Syllabus+Addendum

Justin Detmers detmersj@msu.edu
 * TE 408 Sec 007 Special Education Emphasis **
 * Syllabus Addendum **
 * Spring 2012 **
 * Instructors: ** Gerardo Aponte apontege@msu.edu

Children and youth with disabilities are part of a diverse group of individuals in our schools. Each child brings unique strengths, challenges, and life experiences into the classroom that impact their learning. It is a teacher’s job, both legally and morally, to try to help every child be successful in his/her classroom. This six-session sequence will provide you with the concepts and resources to work with, and support, students who are eligible for special education services within the general education classroom.
 * Introduction: **

Every student and every classroom context is different. No one approach will be successful for every student, but there are many different teaching approaches that can be used for different situations. This course will explore how to get information about special needs students, how to use that information to create lessons for classrooms, and how to assess such students.

This seminar will provide an overview of the role of special education in public schools, the mechanism by which students are identified for special education, what the labels mean, alternative ways of teaching and assessing, student self-perception and motivation, legal concerns, IEPs, 504 plans, classroom management, and other topics pertinent to special education in the general education classroom. While we cannot prepare you for every single student or situation that you will encounter in the classroom we can give you the confidence and knowledge to find the answers you need when those situations occur.


 * Three Basic Principles: **
 * You will have special education students in your classes and you are expected to be as successful with them as with other students.
 * Each student is a unique individual. You need to have compassion/empathy for special education students, and then work to understand their needs and meet them.
 * What is good for special education students is usually good for all students. Expectations for special education students should not be diluted.


 * Course Objectives: **
 * To have knowledge of special education resources and support systems you may encounter in schools, how to use these support systems effectively, and the roles and responsibilities of general education and special education personnel.
 * To increase confidence and understanding while gaining practical experience with the definitions and characteristics of the most common forms of learning and behavioral disabilities.
 * To have knowledge of the basic process and language involved in identification, evaluation, referral, and development of an Individualized Education Plan (IEP) according to the basic principles of IDEA (Individuals with Disabilities Education Act).
 * To have knowledge of types of appropriate accommodations to classroom curriculum and instruction in order to meet the individual needs of students.
 * To have increased knowledge of best practice when working with students with disabilities.

You are expected to attend all six sessions. Any unexcused absence may result in your failing the special education lab. If you must miss class, it is your responsibility to let the instructor know //ahead of time//. If an unexpected illness or event arises, you are expected to notify the instructor by e-mail. If you miss a class, you are responsible for all handouts, announcements, and other information distributed when you missed the class. Furthermore, you need to check with the instructor when you return to class and receive a make-up assignment to complete. The absence is not excused until the additional assignment is completed. Attendance in your field placement is equally important. During the six weeks of this course, you will be completing assignments in the field that will be needed for your final project.
 * Attendance Policy: **

This lab is graded as pass/no credit and is a component of your grade in TE 408. If you fail this component, you fail all of TE 408 and you will not be allowed to begin your internship until you have repeated TE 408 and successfully completed it, including the special education lab component. In order to receive a passing grade, you will need to attend and participate in class sessions and satisfactorily complete all assignments. These assignments include in-class activities and the Focus Student Portfolio.
 * Grading Policy: **

The purpose of this assignment is to allow you to work through the process of designing a lesson that includes accommodations for special education students by first learning about the needs of a //particular// (real, or if necessary fictitious) student, and then making instructional choices based on that knowledge. After delivery of the lesson, you will evaluate the effectiveness of the accommodations you made, and report your findings to the class in a presentation.
 * Final Assessment: Focus Student Portfolio **

// *** NOTE: // Due to the diversity of conditions in field placements, instructors may modify the requirements to reflect the individual situations. These arrangements must be made as soon as possible.

// Required: // Wilmhurst, L. & Brue, A. (2010). //The complete guide to special education: Expert advice on evaluations, IEPs, and helping kids succeed//. San Francisco, CA: Jossey-Bass.
 * Course Materials: **

// Optional: // Friend, M. (2008). //Special education: Contemporary perspectives for school professionals.// Boston: Pearson Education, Inc.


 * Outline of Weekly Topics and Assignments: **


 * ** Week ** ||  ** Topics **  ||  ** Textbook Chapters **  ||
 * 1  || Introduction to Special Education: Categorization and Inclusion Classrooms ||   1 and 2   ||
 * 2  || Types of Disabilities ||   3 and 4   ||
 * 3  || Learning Styles and How to Accommodate ||   12, 13, 14, and 15   ||
 * 4  || IEP’s and 504 plans: Your responsibility and Special Education resources ||   16   ||
 * 5  || Case Studies ||   ---   ||
 * 6  || Portfolio Presentation; Wrap-up and Evaluation ||   ---   ||