5
(2/11) |
Exam #1 |
|
|
|
6
(2/18) |
Issues
in Curriculum and Instruction |
Chapter
4 |
Written
Summary of Chapter |
|
7
(2/25) |
Issues
in Placement Article Critique |
Chapter
5 |
|
|
8
(3/3) |
Learners
with Mental Retardation |
Chapter
6 |
Written
Summary of Chapter |
|
9
(3/10) |
SPRING
BREAK |
|
|
|
10
(3/17) |
Learners
with Learning Disabilities Discussion of Students with Learning Disabilities |
Chapter
7 |
Written
Summary of Chapter |
|
11
(3/24) |
Observational Work |
|
|
|
12
(3/31) |
Learners
with Emotional or Behavioral Disorders Discussion of Students with Emotional or Behavioral Disorders |
Chapter
8 |
Written
Summary of Chapter |
|
13
(4/7) |
Observational Work |
|
|
|
14
(4/14) |
Exam #2 |
|
|
|
15
(4/21) |
Learners
with Other Disorders and Conditions Cognitive
and Perceptual Characteristics Language
Characteristics Article Critique |
Chapter
9 Chapter
10 Chapter
11 |
Written
Summaries of Chapters |
|
4/25 |
Observation Packet Due |
|
|
Jackson-Madison
County Schools will be closed on the following days:
February
18- President’s Day
March
17- 24- Spring Break