Katherine M Bartlett
T EDSP 594
Explores several avenues to successful collaborative problem-solving approaches to meeting the needs of students with disabilities who are receiving their instruction in the general-education classroom.
This course will cover the theoretical, conceptual, and empirical bases for secondary teachers to meet the needs of students with disabilities. Emphasizes the transition of research to practice.
Student learning goals
Demonstrae knowledge of general laws for special educations students in the general education classroom at the secondary level;
Demonstrate theoretical understanding, including human development and behavioral theory for special education students in the general education classroom at the secondary level and this knowledge to case studies;
Demonstrate an understanding of the role and methods of data collection in the assessment of learning and progress monitoring within the Response to Intervention framework for students with disabilities;
Demonstrate an understanding of the role of instructional methodology and the research basis for selection of instructionl methods for students with disabilities;
Demonstrate knowledge of multiple accommodations for use with exceptional students; and
Demonstrate an understanding of the American Recovery and Reinvest Act (ARRA)and how it influences IDEA and secondary schools.
General method of instruction
The instructor will use a variety of methods to match the course content. These will include lecture and visual presentations, topical discussions, demonstrations of various methods, and examination of practical means by which methods may be applied. Students will participate in oral discussions and work in pairs and small groups in actvities. The instructor will provide various materials and handouts.
Class assignments and grading
Several short quizzes about the previous week's information. Annotated bibliography- select a topic pertinent to the subject matter of this course and find 3 journal articles to summarize and share information with the class. Disability awareness project- students will examine the characteristics of an organization that impedes or facilitates the integration of esceptional individuals into school and the community. Strategy/intervention presentation- student select a strategy and/or intervention that can be used in a tiered model within Response to Intervention to share with the class. Class participation- several class opportunities will be designed to allow individual and/or group participation concerning a specific idea or issue.
Quizzes 30% Annotated bibliography 30% Disability awareness 15% Strategy/intervention 15% Participation 10%