Exceptional Individuals

Course Details

Course Number: SPED 3613  Section Number: 101

Spring 2011

Location: Ferguson Hall

Classroom Number: 202

Days & Times:

T/R 8-9:20



Course Attachments

Syllabus  ExceptionalIndividualsSpring2011Syllabus101.doc

Textbooks

MSU Faculty Member
Dr. Millie Gore   
view Profile »

Course Objectives

Catalog Description:

A study of the etiology of and concepts relating to exceptional individuals. 

 

 

Assessment

Comp #

Cluster & Competency

 

 

Professional Knowledge, Roles, & Responsibilities Cluster

Exam

IGC1K3

Major legislation and current issues related to knowledge and practice- lecture, hands-on activity  

Exam

IGC1K5

Continuum of placement and services available for individuals with disabilities- lecture, activity   

Exam

IGC9K1, 2

Disability services, networks, organizations, & publications-

all disability lectures, activity, Acc. Manual

Exam

ICC9S10

Access information on exceptionalities- Acc. Manual

Exam

ICC10S1

Maintain confidentiality- lecture, activity

Exam

IGC10K2

SPED teacher’s Collaborative/Consultative role- guest lecturers

Exam

Novel review

ICC10K3

Concerns of families of students w/ disabilities & ways to address concerns- all disability lectures; guest lectures

 

 

 

 

 

Social/Emotional Environment Cluster

Exam

Novel review

IGC3K1

Barriers to accessibility & acceptance

FAT City Workshop; lecture; novel

Exam

 

ICC9K2

Importance of teacher’s role modeling; lecture

Novel review

ICC5S7

Establish & maintain rapport w/ students w/ disabilities-

novel; lecture

Accommodations Manual

IGC5K2

Adapt physical environment to promote learning for students w/ disability- FAT City Workshop; all disability lectures

Exam

ICC5S12

Design, establish, & manage consistent routines- lecture

 

 

 

 

 

 

Planning & Instructional Cluster

Exam

IGC10K4

Co-planning & co-teaching methods to strengthen content acquisition

Guest lecturers

Exam

ICC5K1

Demands of learning environments-

lecture, activity, FAT City Workshop

Exam

Accommodations Manual

IGC4K4

Prevention & intervention strategies for at-risk learners-  

all disability lectures

Exam

Novel review

 

IGC3S1

Relate levels of support to individual needs-

FAT City; all disability lectures; novel

 

 

 

Exam

IGC4K1

Sources of specialized materials, curricula, & resources-

All disability lectures

Exam

Accommodations Manual

IGC4S1

Use research-supported methods-

All disability lectures; Acc. Manual

Exam

Novel review

Accommodations Manual

IGC7S2

Select & use specialized strategies appropriate to individual needs & abilities-

All disability lectures; Acc. Manual

Exam

Accommodations Manual

IGC4S7

Use appropriate adaptations & technology-

All disability lectures Acc. Manual

 

 

 

 

 

Disability Cluster

Exam

Novel review

ICC2K5

Similarities & differences between students w/ & w/out special needs-

All disability lectures

Exam

 

ICC2K6

Similarities & difference among students w/ special needs-

All disability lectures

Exam

ICC3K5

Differing ways of learning among students w/ special needs-

All disability lectures

Exam

IGC3K1

Impact of disabilities on auditory & information processing skills-

All disability lectures

Exam

Novel

ICC3K1

Effects a disability can have on a person’s life

All disability lectures; novel

Exam

Novel review

ICC2K2

Educational implications of disabilities

All disability lectures; novel

Exam

ICC2K7

Effects of medications on individuals

CCBD article

 

 

 

 

 

 

Human Diversity Cluster

Service learning project reflections

HD

Learn and respond appropriately to diverse needs in shaping the campus culture-

All disability lectures; wheelchair experience; FAT City Workshop; service learning project

Reflections

HD

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

Reflections

HD

Serve as an advocate for all children; FAT City Workshop; wheelchair experience; service learning project

 


Course Expectations

Book Review                                                               200

Accommodations notebook                                                300

Midterm Exam                                                            200

Final Exam                                                                 300

 

Total                                                                       1000

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.


Grading Standards

Book Review Rubric for The Curious Incident of the Dog in the Night Time

 

 

 

Standard

20 points

12 points

0 points

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.

Provides 2 generalizations and 1 example for each.

Does not meet criteria for 5 points.

Describe the effects that autism has on C’s life.

Provides 2 generalizations and provides 2 specific examples for each.

Provides 2 generalizations and provides 1 example for each.

Does not meet criteria for 5 points.

What types of barriers to acceptance does C encounter?

Identify 2 barriers to acceptance and explain why they are barriers.

Identifies only 1 barriers.

Does not meet criteria for 5 points.

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.

Does not meet criteria for 5 points.

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.

Does not meet criteria for 5 points.

How does Siobhan establish and maintain rapport with him?

Describes 2 ways that Siobhan maintains rapport.

Describes 1 way Siobhan maintains rapport.

Does not meet criteria for 5 points.

 

What are the educational implications of C’s autism?

Describes 2 educational implications and provide details.

Describes 1 educational implication and provides details.

Does not meet criteria for 5 points.

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.

Does not meet criteria for 5 points.

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

Unacceptable- F

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 identifies disabilities by color of tab dividers

Table of Contents missing or incorrectly identifies sections

Tabs divide binder into various disability sections

Tabs divide binder into various disability sections

Insufficient tabs to address all disability areas

1 accommodation per page

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.


Final Exam5/9/2011  8:00

Submission Format Policy

Book Review Rubric for The Curious Incident of the Dog in the Night Time

 

 

 

Standard

20 points

12 points

0 points

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.

Provides 2 generalizations and 1 example for each.

Does not meet criteria for 5 points.

Describe the effects that autism has on C’s life.

Provides 2 generalizations and provides 2 specific examples for each.

Provides 2 generalizations and provides 1 example for each.

Does not meet criteria for 5 points.

What types of barriers to acceptance does C encounter?

Identify 2 barriers to acceptance and explain why they are barriers.

Identifies only 1 barriers.

Does not meet criteria for 5 points.

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.

Does not meet criteria for 5 points.

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.

Does not meet criteria for 5 points.

How does Siobhan establish and maintain rapport with him?

Describes 2 ways that Siobhan maintains rapport.

Describes 1 way Siobhan maintains rapport.

Does not meet criteria for 5 points.

 

What are the educational implications of C’s autism?

Describes 2 educational implications and provide details.

Describes 1 educational implication and provides details.

Does not meet criteria for 5 points.

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.

Does not meet criteria for 5 points.

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

Unacceptable- F

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 identifies disabilities by color of tab dividers

Table of Contents missing or incorrectly identifies sections

Tabs divide binder into various disability sections

Tabs divide binder into various disability sections

Insufficient tabs to address all disability areas

1 accommodation per page

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.



Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

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


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

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.


Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.