EDFD 6053
The At-Risk Student
Dr. Sid T. Womack
Crabaugh 216, 9: 15- 10: 50 MTWRF
Office: Crabaugh 211 Phone: 968-0423 Fax: 964-0811
Office hours: 8-9 MTWRF by
appointment; 3-4 MTWRF daily
Email:
Web: http://education.atu.edu/people/swomack/6053news.html
FTP: ftp://tdata.atu.edu for course materials
Organizing theme for the course: Professionals
for the future.
Relation to
the Conceptual Framework:
1.
All human beings grow, develop, and learn.
2.
Educational processes have key components.
3.
Educational practices are systemically coherent and developmentally
appropriate.
4.
Educators are moral and ethical professionals.
5.
Educators focus on maximizing growth, development, and learning opportunities
for all students.
IV Catalog Description:
The
At-Risk Child in the School Environment.
A seminar designed to investigate the characteristics of the at-risk
student and to investigate the teaching strategies utilized to meet the needs
of the at-risk student in the regular classroom.
Rationale: The term At-risk student in this course refers to the student who is at risk
of not completing high
school. A knowledge of at-risk factors helps teachers
understand the complex nature of the student's world and take steps to make
school a more nurturing, supportive climate for learning. A knowledge of at-risk factors will help the
educator make more informed decisions about interventions and about assistance
by other agencies. This course addresses Standard Four of NCATE heavily.
V. Textbook:
Piazza,
R. (1994). Case studies for teaching special needs
and at-risk students: Delmar
Publishing Co.
VI. Supplemental
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(2000). Creating community in
your classroom. The Education Digest,
65 (7), 23-27.
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(1997). By what token
economy? Teaching Exceptional
Children, 29 (4), 65-67.
Andrews, J. F.,
Jordan, D. L. (1998). Multimedia stories for deaf children. The Council for Exceptional
Children, 30 (5), 28-33.
Armstrong, T.
(1996). ADD: Does it really exist? Phi Delta Kappan, 77
(6), 424‑428.
Arnold, K., & Subotnik, R.
(1995). Mentoring the gifted: a differentiated model. Educational Horizons, 72
(3), 118‑123.
Beacon Press.
(1998), The real ebonics
debate: power, language, and the
education of African-American children.
Bemer,
J., Haan, A., & Vander, J. (2000). Implications for computer-mediated
communications for people who are visually impaired in dealing with complex
visualizations tasks. Journal of
Visual Impairment & Blindness, 94 (7), 453-456.
Benson, S. H.
(2000). Make mine an A. Educational Leadership, 57 (5), 30-32.
Block, M. & Burke, K. (1999).
Are children with disabilities receiving appropriate physical
education? Teaching Exceptional
Children, 31 (3), 18-22.
Blough, L., & Rittenhouse, R. (1995). Gifted students with hearing
impairments: suggestions for
teachers. Teaching Exceptional Children,
27 (4),
Castellano, J. & Lozano-Rodrigues, J. (1999).
Assessing limited English proficient migrant students for special
education. ERIC Clearing House on
Special Education: ED 425 892.
Cherry-Cruz,
T. (2001). Tell me a story: enhancing literacy through the techniques of
storytelling. The ASHA Leader, 6(12),
4-5, 18.
Cousin, P. T., & Prentice, L. (1993).
Moving beyond the textbook to teach students with
learning
disabilities. Teaching Exceptional
Learners, 26 (1), 14‑17.
Culkin, J.
(1970). Summerhill: For and against.
Dawson, G.
(1995). Your autistic child. Journal
of Abnormal Child Psychology, 23 (5), 569‑571.
Delpit, Lisa (1995)
Other people's children:
cultural conflict in the classroom.
Press.
Fachin, K.
(1996). Teaching Tommy: a second‑grader with attention deficit
hyperactivity
disorder. Phi Delta Kappan, 77 (6), 437‑441.
Fueyo, V. (1997). Below the tip of the iceberg, teaching
language-minority students. Teaching
Exceptional
Children, 30 (1), 61-65.
Fernandez, R. C. (2000). No hablo Ingles: bilingualism and multiculturalism in
preschool
settings. Early Childhood Special Education, 27
(3), 159-163.
Gately, S. (2004).
Developing concept of word: the
work of emergent readers. Teaching Exceptional Children, 36 (6),
16-22.
Geary,
D. (2004). Mathematics and learning disabilities.
Journal of Learning Disabilities, 37 (1), 4-15.
Geiger,
G., & Drecktrah, M. (2001). Diversity:
All in the family. Kappa Delta
Pi, 38 (1), 37-39.
Gil, E.
(1983). Outgrowing the
pain: A book for and about adults abused
as children. New
Heller,
Children, 30 (3), 50-53.
Holt, J.
(1995) How children learn.
Holt, J. (1995) How children fail.
Jones, D. (2000). Disclosure of child sexual abuse. Child Abuse and Neglect, The International
Journal, 24 (2), 269-271.
Junge, E.
(1995). Mathematical self‑efficacy
gender differences in gifted/talented adolescents. Gifted Child Quarterly, 39 (1), 22‑26.
Klingner, J. K., & Vaughn, S. (1999).
Students' perceptions of instruction in inclusion classrooms: Implications for students with learning
disabilities. Exceptional Children,
66 (1), 23-37.
Komro, K. A.
(1999). Peer leadership in school
and community alcohol use prevention activities. Journal of Health Education, 30 (4),
202-208.
Kozol, J.
(1992). Savage Inequalities.
Kozol, J.
(2000). Ordinary
resurrections: children in the years of
hope.
Lazarus, B. D. (1996).
Flexible skeletons: guided notes for adolescents. Teaching Exceptional Children,
28 (3), 36-40.
Leong, P.
(1997). Early identification of
gifted minority kindergarten students in
Manset, G., & Semmel, M. (1997).
Are inclusive programs for students with mild disabilities
effective? A comparative review of model
programs. The Journal of Special Education,
31 (2), 155‑180.
Maroney,
S., Finson, K., Beaver, J. & Jensen, M. (2003). Preparing for successful inquiry in inclusive
science classrooms. Teaching Exceptional Children, 36 (1), 18-25.
Mastropieri, M.
(1995). Teaching science to
students with disabilities in general education settings. Teaching
Exceptional Learners, 27 (4), 10-13.
McCarty, H., & Chalmers, L. (1997).
Bibliotherapy: intervention and
prevention. Teaching Exceptional
Children, 29 (6), 12‑17.
McGaha, C. G., & Farran, D. C. (2001).
Interactions in an inclusive classroom: The effects of visual status and
setting. Journal of Visual Impairment
and Blindness, 95 (2), 80-94.
McQuillan, J.
(1998). Seven myths about
literacy in the
McCray, A. D. (2001).
Middle school students with reading disabilities. The
Moore-Brown, B., Montgomery, J., Hishida, B., &
Sanger, D. (2002). Communication and violence—new roles for
speech-language pathologists. The
ASHA Leader, 7 (8), 4-5, 15.
Orenstein, Y.
(1996). Forging the new
fathers: why contemporary fatherhood
must change.
Otaiba, S. & Smartt. S. (2003).
Summer sound camp—Involving parents in early literacy intervention for
children with speech and language delays.
Teaching Exceptional Children, 35
(3), 30 -34.
Parette, H. P., & Petch-Hogan, B. (2000).
Approaching families:
facilitating culturally/linguistically diverse family involvement. Teaching Exceptional Children, 33 (2),
4-9.
Pipher, M.
(1994). Reviving Ophelia: Saving the selves of adolescent girls.
Pomplun, M.
(1997). When students with
disabilities participate in cooperative groups.
Exceptional Children, 64 (1), 49-58.
Reiff, J.
(1997). Bridging home and school
through multiple intelligences. Childhood
Education, 72 (3), 164-167.
Rimm, S. B. (
1996). How to parent so children will
learn.
Rimm, S. B.
(1999). See Jane win : the Rimm report on how 1,000 girls became successful
women.
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Risk and recovery from course failure in the early years of high
school. American Education Research
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Russell‑Fox, J.
(1997). Together is better: specific tips on how to include children with
various types of disabilities. Young
Children, 52 (4), 81‑83.
Salend, S.
(1989). A migrant education guide
for special educators. Teaching
Exceptional Children, 22 (1), 18‑21.
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T., & Mastropieri, M. (2004).
Science and schooling for students with LD. Journal
of Learning Disabilities, 37 (3), 270-276.
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K. L., & Hoffnung, R. J.
(2000). Media influences on
aggression. Child and Adolescent
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R. (2004). Finding effective intervention and personnel
preparation practices for students with Autism Spectrum Disorders. Exceptional
Children, 70 (2), 135-144.
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(1995). Written language
development and disorders: Selected
principles, patterns, and intervention possibilities. Topics
in Language Disorders, 16 (1), 83-98.
Smelter, R.
(1996). Is attention deficit
disorder becoming a desired diagnosis? Phi
Delta Kappan, 77 (6), 429‑432.
Smith, R., Salend, S., & Ryan, S. (2001).
Watch your language. Teaching Exceptional Children, 33,
18-23.
Stevens, C.
(1999). Is it really ADD? Phi Delta Kappan, 41 (3), 33-37.
Symons, F., Clark, R., Roberts, J., & Bailey, D.
(2001). Classroom behavior of elementary
school-aged boys with Fragile X Sundrome.
The Journal of Special Education,
34 (4), 194-202.
Tanner, D.
(2001). The learning
disabled: a distinct population of
students.
Education, 121 (4), 195-198.
Urquhart, V. A. (2002). Three faces of diversity. Principal,
82, 24-26.
Wadlington, E.
(2000). Effective language arts
instruction for students with dyslexia. Preventing
School Failure, 44 (2), 61-65.
Webb-Bussert, K.
(2000). Did my holistic teaching
help students' standardized test scores?
Journal of Adolescent and Adult Literacy, 43 (6), 572-574.
Westwater, A. & Wolfe, P. (2000).
The brain-compatible curriculum. Educational Leadership, 58 (3), 49-52.
Zentall, S.
(2001). Learning and motivational
characteristics of boys with AD/HD and/or giftedness. Exceptional Children, 67 (4), 499-519.
VII. Rationale: The
term At-risk student in this course
refers to the student who is at risk of not completing
high
school. A knowledge of at-risk factors
helps teachers understand the complex nature of the student's world and take
steps to make school a more nurturing, supportive climate for learning. A knowledge of at-risk factors will help the
educator make more informed decisions about interventions and about assistance
by other agencies. This course addresses Standard Four of NCATE heavily.
VIII. Course
Objectives:
Course Goals:
1.
To help
professionals acquire an awareness of at-risk student characteristics. Standards
1.2.3,
3.1.1, 3.1.8, 3.2.4, 4.1.1, 4.1.2, 4.2.1, 4.3.6, 5.1.7, 5.2.1. Pathwise
A1, A2, A3, A4, A5; B1,
B2,
B3, B4, B5.
2. To
increase professionals' knowledge of the various categories of at-risk
students. Pathwise A1,
A2, A3, A4, A5, B1, B2, B3, B4, B5,
C1, C2; D4.
3. To
acquaint professionals with appropriate strategies and techniques. Standards 1.1.4, 1.2.2,
1.3.3, 1.3.6, 2.1.7, 2.2.1, 2.3.2, 3.1.5, 3.1.6,
3.2.2, 3.2.4, 3.2.5, 3.3.1, 3.3.6, 4.2.1, 4.3.3, 4.3.6,
5.1.1, 5.2.1; Pathwise A4, A5, C2,
C4, C5.
5.
4. To equip professionals with fundamental
counseling and consultative skills to facilitate collaborative relationships
with families of at-risk students. Standards
1.1.4, 1.2.2, 1.3.3, 1.3.6, 2.1.7, 2.2.1, 2.3.2, 3.1.5, 3.1.6, 3.2.2, 3.2.4,
3.2.5, 3.3.1, 3.3.6, 4.2.1, 4.3.3, 4.3.6, 5.1.1, 5.2.1; Pathwise B1, B2, D2,
D3, D4.
5.
To help teachers,
counselors, and administrators make appropriate adaptations and additions in
curriculum and instruction for at-risk students. Standards 1.1.4, 1.2.2, 1.3.3, 1.3.6,
2.1.7, 2.2.1, 2.3.2, 3.1.5, 3.1.6, 3.2.2, 3.2.4, 3.2.5, 3.3.1, 3.3.6, 4.2.1,
4.3.3, 4.3.6, 5.1.1, 5.2.1; Pathwise A1, A2, A4, A5, B1, B3, C2, C3, C4, C5;
D3, D4.
6.
To acquaint
professionals with appropriate agencies and organizations that provide
assistance for at-
risk
students. Pathwise D2, D3, D4.
Course Objectives:
Students will:
1.
State the
criteria for classification into the various categories of at-risk, and give
general factors that put students at risk.
2.
State
characteristics of At-risk students.
3. Evaluate
student behavior in consideration of factors such as being withdrawn,
aggressiveness, child abuse, substance abuse, and suicidal
tendencies etc.
4. Describe, in detail and comprehensively,
several at-risk categories, and approaches to educate used with these
categories.
5. Describe
and evaluate family interaction patterns which affect at-risk students.
IX Description
of How the Course Meets the General Education Objectives
This course is not a general education course and does
not attempt to meet the
general education objectives.
Methods of Instruction: The
class emphasis is on the various kinds of at-risk conditions,
methods of
teaching these students, classroom
management, and parent conferencing.
Handouts, Power Points, instructional videos and field
trip(s) are used. In the latter part of
the course, graduate students present oral and written
reports of their findings about these
students.
X. Assessment and Evaluation Methods
A. To
benefit from this course, the following will be expected of the student.
1. Regular
class attendance and participation
2 Satisfactory
performance on the examinations
3. Required
reading in textbook and required activities
4 Group
participation
5.
Individual
presentation
Grading:
Exam I 100
pts
Exam II 100
Final 200
Attendance & Participation 100
Professional articles 100
Class presentations (2 @ 100) 200
Total
800
Scale: A is from 700-800 points; B, 600-699; C,
500-599; D, 400-499. F<400 points.
Professional
Four professional articles about at-risk students to
be shared orally. Each reading is worth
25 of the total of 100 points for articles.
Please have the articles ready on the dates indicated on the schedule. Unlike the pattern of undergraduate classes,
be prepared to share with the class for one to two minutes about your article
each time a reading is due.
B. Administrative
Requirements:
1. Attendance policy: Students are expected to attend all class
meetings and participate fully. Most
class meetings will require the active involvement of students. Grades will be influenced by class
participation and contributions made (limit of three (3) class absences). For emergency absences, refer to the
2. Plagiarism
and other academic misconduct: Any
student found to have committed academic misconduct including, but not limited
to cheating, plagiarism, or other forms of academic dishonesty is subject to
the disciplinary section outlined in the Arkansas Tech Student Handbook.
3. Quality
and timeliness of work: All work
submitted should be of professional quality, neatly presented, grammatically
correct and free of spelling and punctuation errors. Work that is late will not receive full
credit.
4. Bottled water is permitted in the
classroom. All other forms of food or
tobacco are banned.
Sorry,
I've been watching this for 20 years.
Every person who ever spilled a soft drink on
the
carpet and stained it said he/she was different from all those before, and that
he would
be
careful. But we still replace carpet way
ahead of schedule. No food.
C. Course
Content
1. Types of at-risk students
A. Handicapped students
B. Child Abuse
C. Students with self-destructive or
suicidal tendencies
D. Migrant
students
E. Latchkey
students
F. The
unmotivated gifted or gifted/LD student
G. Learning
disabilities
H. The
slow learner
I. Autism
J. The
students involved in substance abuse
K. Visually
impaired
L. The terminally ill student, including students
with HIV or AIDS
M. Anorexia/Bulimia
N. Attention
Deficit Disorder
O. Dyslexia
P Economically depressed/poor
Q. Special challenges of the single-parent
home
R Hearing impaired/speech impaired
(mild)
2. Conferencing
with the families of at-risk students
1.
Challenges which
these families face
2.
Counseling
3.
Advising but not
dictating to the family
4. &nbs