Katherine M Bartlett
T EDUC 524
Covers the theoretical, conceptual, and empirical bases for pre-service secondary teachers to meet the needs of students with disabilities. Emphasizes the translation of research into practice.
This course covers the theoretical, conceptual, and empirical bases for pre-service secondary teachers to meet the needs of students with disabilities. Emphasizes the translation of research to practice.
Student learning goals
Demonstrate knowledge of general laws for special education 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;
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;
Demonstrate an understanding of the role of instructional methodology and the research basis for selection of instructional methods for students with disabilities;
Demonstrate knowledge of multiple accommodations for use with exceptional students; and
Demonstrate an understanding of the American Recovery and Reinvestment Act (ARRA) and how it influences IDEA and school districts/programs.
General method of instruction
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 during acitivites.
Class assignments and grading
Quizzes- several short answer quizzes reviewing previous week's material. Annotated bibliography- select a topic pertinent to the subject matter of this course and find 3 journal articles to summarize and share with the class. Disability awareness project- objective is to explore the characteristics of the physical and social environments were exceptional individuals may be served. Strategy/intervention- each student will be assigned a strategy or intervention from Response to Intervention to share with the class. Class participation- instructor will organize several in-class opportunities for class participation concerning course topics.
Quizzes 30% Annotated bibliography 30% Disability awareness 15% Strategy/intervention 15% Class participation 10%