Department of Special Education
Eastern
Master Syllabus
Course Number and
Title:
SPCI 429G Education of students in programs for mild
cognitive impairment 4
Semester Hours
Prerequisites: SPCI 240,
SPCI 350, and Admission to the teacher preparation program
EMU
Program Theme: Inquiry, advocacy and leadership in education
for a diverse and democratic society.
Catalog Description:
Students taking this
course will develop their philosophies of education regarding inclusion and
collaboration to promote the academic success of students with mild cognitive
impairments in the general education classrooms. Emphasis will be given to assessment
strategies (both traditional and alternative), instructional methods
and curriculum for students with mild cognitive impairments. Additional emphasis will be given to writing
IEP documents, lesson plans that include the Michigan Curriculum Framework, and
evaluation of student learning. Learning
theories for students with mild cognitive disabilities will be analyzed.
Course Purpose:
Six major areas are
emphasized in this course.
1.
Hierarchy of
educational delivery systems and related program development.
2.
Applications
of information gathered via formal and informal assessment procedures, focusing
upon diverse student populations represented within classrooms.
3.
Methods and
materials for individualized and/or group educational programming for students
with mild disabilities.
4.
Expansion of
classroom management methods and techniques to enhance the educational
curriculum for students with mild disabilities within segregated programs,
supportive settings and general education classrooms.
5.
Roles,
responsibilities, and strategies for developing effective working teams among
general and special education teachers, students, and families.
6.
Addressing the
needs of the diverse student populations represented within the scope of
educational settings serving special needs students.
Course Objectives
(which will be met through class discussions and time spent in a classroom
environment field placement:
Students will:
1.
Define and
illustrate various educational delivery systems appropriate for students with
mild cognitive impairment. Discuss how
NCLB and IDEIA 2004 effect these systems.
2.
Students will
develop courses of action for varied learning problems through demonstration
and usage of informal and formal methods of observation and assessment. Define, discuss and demonstrate all types of
assessment for students with mild cognitive impairments including (curriculum
based, portfolio and MI/ACCESS, Michigan Alternative Assessment Program).
3.
Design a plan
for organizing, managing, and scheduling an educational environment for an
identified group of students.
4.
Evaluate and
use commercial material based upon prescribed needs of children identifying
sources for accessing curriculums, instructional materials, including
recreation and leisure materials.
Attention will be addressed toward meeting multicultural needs of
students receiving support.
Technological applications are also reviewed.
5.
Describe the
application of varied behavioral management techniques for students with mild
impairments.
6. Write and teach a lesson to students with mild cognitive impairments. Lesson must include current information from the Michigan Curriculum Framework.
7. Identify factors to consider in selecting appropriate educational procedures, and related materials for students with multicultural and/or differentiated instruction needs.
8.
Organize data
on a student in a format appropriate for future use with students in their own
classrooms.
9.
Identify
current educational research findings and cite their application to the special
classroom or students within inclusion settings.
10. Role play a variety of collaboration scenarios in order to develop
effective skills in communicating with students, ancillary staff, parents,
etc.
11. Develop skills in working with general education teachers in
shared ownership situations, e.g. cooperative learning approaches, team
teaching, co-teaching strategies.
Text:
Friend, M. & Bursuck, W. (2006). Including
Students with Special Needs.
MI
Climb CD-ROM is also required for this class.
Evaluation:
Teaching Assignment (1) 20%
(of final grade)
Tools for Instruction
(2) 20%
(of final grade)
Curriculum Project
(3) 30%
(of final grade)
Final Exam (4) 20%
(of final grade)
Participation 10% (of final grade)
What follows below is
a brief overview of the assignments listed above. You will receive more specific instructions
and grading criteria about each assignment in class. Please note that assignments will be
evaluated on the quality and accuracy of content: spelling, organization and clarity of thoughts
presented are critical points. Unless
otherwise specified, all assignments are to be typed. To complete these assignments, you will need
to spend time in a setting that includes students with mild cognitive
impairments.
Student
Responsibility:
*** Provide the instructor with an my emich e mail account.
Use this account when corresponding with the instructor. Follow appropriate e mail etiquette.
*** Be able to retrieve class documents
using the E-Reserve process at Halle Library
*** Academic dishonesty is not tolerated
in any course at the University. Please
refer to the guidelines published at
http://www.emich.edu/public/students/restored/Condcode.html
***You are asked to turn projects in on the due date. Projects and/or papers turned in late will be
penalized 5% per day for each day late.
***Participate in class!!! You can
participate in many ways, including respectful listening and contributions,
record student work during small group projects, complete assignments by their
due date and let the instructor know when you will be absent. You should also know that if your grade falls
between 2 grades at the final calculation, attendance will be considered in
making final grade determinations.
Grading Scale:
A 100-95 C75-73
A- 94-90 C-72-70
B+ 89-86 D+69-66
B 85-83 D65-63
C+ 79-76 E<
59
F and J visa students, you have 10
days to report any:
Changes in your name, residential
address, academic status (full or part-time enrollment), program of study or
completion date, student level (undergraduate to graduate) or funding source
(employment or graduate assistant position).
Intent to transfer to another
university
Probation or disciplinary action due to
a criminal conviction
In accordance with new federal regulations, these must be
reported to the EMU Office of International Students (OIS), 229 King Hall
within 10 days of occurrence; failure to
do so may result in arrest and deportation.
You may not drop or withdraw from a course without OIS approval. If you have questions or concerns, contact
the OIS at 487-3116, not your instructor.
Knowledge Base: Bibliography
Bauer, A,
& Shea, T. (1999). Inclusion 101: How to Teach All Learners.
Bourne, B. (1999). Taking
Inquiry Outdoors:
Clayton,
M. (2001). Classroom Spaces That Work.
Dettmer,
P, Thurston, L & Dyck, N. (2005). Consultation, Collaboration, and
Teamwork for Students with Special Needs.
Dunquette, C. (2001). Students
at Risk: Solutions to Classroom Challenges.
Forsten, C., Grant J., & Hollas, B.
(2003). Differentiating
Textbooks: Strategies
to Improve Student Comprehension and Motivation.
Friend, M. and
Cook L. (2003). Interactions: Collaboration Skills for
School Professionals. Allyn
& Bacon
Haager,
D. & Klingner, J. (2005). Differentiating Instruction
in Inclusive Classrooms: The Special Educator's Guide.
Jannery, R. & Snell, M. (2000). Behavioral
Support.
Jannery, R. & Snell, M. (2000). Modifying
Schoolwork.
Jannery, R. & Snell, M. (2000). Social
Relationships and Peer Support.
Kerr, R. (1999). Self-Discipline: Using
Portfolios to Help Students Develop Self-Awareness, Manage Emotions, and Build
Relationships.
Sayeski,
K. & Cooper J. (2003). An Educator's Guide to Inclusion.