A study of the etiology of and concepts relating to exceptional individuals.
Cluster & Competency
Professional Knowledge, Roles, & Responsibilities Cluster
Major legislation and current issues related to knowledge and practice- lecture, hands-on activity
Continuum of placement and services available for individuals with disabilities- lecture, activity
Disability services, networks, organizations, & publications-
all disability lectures, activity, Acc. Manual
Access information on exceptionalities- Acc. Manual
Maintain confidentiality- lecture, activity
SPED teacher’s Collaborative/Consultative role- guest lecturers
Concerns of families of students w/ disabilities & ways to address concerns- all disability lectures; guest lectures
Social/Emotional Environment Cluster
Barriers to accessibility & acceptance
FAT City Workshop; lecture; novel
Importance of teacher’s role modeling; lecture
Establish & maintain rapport w/ students w/ disabilities-
Adapt physical environment to promote learning for students w/ disability- FAT City Workshop; all disability lectures
Design, establish, & manage consistent routines- lecture
Planning & Instructional Cluster
Co-planning & co-teaching methods to strengthen content acquisition
Demands of learning environments-
lecture, activity, FAT City Workshop
Prevention & intervention strategies for at-risk learners-
all disability lectures
Relate levels of support to individual needs-
FAT City; all disability lectures; novel
Sources of specialized materials, curricula, & resources-
All disability lectures
Use research-supported methods-
All disability lectures; Acc. Manual
Select & use specialized strategies appropriate to individual needs & abilities-
Use appropriate adaptations & technology-
All disability lectures Acc. Manual
Similarities & differences between students w/ & w/out special needs-
Similarities & difference among students w/ special needs-
Differing ways of learning among students w/ special needs-
Impact of disabilities on auditory & information processing skills-
Effects a disability can have on a person’s life
All disability lectures; novel
Educational implications of disabilities
Effects of medications on individuals
Human Diversity Cluster
Service learning project reflections
Learn and respond appropriately to diverse needs in shaping the campus culture-
All disability lectures; wheelchair experience; FAT City Workshop; service learning project
Develop a vision of learning that promotes the success of all students based on relevant knowledge and theories, including but not limited to an understanding of the diversity of learners and learners’ needs, and schools as interactive, social, and cultural systems.
FAT City Workshop; all disability lectures; service learning project
Serve as an advocate for all children; FAT City Workshop; wheelchair experience; service learning project
Book Review 200
Accommodations notebook 300
Midterm Exam 200
Final Exam 300
Note that points will be deducted for absences. See Absentee Policy.
Service Learning Advocacy Activity:
Students will engage in service learning through conducting a book and supply drive for a special education classroom in a low-income school.
Book Review Rubric for The Curious Incident of the Dog in the Night Time
Describe the differences between C. (as a person with autism) and other people in the book.
Provides 2 generalizations and provides 2 specific examples for each.
Provides 2 generalizations and 1 example for each.
Does not meet criteria for 5 points.
Describe the similarities between C. and other people in the book.
Provides 2 generalizations and provides 2 specific example for each.
Describe the effects that autism has on C’s life.
Provides 2 generalizations and provides 1 example for each.
What types of barriers to acceptance does C encounter?
Identify 2 barriers to acceptance and explain why they are barriers.
Identifies only 1 barriers.
Describe the demands of two different environments C encountered. Describe how they affect him.
Describes the demands of 2 environments and how they affect C.
Describes only 1 environmental demand or describes only how 1 affects him.
Describe the levels of support that C needs in various settings.
Describe the levels of support that C needs in 2 settings.
Describe the levels of support that C needs in 1 setting.
How does Siobhan establish and maintain rapport with him?
Describes 2 ways that Siobhan maintains rapport.
Describes 1 way Siobhan maintains rapport.
What are the educational implications of C’s autism?
Describes 2 educational implications and provide details.
Describes 1 educational implication and provides details.
Describe the teaching strategies that Siobhan uses with C.
Describe 2 teaching strategies that Siobhan uses with C.
Describes 1 teaching strategy that Siobhan uses with C.
Mechanics, grammar, organization
No title page. M# with no identifier. 12-pt. TRN type. Default margins. Header with name, page number. Title of book. Each section starts with the standard in bold. Spelling, mechanics, document and paragraph organization exceptional throughout the document.
No title page. M# with no identifier. 12-pt. TRN type. Default margins. Header with name, page number. Title of book. Each section starts with the standard in bold. Four errors in spelling or mechanics. Paragraph organization is acceptable but not exceptional.
Puts a title page (thereby wasting paper). Does not meet criteria for 5 points.
Rubric for Accommodations Manual for SPED 3613
Your Accommodations Manual grew out of the concern of faculty in Blocks II and III. The professors of those blocks stated that when candidates created their lesson plans in those blocks, they appeared to have forgotten everything they were taught in Block I about making accommodations for students with disabilities. Therefore, the Accommodations Manual is designed to travel with you to Blocks II and III, and eventually on to your student teaching.
In order to make a grade of A, you must meet EVERY criterion in the A category. One criterion in the B category in a notebook that otherwise meets the A category will result in a grade of B; one in the F category will bring a grade of A to a C.
The disabilities that should be included are: IDD, the FIVE LDs (Dyslexia, dysgraphia, dyscalculia, dysphasia, dyspraxia), OI, OHI-ADD, EBD, Autism, Communication Disorders, VI, and AI.
Grade of A
Grade of B
Cover inserted into 3-ring binder cover is attractive and titled Tier I Strategies: Accommodations for Accessing the General Curriculum. Student’s M-number instead of name is included on cover.
Cover inserted into 3-ring binder is titled Tier I Strategies: Accommodations for Accessing the General Curriculum
Cover missing, title is wrong, or type of binder is incorrect
Table of Contents identifies disabilities by color of tab dividers
Table of Contents missing or incorrectly identifies sections
Tabs divide binder into various disability sections
Insufficient tabs to address all disability areas
1 accommodation per page
For each disability covered in class, the 5 accommodations presented in class plus a minimum of 2 additional accommodations appropriate to the specific disability
For each of the disabilities covered in class, the 5 accommodations presented in class
One or more disabilities covered in class missing, or fewer than the 5 accommodations presented in class for each disability; copying accommodations for one disability and using them for another disability
The additional accommodations are practical, hands-on, specific accommodations rather than general non-specific suggestions such as having patience, etc.
Additional accommodations are general, impractical, or nonspecific
Every accommodation page has a color illustration (may be as small as 2.5 inches square) that illustrates that specific accommodation; manual is professional, attractive, and worthy of showing to the candidate’s cooperating teacher, to other teachers, to parents, etc.
Every accommodation page has a black & white illustration (may be as small as 2.5 inches square) that illustrates that specific accommodation; manual is professional and reasonably attractive.
Pages are unattractive or are not accommodation-specific.
All words are correctly spelled.
No more than two words in the notebook are spelled incorrectly.
More than two words are spelled incorrectly.
Notebook is submitted at 8:00 am on the due date.
Notebook is not submitted at 8:00 am on the due date.
Notebook is submitted more than one day late.
Please note that some students think that they can wait until the night before the assignment is due and complete it satisfactorily. This is never a successful ploy. Printers break down. Color cartridges run out of ink. Hard drives crash, and thumb drives freeze. I will not accept any excuses for late papers.
I will, however, accept assignments on the class before they are due
Some students do not follow the rubric, thinking that if a friend’s notebook from a previous semester received an A, theirs will too. Do not make this mistake. Requirements change somewhat from semester to semester.
The College of Education takes attendance seriously because teachers must be dependable. A bonus of 25 points will be awarded to students who are present and on time for EVERY class session; 25 points will be deducted for the first absence, 50 for the second and subsequent absences. The third absence will trigger a Fitness Alert; this Fitness Alert will require the student to meet with a faculty committee who will determine the student’s fitness for the teaching profession.
Tardiness is also taken seriously, as is leaving class early. Two tardies will be treated as an absence. For each tardy, the student will be expected to write a two-sentence Action Plan stating why the student was absent and what procedures the student has enacted to prevent a second tardy. The purpose of the Action Plan is to help the student learn how to prevent future tardiness.