Department of
Special Education & Communication Disorders Dr.
Lisa Battaglino
Office Hours: E-Mail: lbattaglino@bridgew.edu
Other time by
appointment Phone: 508-531-2739
SE403 Curriculum Development and Implementation for the Special Needs Learner
This course enables the
student to design and implement appropriate Individual Educational Plans (IEP)
under existing Federal and State Laws.
Emphasis on strategies and techniques which promote the academic,
social, emotional, vocational and cultural needs of the special needs learner
within a variety of instructional environments.
Pre-practicum monitored field based experiences required at the level of
certificate sought; N-9 and 5-12. (Prerequisite: SE202, SE203 and acceptance in the
Professional Education Program)
Field Experience Requirement:
During
this 20 hour field experience the college student visits one special education
setting and under the supervision of a classroom teacher and the college
professor implements the administration of age appropriate informal language
arts and mathematics assessments. The
visits should be broken up into at least six scheduled sessions. The purpose of this experience is to enable
the student to learn to record and interpret the results of informal assessments and to develop
language arts and mathematics lesson plans appropriate to meet the needs of
students with special needs. In addition
the student will prepare an appropriate Individualized Education Plan and Case
Study on the child.
Measurable Objective:
The
student will administer, score and interpret informal assessment data. The student will write an Individualized
Education Plan and Case Study consistent with testing results, behavioral
observations and background information.
The student will write and implement appropriate lesson plans as a
result of their findings.
Text:
Mass
Curriculum Frameworks
Schultz
& Carpenter, Mainstreaming
Exceptional Children, 4th edition, Allyn
& Bacon
Appropriate selections from journals, research, etc.
Teaching Methods
Employed in the Course:
Class discussion, active
learning, and field activities will be utilized as well as tradition lecture
format.
Beliefs on
Philosophy about Teaching:
This course is an
essential culminating course in the undergraduate and post-baccalaureate
programs typically undertaken just prior to student teaching. It teaches the student the critical components
of IEP development and teaches appropriate informal evaluation techniques,
education materials and strategies (including lesson plans) for use with
special needs learners. This course will
be taught through a variety of teaching strategies including lecture,
group/collaborative work, daily reflective activities, portfolio development
and field experiences. Active learning
will be stressed in an environment designed to foster motivated independent
learners.
Goals:
1. Learning to apply course material to
improve rational thinking, problem solving and decision making.
2. Developing specific skills,
competencies and points of view needed by professionals in the field most
closely related to this course.
3. Learning how professionals in this
field go about the process of gaining new knowledge.
4. Developing skill in expressing
oneself orally or in writing.
Outcomes:
1. Students will use the basic and
pertinent information required to write appropriate IEPs
based on TEAM assessment reports (including interpreting academic, sensory,
perceptual, medical, and socio-emotional information) and case studies.
2. Students will implement and follow
legal procedures, identify appropriate curricula, and evaluate educational
materials and resources for teaching special needs students.
3. Students will explain the components
of infusing career education into the total curriculum.
4. Students will construct age
appropriate lesson plans based on identified learning characteristics as well
as on research
supported instructional strategies and practices. They will demonstrate
knowledge and skill in using the functional embedded skills approach,
community-based instruction, task analysis, multi-sensory teaching and
concrete/ manipulative techniques for students with special needs.
5. To utilize computer resources on
teaching strategies, methods, and specific lesson plans appropriate for use
with children with special needs.
6. Students will develop and document a
personal philosophy of special education and its relationship to regular
education and reflect strategies to enhance teaching.
7. Students will use basic terminology
to interpret pertinent educational reports.
8. Students will monitor and record
progress of students with special needs.
9. Students will understand and
integrate
10. Students will teach learners with
special needs to use thinking, problem solving and other cognitive strategies.
11. Students will be knowledgeable and
demonstrate skill in collaboration with school personnel to maximize direct
instruction time.
12. Students will be knowledgeable about
universal precautions to maintain healthy environments.
13. To design learning environments that
foster peer collaboration and adult feedback.
14. To design learning environments that
are multi-sensory and that facilitate active participation, self advocacy, and
independence of individuals with disabilities in a variety of group and
individual learning activities.
Major Topics:
1. Informal Assessment techniques and
test taking strategies
2. Informal Assessment in Math, Language
Arts and other content areas.
3. Developing Effective Lesson Plans.
4. Language Arts Teaching Strategies and
Materials.
5. Mathematics Teaching Strategies and
Materials.
6. Content Area Teaching Strategies and
Materials.
7. Career Education as Part of the Total
Curriculum.
8. The Prereferral and
Referral Process in Special Education.
9. The Components of the Individual
Education Plan.
10. Writing an Individual Education Plan
11. Implementing an Individual Education
Plan.
Assessment:
v Students will develop and conduct an
effective lesson.
v Students will observe, conduct
assessments and obtain other pertinent data on a student.
v Students will prepare an appropriate
IEP for this learner.
v Appropriate Examinations
SE403-
Tentative Course
Content (calendar):
Week of Tuesday: Topic: Chapters:
1/19 Introduction: Inclusion 1
& 2
The
Frameworks
Common
Core
1/26 The
Individualized Education Program 3
& 4
Intro
to the Case Study
2/2 Curriculum
Library 5
& 6
Robert
Simmons Presents the Brigance
The
Brigance Preparing a Lesson 7 & 8
2/9 Enhancing
Speaking & Listening Skills The Language Arts
Language
Arts Evaluation Framework
Language
Arts Instruction
Lesson
Plan #1
2/16 Language
Arts Instruction Con. 9
& 10
Lesson
Plan #2 (with Children)
2/23 Mathematics
Evaluation The Math Framework
No
class Thursday
3/2 Mathematics
Instruction 11
& 12
Lesson
Plan #3
3/9 Spring
Break
3/16 Spring
Break
3/23 Science
Instruction & Evaluation The Science Framework
Lesson
Plan #4
Developing
the Case Study
3/20 Midterm
Examination
Social
Studies for the Special The Social Studies
Needs Learner Framework
Lesson
Plan #5
4/6 Social
Studies Continued & Other
Content
Area Instruction
Lesson
Plan #6
4/13 Writing
the IEP
The
Instructional Profile & The Performance Profile
No
class Thursday
Writing
the IEP
4/20 Writing
the IEP
Goals
& Objective
4/27 The Case
Study
5/4 Portfolio
Assessment
SE403-
Bibliography of
related materials:
Bender,
William N. (1996). Teaching Students with Mild Disabilities, Allyn
& Bacon.
Bos, Candace S. & Vaughn,
Behavior
Problems. Allyn & Bacon
Collins
Block, Cathy. (1991). 126 Strategies to Build Language Arts
Abilities: A Month-by-Month
Resource. Allyn &
Bacon.
Henley,
Martin, Ramsey, Roberta S. & Algozzine, Robert F. (1999). Characteristics of and
Strategies for
Teaching
Students with Mild Disabilites. Allyn &
Bacon.
Nowicki, Joseph John & Meehan, Kerry F. (1996). Collaborative Social Studies Classroom, The: A
Resource for Teachers, Grades 7-12. Allyn &
Bacon.
Nowicki, Joseph John & Meehan, Kerry F. (1997). Interdisciplinary Strategies for English and /Social
Studies Classrooms¨Toward Collaborative Middle and Secondary
Teaching. Allyn &
Bacon.
Meier, Frieda E. (1992). Competency-Based Instructions for Teachers of Students
with Special Learning
Needs. Allyn & Bacon.
Doll, Ronald C. (1996). Curriculum Improvement: Decision Making and Process. Allyn & Bacon.
Longstreet, Wilma S. & Shane, Harold G. (1993). Curriculum For a New Millenium. Allyn &
Bacon.
Morrison, George S. (1993). Contemporary Curriculum K-8. Allyn & Bacon.
Dobey, Daniel C., Beichner,
Robert, J. & Raimondi, Sharon L. (1999). Essentials of Elementary Science:
(Part of the
Essentials of Classroom Teaching Series). Allyn &
Bacon.
Martin,
Ralph, Sexton, Colleen & Gerlovich, Jack. (1999). Science for All
Children: Lessons for
Constructing
Understanding. Allyn &
Bacon.
Shaw, Donna Gail & Dybdahl, Claudia S.
(1996). Integrating Science and Language Arts: A Sourcebook
for K-6
Teachers. Allyn & Bacon.