ELED6803 Fall '04 syllabus

ELED6803

Teaching the Exceptional Child

Crabaugh 214, 5: 30 -8: 30 Tuesday nights

Dr. Sid T. Womack, Professor of curriculum and instruction

Crabaugh 211; Office hours are MWF 9-11:00, 2-3: 00 MWF after September 3,

11-12 by appointment

(501) 968-0423. Fax, (501) 964-0811. @atu.edu

Web page: http://education.atu.edu/people/swomack/6803news.html

Please check this web page weekly after the Friday-afternoon changes have been posted.

IV. Catalog description: ELED6803. Teaching the Exceptional Child. Focuses on curricular content and teaching materials for the exceptional child. Special consideration is given to developing more effective teaching methods and materials for the atypical child.

V. Required text: Wood, J. W. Adapting instruction to accommodate students in inclusive settings, 4^th ed. Upper Saddle River, N. J.: Merrill Prentice Hall.

VI. Bibliography or supplemental reading list:

Abrams, B., & Segal, A. (1998). How to prevent aggressive behavior. Teaching

Exceptional Children, 30 (4), 10-14.

Alberto, P. (1995). Using videotape to communicate with parents of students with severe disabilities. Teaching Exceptional Children, 27 (3), 18‑21.

Anderson, C. (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.

Andrews, S. (1998). Using inclusion literature to promote positive attitudes toward disabilities. Journal of Adolescent and Adult literacy, 41 (6), 420-425.

Armstrong, T. (1996). ADD: Does it really exist? Phi Delta Kappan, 77 (6), 424‑428.

Barbetta, P., Cavanaugh, R., Courson, F., Gardner III, R., Grossi, T., Heward, W. (1996). Everyone participates in this class. Teaching Exceptional Children, 28 (2), 4-9.

Beakley, B. (1997). Inclusion: theory, reality, survival. The Delta Kappa Bulletin, 63 (3), 32‑36, 41.

Begerow, J., Zander, D., Freier, I., & Dunemann, L. (1994). Long-term mercury

excretion in urine after removal of amalgam fillings. International Arch: Occupation Environmental Health 66, 209-212.

Brown, W. (1997). Inclusion: a time to include and support young children. Dimensions of Early Childhood, 25 (3), 3-5.

Collins, B., Kleinert, H., Schuster, J., Smith, R. (1999). Teaching students how to clean tables. Education and Training in Mental Retardation and Developmental Disabilities, 34 (3), 342-353.

Davern, L. (1996). Listening to parents of children with disabilities. Educational Leadership, 53 (7), 61‑63.

Dawson, G. (1995). Your autistic child. Journal of Abnormal Child Psychology, 23 (5), 569‑571.

Drew, C. J., Hardman, M. L., & Logan, D. R. (1996). Mental retardation: A life cycle approach, 6^th ed. Englewood cliffs, N. J.: Prentice-Hall.

Favazza, P., & Odom, S. (1996). Promoting positive attitudes of kindergarten-age children toward peole with disabilities. Exceptional Children, 63 (3), 405-418.

Fletcher, R. (1996). Current trends in mental health care for persons with mental retardation. Journal of Rehabilitation, 23 (1), 24‑26.

Fueyo, V. (1997). Below the tip of the iceberg, teaching language-minority students. Teaching Exceptional Children, 30 (1), 61-65.

Geary, D. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37 (1), 4-15.

Glover, N. (1996). Ethical and legal issues regarding selective abortion of fetuses with Down syndrome. Mental Retardation, 34 (4), 207-213.

Goldstein, C. (1998). Learning at cybercamp. Teaching Exceptional Children, 30 (5), 16-21.

Gootman, N. (1993). Reaching and teaching abused children. Childhood Education, 70 (1), 15‑19.

Gottardo, A., & Rubin, H. (1991). Language analysis skills of children with mental retardation. Mental Retardation, 29 (5), 269‑274.

Hallenbeck, B. (1995). How does observational learning affect the behavior of students with emotional disorders? The Journal of Special Education, 29 (1), 45-67.

Heller, I., Manning, D., Pavur, D., & Wagner, K. (1998). Let=s all sign! Teaching Exceptional Children, 30 (3), 50-53.

Hetfield, P. (1994). Using a student newspaper to motivate students with behavior disorders. Teaching Exceptional Children, 26 (2), 6‑9.

Hock, C., Drasch, G., Golombowski, S., Muller-Spahn,B., Willershausen-Zonnchen, B,

Schwarz, P, Hock, U., Growdon, J. H., & Nitsch, R. M. (1998). Increased blood mercury levels in patients with Alzheimer’s disease. Journal of Neural Transmission, 105.

Joseph, L. M., & McCachran, M. (2003). Comparison of a word study phonics technique between students with moderate to mild mental retardation and struggling readers without disabilities. Education and Training in Developmental Disabilities, 38 (2), 192-199.

Littlefield, A. TED Case Studies: Minamata Disaster. Retrieved May 13, 2004 from

http://www.american.edu/TED/MINAMATA.HTM

Lorsheider, F. L., Vimy, M. J., & Summers, A. O. Mercury exposure from silver tooth

fillings: Emerging evidence questions a traditional dental paradigm. FASEB Journal 4.

Lowenthal, B. (1997). Teaching social skills to preschoolers with special needs. Childhood Development, 72 (3), 137-139.

Luckner, J. (1994). Developing independent and responsible behaviors. Teaching Exceptional Children, 26 (2), 13‑17.

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.

Marston, D. (1995). Comparison of reading intervention approaches for students with mild disabilities. Exceptional Children, 62 (1), 20‑37.

Mason, B. (1997). Integration: a model that works. The Delta Kappa Gamma Bulletin, 63 (3), 37‑41.

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.

McNeill, J. H., & Fowler, S. A. (1996). Using story reading to encourage children's conversations. Teaching Exceptional Children, 28 (4), 43‑47.

Moore, B. C., & Moore, S. M. (1977). Mental Retardation: Causes and Prevention.

(pp. 43-46). Columbus, Ohio: Charles E. Merrill.

New Jersey State Department of Health. (No Date). The health effects of mercury.

Oklahoma State University: Environmental Health and Safety. Retrieved May 12, 2004, from http://www.pp.okstate.edu/ehs/training/mercury.htm

Patton, J. R. (1995). Teaching science to students with special needs. Teaching Exceptional Children, 27 (4), 4‑7.

Pauker, G., & Pauker, P. (1994). Why is 35 a magic number? The New England Journal of Medicine, 330 (16), 1151‑1153.

Pomplun, M. (1997). When students with disabilities participate in cooperative groups. Exceptional Children, 64 (1), 49-58.

Prette, H. (1997). Family-centered practice and computers for children with disabilities. Early Childhood Education Journal, 25 (1), 53-55.

Reiff, J. (1997). Bridging home and school through multiple intelligences. Childhood Education, 72 (3), 164-167.

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. J. (1994). Effective mainstreaming: Creating inclusive classrooms. New York: MacMillan.

Saxe S.R., Wekstein M.W., Kryscio R.J., Henry R.G., Cornett C.R., Snowdon D.A., Grant, F.T., Schmitt F.A., Donegan S.J., Wekstein D.R., Ehmann W.D., Markesbery W.R. (2004, May 14). Alzheimer's Disease, dental amalgam and mercury. Retrieved May 13, 2004, from http://pcedev23.ingenta.com/content/templates/el/el_searchexpand.htm?comm=portal&token=0014DBAF7D450D142C0B96D0BC26B9&action=expand&caller=portal0&identifier=ada%2fjada%2f1999%2f00000130%2f00000002%2fart00005&type=infobike&local=yes&format=application.

Short, J. (1993). Conduct disorders: current research, theory and practice. School Psychology Review, 22 (3), 360‑375.

Shupe, M., & Richardson, B. (2003). The importance of teacher self-awareness in working with students with emotional and behavioral disorders. Teaching Exceptional Children, 36 (2), 8-13.

Slavin, R. (1995). Neverstreaming. Educational Leadership, 54 (2), 4‑7.

Smith, S. (1998). Preparing prospective teachers on the web. Teaching Exceptional Children, 30 (5), 60-63.

Stainback, W., Stainback, S., & Stefanich, G. (1996). Learning together in inclusive classrooms. Teaching Exceptional Children, 28 (3), 14‑19.

Stoddard, K. (1994). Integrating special needs children into a preschool setting. Day Care and Early Education, 22 (2), 30‑33.

Storeygard, J., Simmons, R., Stumpf, M., & Pavloglou, E. (1993). Making computers work for students with special needs. Teaching Exceptional Children, 26 (1), 22‑24.

Un-named author, Purdue University website (2004, May 13). Dangers posed by mercury

vapors. Retrieved May 13, 2004 from http://danpatch.ecn.purdue.edu/~epados/mercbuild/src/expways.htm

Vaughn, S., Elbaum, B., Schumm, J. (1996). The effects of inclusion on the social functioning of students with learning disabilities. Journal of Learning Disabilities, 29 (6), 598‑608.

Walther‑Thomas, C., & Carter, K. (1993). Cooperative teaching: helping students with disabilities succeed in mainstream classrooms. Middle School Journal, 25 (1), 33‑38.

Weiss, B., & Landrigan, P. J. (2000). The developing brain and the environment, an

introduction. Environmental Health Perspective, 108 (3), 373-4.

Welmiller, G., & Countz, C. (1995). How valuable are people with mental retardation to their future workforce? Journal of Mental Retardation, 31 (2), 213‑219.

Worley, M., Schuster, J. (1997). Instructional methods with students who have significant disabilities. The Journal of Special Education, 31 (1), 61-79.

Zucker, C. (1993). Using whole language with students who have language and learning disabilities. The Reading Teacher, 46 (8), 660-670.

VII. Justification for the course. This course is one of two on disabilities as part of the

Master of EducationBInstructional Improvement program. The other course deals

extensively with learning disabilities, the largest group of disabled persons. This course

will deal with retardation and accommodating and adapting the school environment to

meet their needs. In lesser detail, accommodations for autistic, hearing-impaired, and

emotionally disturbed students will be explored as well. The reason for the emphasis on

retardation is that many of the modifications used for person with retardation have some

effectiveness for other exceptionalities as well.

VIII. Course objectives. Students will be expected to display mastery of these objectives to at least an eighty percent level:

1. Demonstrate an understanding of cognitive/intellectual and physical development in contrast to the normal child. Pathwise A1, A2, A3, A4, A5.; Local Diversity Standards 1, 2, 3, 4, 5, 6.

2. Identify types, uses, and characteristics of intelligence tests. PW A1, A2, A4, A5, B1, B2, B3; LD 1, 2 3, 4

3. Identify types, uses, and characteristics of achievement and diagnostic tests. (Same as #2).

4. Identify the physical and behavioral symptoms and/or manifestations of mental handicaps. PW A1, A2, A3, A4, A5, B1, B2, B3, B4, B5. LD 1, 2, 3, 5.

5. Demonstrate an understanding of the nature, etiology, and effects of a given mental handicap. PW A1, A2, A4, A5, B1, B2, B3, C1, C2, C5, D4. LD 1, 2, 3, 4, 5, 6.

6. Analyze the nature of personal-social developmental impairments resulting from mental handicaps. PW A1, B1, B2, B3, B4, B5; LD 1, 2, 3, 5.

7. Analyze factors involved in developing and/or sequencing curriculum content in reading, mathematics, social studies, science, and vocation skills. PW A3, A4, A5, B3, B5, C1, C2, C3, C4, C5, D2; LD 3, 4.

8. Apply principles and techniques of behavior management to the instruction of the exceptional student. PW B1, B2, B3, B4, B5, C5. LD 3, 5.

9. Demonstrate an understanding of issues and procedures involved in the development, implementation, and evaluation of an Individualized Education Plan (IEP). PW A1, A2, A3, A4, A5, B1, B2, B3, B4, B5, C1, C2, C3, C4, C5, D1, D2, D3, D4; LD 1, 2, 3, 4, 5, 6.

10. Evaluate the advantages and disadvantages of various types of placements such as inclusion, resource rooms, self contained classrooms, special settings, sheltered workshops, sheltered workstations, and custodial surroundings. PW A1, B1, B5, C5, D3, D4. LD 1, 2, 3, 5, 6.

11. Be able to write a behavioral objective which has the elements of audience, behavior, conditions, and degree. PW A1, A2, A5, B3, C1, C2, C3, D1, D2.

12. Be able to apply Taba=s eight steps of curriculum development to a unit situation for a retarded child. PW A1, A2, A3, A4, A5, B1, B2, B3, B5, C1, C2, C3, C4, C5, D1, D2; LD 1, 2, 3, 4, 5, 6.

13. Analyze the ways in which instructional materials, including technology, may be modified for use with mentally handicapped students. PW A4, A5, B1, B5, C2, C3, C4, C5, D1, D2; LD 2,4.

14. Apply rote learning, overlearning, massed practice, and distributed practice to the instruction of the retarded student through microteaching sessions in class.

PW A2, A4, A5, B1, B3, B5, C1, C2, C3, C4, C5, D1, D2, D3, D4; LD 1, 2, 3, 4, 5, 6.

15. Demonstrate ways in which the teacher can insure success in learning for a mentally retarded student. PW A4, A5.

16. Demonstrate how to evaluate the effectiveness of a two-week teaching/learning unit in working with a mentally handicapped child. PW A4, A5

17. Evaluate the advantages and disadvantages of various types of placements such as inclusion, resource rooms, self contained classrooms, special settings, sheltered workshops, sheltered workstations, and custodial surroundings. PWA1, A4, A5;

LD 1, 4, 5, 6

18. Analyze the ways in which instructional materials, including technology, may be modified for use with mentally handicapped students.

19. Be able to tell the various levels of retardation and the IQs associated with those levels. PWA1, B1.

20. Show application of modifications to expository, demonstration, inquiry, and individualized lessons through microteaching lessons done with peers in class.

PWA4, A5, C3; LD 4, 5.

IX. How does the course meet general education objectives? This is graduate course in

teacher education, and does not attempt to correspond to general education objectives.

X. Assessment methods. Assessment in ELED6803 will involve both qualitative and quantitative methods. Not only will students take objective tests, but they will be involved in in-class reports and demonstration lessons. There will be several opportunities to do demonstration lessons to the class.

Report on an etiology of retardation ......................................................... 100

Test One..................................................................................................... 100

The four of . . . .

Model expository lesson............................................................................ 50

Model demonstration lesson...................................................................... 50

Model inquiry/discovery lesson................................................................. 50

Model individualized lesson ..................................................................... 50

Teaching/Learning unit for a child/children with retardation.................... 200

Test Two.................................................................................................... 100

Test Three (likely take-home).................................................................... 100

Final Exam................................................................................................. 200

Attendance/participation.......................................................................... 100

Total possible ......................................................................................... 900

Grade distribution

A=810-900 points

B=720-809

C=630-719

D=540-629

F<540

XI. Policy on absences, cheating, and plagiarism. All forms of academic dishonesty are

prohibited. See the Arkansas Tech Student Handbook for policies against such conduct. If there is any question, ask Dr. Womack before submitting a paper or completing a test that might be interpreted as cheating or plagiarism.

Absences: You are expected to be in class every time unless your instructor excuses you. Possibly, because of writing the unit instead of doing the demonstration lessons that are sometimes part of the course, there may be one or two Tuesday nights when you will be excused from attendance in order to give you time to work on those units.

Other than for absences approved by the instructor, once a student has missed more than two classes (a nominal six hours or two nightly sessions), the student is subject to being dropped administratively from the course. A warning letter before dropping may or may not be sent.

XII. Course content. Course content is reflected in the below tentative schedule for the

Fall Semester of 2004.

Week of Activities and content

August 23 Introduction to the course, review of syllabus, course requirements. History of intellectual subnormality and of the history of measurement of intelligence. Video filmed in Colonial Williamsburg of the first facility built in the U. S. for the housing and care of the mentally retarded. Phases of societal practices towards the exceptional individual. Social impacts on retarded persons and their families. Before next week, please read Judy Wood=s Adapting Instruction to Accommodate Students in Inclusive Settings, chapters 1 (ALegal Implications@) and 2 (ARoad to Responsibility: Referral to Placement@).

For classes that do the unit: You will develop a two-week curriculum unit for a

child or small group of children. Plan how to teach it and how to evaluate student

learning. This is the major project for the course. Ignore parts of this schedule

that talk about teaching demonstration lessons.

Legal issues affecting person with exceptionalities. LI.ppt.

Three main strands of curriculum for the course, since the unit rather than a set of

demonstration lessons, has been chosen for the major project for the course:

Curriculum development (as in how to write a unit); adaptations for the child with

mental retardation; and collaboration/leadership strategies to facilitate a Free

Appropriate Public Education.

August 30 Identifying people with mental retardation. Assessment issues. Possible

demonstration of Wechsler and Stanford-Binet instruments, and adaptive

behavior instruments.

Understanding Intelligence and Adaptive Skills. Concepts of intelligence, development, measurement.

Curriculum development and design issues.

Child abuse and retardation.

Please read Adapting Instruction to Accommodate Students in Inclusive

Settings, chapters 3 (ABilingual/LEP@) and 4 (ACharacteristics of Students with

Special Needs@) before next week.

September 6 Etiologies of retardation. Prevention is better than remediation. Nine categories of etiologies of retardation. Other disabilities will be mentioned in connection with retardation because sometimes deafness or blindness sometimes occur

concomitantly.

September 13 Your report on etiologies of retardation is due tonight. Please present a 10 minute Power Point-based discussion on an etiology of retardation.

Lecture material on constructivistic and behavioristic points of view about learning. Nature of intelligence as we think we know or think we know it. Ellis= research on short and long-term memory characteristics of retardates. Please read Adapting Instruction to Accommodate Students in Inclusive Settings, Chapter 5 (ATransition Planning for Special Needs Students@).

September 20 Test One on characteristics of mentally retarded learners is tonight.

Second Half: Psychology of learning, behavioristic and constructivistic viewpoints. There will be some material from Judy Woods= Adapting Instruction

To Accommodate Students in Inclusive Settings, chapter 6, AIncluding All

Students: The Process and the Content.@ @

September 27 Preparing the IEP: procedural and legal requirements. Sequencing

content using the SAALE model. Please read Adapting Instruction

To Accommodate Students in Inclusive Settings, chapter 7, AThe Content: Using

the SAALE Model.@

Power Point: The IEP Meeting.

October 4 Curriculum planning and development for retarded persons. Needs assessments,

goals, objectives, selecting content, organizing content, organizing learning

activities, implementing, evaluating. How to evaluate the effectiveness of your

teaching/learning unit. The unit should show how well each objective worked for

your disabled child and how you would change any objective/activity at which the

child scored less than 80 percent accuracy. Your unit should reflect a mastery

learning philosophy.

Please read chapter 8 in Woods on AAdapting the Socioemotional Environment@

before tonight=s class.

October 11 There will be some material from Judy Woods= Adapting Instruction to

Accommodate Students in Inclusive Settings from Chapter 8 AAdapting the

Socioemotional Environment@ and Chapter 9, AAdapting the Behavioral

Environment.@ SAALE transparencies. Possible release night for curriculum

development

October 18 Test two likely tonight, first two hours. Particularly tonight we will look at how to adapt the physical environment when physical handicaps are concomitant with mental ones. Videotape on physical handicaps.

Please read chapter 10 of Adapting Instruction to Accommodate Students in

Inclusive Settings, “Adapting the Physical Environment, ” before coming tonight.

Material on leadership including situational leadership.

October 25 Adapting teaching techniques. Please read Adapting Instruction to Accommodate

Students in Inclusive Settings, (chapters 11 and 12). Dr. Woods uses Womack=s

four modes of instruction extensively in chapter 12.

Adapting teaching techniques. There are four primary modes of instruction. Let

us look at how to make adaptations to facilitate effectiveness in each of those.

Adaptations to use for teaching literacy, mathematics, science, and social studies.

Settings for instruction: Grouping for instruction and how it affects the retarded

learner.

November 1 Please bring your unit with you tonight for a preview. It should be “well down the road” including all supporting media, objectives, and modifications for retardation. Not having been taught yet, it will not have post-test data with it. I will provide a formative evaluation of it, provide feedback, and return it to you. It is expected that the unit will be complete enough to provide about two week=s instruction for a student with retardation. The unit should stress functionality and usefulness: The last kind of student who needs to study esoteric material is a retarded one.

If we had elected to teach all of the demonstration lessons, the syllabus would

have read “Tonight, please teach your expository lessons of 30-35 minutes in

length. Include adaptions that adjust for MR students= lack of rehearsal skills. I

will take Flander=s data in order to give structured feedback, and all members of

the class will provide written positive feedback about your sample lesson.”

November 8 If we were doing the demonstration lessons, this would have said “Please teach a

demonstration lesson of 30-35 minutes in class tonight with modifications for the mentally retardedBgood modeling followed by hands-on by the students.

Test three, take-home, given out tonight, due next week.

Please read chapter 13, AAdapting the Format of Content,@ before tonight.

Possibly tonight we will work in individualized mode the entire time.

November 15 Curriculum Development night, attend only if you feel you need help on the

unit.

If we had taught the demonstration lessons, this would say “Please teach an

inquiry/discovery lesson of 15 minutes in class tonight. Data,

feedback. Also videotapes on modifications for teaching the slow learner and

retarded learner.”

If you haven=t already done so, please read chapter 14 of Adapting Instruction to Accommodate Students in Inclusive Settings, AAdapting Multi-media Approaches.@ Hand in test 3 tonight.

November 22 No class due to Thanksgiving holidays.

November 29 This would have said “Please teach an inquiry/discovery lesson of 15 minutes

in class tonight. Data, feedback. Also videotapes on modifications for teaching

the slow learner and retarded learner.”—if we had done all of the demonstration

lessons.

If you haven=t already done so, please read chapter 15 of Adapting Instruction to Accommodate Students in Inclusive Settings, AAdapting Student Evaluation,@

And chapter 16, “Adapting Grading.” Hand in test 3 tonight.