Class will meet on Mondays according to the schedule given below. On
Wednesdays we will meet to do such things as discuss field experiences,
examine case studies, plan sample lessons designed to meet particular
needs and practice skills like developing the portions of an IEP in which
the regular classroom teacher would be assisting. Occasionally we will
not meet or will meet in grade level groups on Wednesday.
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September 2
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Introduction. Field experiences and case studies.
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Priming prior knowledge. Web on LD.
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September 9
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READ:
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Vaughn, Chapter 1. See list of objectives to guide reading and
prepare for quiz. (I1)
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ASSIGN:
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Locate an article on effectiveness of mainstreaming/inclusion.
Type a one-paragraph summary of the article with a complete APA
style citation. (A2)
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CLASS:
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Questions and issues from Chapter 1. Review of terminology.
Lecture on Testing. Initial discussion of Rowley case.
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September 16
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READ:
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Vaughn, Chapter 5, pp. 131-148, Xerox “Contemporary Characteristics
of Learning Disabilities” and Ethics case 2, p. 106. (A2,B1))
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ASSIGN:
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Write a preliminary list of critical points to consider for inclusion
in your paper on learning disabilities. Make a copy to turn in.
Begin list of adaptations/strategies. (B5)
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CLASS:
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Work with partner on LD paper.
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September 23
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READ:
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Ethics, Chapters 1 and 2.
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ASSIGN:
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Field experience journal due this week.
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CLASS:
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Quiz on IDEA and related issues. See objectives.
Be prepared to argue Rowley case on the basis of the applicable
law (from Vaughn, Chap. 1), facts and values. Be able to argue
the case from a virtue-based perspective or a consequential or non-consequential
principle-based perspective.
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September 27
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Final deadline for field experience journal with responses to
four initial questions explicitly labeled and answered on an introductory
page.
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September 30
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READ:
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Vaughn, Chapter 12 (Gifted and Talented), Ethics case “Must the
Gifted Earn Their Placement?” pp. 44-47.
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ASSIGN:
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Paper on learning disabilities.
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CLASS:
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Discuss issues involved in gifted education. Analyze different
needs by subject. Strategies/adaptations.
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October 7
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READ:
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Vaughn, Chapter7 (Emotional and Behavioral Disorder), and Ethics,
case 7, “A Label for Protection.”
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ASSIGN:
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Paragraph on gifted education. Questions for field experience
case study.
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CLASS:
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Discuss symptoms, characteristics and kinds of emotional and
behavioral disorders. Consider other interpretations of the teacher
behavior described on p. 203. Explicit communication. Strategies/adaptations.
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October 14
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READ:
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Ethics, Chapter 3 and Vaughn pp. 54-66, (Instructional Grouping
and Grouping Patterns.)
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ASSIGN:
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Write a paragraph illustrating explicit language. Case study
proposal.
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CLASS:
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Discuss cases “Delinquent or Disturbed?”, “Pulling the Educational
Plug,” “Whose Benefits Are to Be Sacrificed?” “Get My Son Out
of Special Education,” and “Pull-out is Best”
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October 18
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Field experience journals due.
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BREAK
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October 28
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READ:
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Ethics, Chapter 4.
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CLASS:
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Discuss cases “Negotiating the Handicap”, Special Education:
Opportunity or Stigma” and “Double Jeopardy,” p. 107.
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November 4
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READ:
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Vaughn, Chapter 3 (Behavior Management), pp. 148-158, ADD, Handout
on reflective teachers and the the relationship between theory and
practice, case 5, “Do the Ends Justify the Means?” p. 109 and case
6, “Teaching Responsibility,” p. 110.
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ASSIGN:
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Literature review for case study project.
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November 11
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READ:
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Vaughn, Chapter 11 (Students At-Risk)
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ASSIGN:
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Paper on behaviorism. (A1,E1)
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CLASS:
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Lecture on whole class strategies. Strategies/adaptations.
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November 18
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READ:
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Ethics, Chapters 5 and 6, case of Rosie on p. 83 and Medication
of p. 108.
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CLASS:
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Discuss cases.
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November 25
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CLASS:
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Work on charts comparing strategies/adaptations and effects on
various learners. (A5)
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December 2
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NO CLASS.
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First draft of case study paper due at 2:15 pm.
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December 9
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Project presentations for elementary, 5:00 p.m., 1312 Broad Street
(F1)
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December 11
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Project presentations for secondary, 5:00 p.m., 1312 Broad Street
(F1)
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December 17 (Tues)
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Final case study paper due in my office at 5:00 p.m. (A2,C2,C4,F2,H1,H2)
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