Course : Intro to Individuals with Disabilities
- Course Number
- SPED 3523
- Section Number
- Fall 2021
- Dr. James Dennis Cavitt
- Days & Times
- Final Exam Day/Time
A study of the etiology and concepts relating to exceptional individuals.
Specific learning objectives for the course derive from the Pedagogy and Professional Responsibilities (EC-12), The Council for Exceptional Children Initial Preparation Standards, and the Texas SBEC standards/Test Frameworks. This course provides undergraduate students with a knowledge base of the environment in which they may serve as a teacher. Satisfactory completion of the course will document that students have demonstrated the ability to:
Identifies and designs instruction appropriate for all students: The Student:
1. understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all studentsâ learning.
a. Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. (TExES Pedagogy and Professional Responsibilities EC-12 Domain I, Competency 002A,)
b. Accepts and respects students with diverse backgrounds and needs. (TExES Pedagogy and Professional Responsibilities EC-12 Domain I, Competency 002B,)
c. Knows how to plan and adapt lessons to address studentsâ varied backgrounds, skills, interests and learning needs, including the needs of English-language learners and students with disabilities. (TExES Pedagogy and Professional Responsibilities EC-12 Domain I, Competency 002E)
d. Understands cultural and socioeconomic differences (including differential access to technology) and knows how to plan instruction that is responsive to cultural and socioeconomic differences among students. (TExES Pedagogy and Professional Responsibilities EC-12 Domain I, Competency 002F)
e. Understands the instructional significance of varied student learning needs and preferences. (TExES Pedagogy and Professional Responsibilities EC-12 Domain I, Competency 002G)
2. Demonstrates how to create a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence.
a. Explains how to Establish a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. (TExES Pedagogy and Professional Responsibilities EC-12 Domain 2, Competency 005B)
b. Uses a variety of means to convey high expectations for all students. (TExES Pedagogy and Professional Responsibilities EC-12 Domain 2, Competency 005E)
3. understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.
a. Communicates directions, explanations and procedures effectively and uses strategies for adjusting communication to enhance student understanding (e.g., by providing examples, simplifying complex ideas, using appropriate communication tools). (TExES Pedagogy and Professional Responsibilities EC-12 Domain 2, Competency 007C)
b. Practices effective communication techniques and interpersonal skills (including both verbal and nonverbal skills and electronic communication) for meeting specified goals in various contexts. (TExES Pedagogy and Professional Responsibilities EC-12 Domain 2, Competency 007D)
4. Demonstrates appropriate instruction that actively engages students in the learning process.
a. Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for students with varied characteristics and needs. (TExES Pedagogy and Professional Responsibilities EC-12 Domain 2, Competency 008D)
b. Engages in continuous monitoring of instructional effectiveness. (TExES Pedagogy and Professional Responsibilities EC-12 Domain 2, Competency 008E)
5. understands and applies knowledge of ethnic, cultural, linguistic and socioeconomic diversity and the significance of individual diversity for evaluation, planning and instruction.
a. Demonstrate knowledge of issues related to the identification of disabilities in individuals from ethnically, culturally, linguistically and/or socioeconomically diverse backgrounds.
b. Recognize how the ethnic, cultural and environmental background of students and their families, including linguistic and socioeconomic diversity, may affect evaluation, planning and instruction.
c. Demonstrate awareness of issues related to the representation in special education of populations that are culturally and linguistically diverse.
2. understand and apply knowledge of professional practices, roles and responsibilities and the philosophical, legal and ethical foundations of evaluation related to special education.
a. Apply knowledge of state and federal laws, rules and regulations related to the roles and activities of the educational diagnostician, including the assessment and evaluation of individuals with educational needs.
b. Demonstrate knowledge of the rights and responsibilities of parents/guardians, schools, students, teachers and other professionals in relation to individual learning needs.
c. Know organizations and publications relevant to the field of educational diagnosis and demonstrates awareness of the importance of engaging in activities that foster professional competence and benefit individuals with exceptional learning needs, their families and/or colleagues.
3. Engaging in Professional Learning and Practice within Ethical Guidelines (CEC Initial Preparation Standard 1.0)
a. practice within ethical guidelines and legal policies and procedures. (CEC Initial Preparation Standard 1.0, component 1.1)
b. advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds. (CEC Initial Preparation Standard 1.2)
c. Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices. (CEC Initial Preparation Standard 1.3)
4. Supporting Social, Emotional, and Behavioral Growth (CEC Initial Preparation Standard 6.0)
a. Describes how to use a range of preventive and responsive practices documented as effective to support individualsâ social, emotional, and educational well-being. (CEC Initial Preparation Standard 6.0, component 6.2)
b. Describes how to systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. (CEC Initial Preparation Standard 6.0, component 6.3)
5. Demonstrates how to Collaborate with Team Members (CEC Initial Preparation Standard 7.0)
a. utilize communication, group facilitation, and problemâsolving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address studentsâ instructional and behavioral needs. (CEC Initial Preparation Standard 7.0, Component 7.1)
Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines: Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.
Component 1.1: Candidates practice within ethical guidelines and legal policies and procedures. Component 1.2: Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds.
Component 1.3: Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices.
Standard 2: Understanding and Addressing Each Individualâs Developmental and Learning Needs:
Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individualâs strengths and needs.
Component 2.1: Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities.
Component 2.2: Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.
Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge:
Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
Component 3.1: Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities.
Component 3.2: Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Databased Decision Making:
Candidates assess studentsâ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to studentsâ eligibility determination, communicate studentsâ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
Component 4.1: Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
Component 4.2: Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
Component 4.3: Candidates assess, collaboratively analyze, interpret, and communicate studentsâ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
Standard 5: Supporting Learning Using Effective Instruction Candidates use knowledge of individualsâ development, learning needs, and assessment data to inform decisions about effective instruction:
Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
Component 5.1: Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual.
Component 5.2: Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance selfâregulation of student learning.
Component 5.3: Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.
Component 5.4: Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.
Component 5.5: Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual.
Component 5.6: Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual.
Standard 6: Supporting Social, Emotional, and Behavioral Growth:
Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development. Component 6.1: Candidates use effective routines and procedures toâ¯create safe, caring, respectful, and productive learning environmentsâ¯for individuals with exceptionalities. Component 6.2: Candidatesâ¯use a range of preventive and responsive practicesâ¯documented as effective to support individualsâ social, emotional, and educational well-being.
Component 6.3: Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.
Standard 7: Collaborating with Team Members:
Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
Component 7.1: Candidates utilize communication, group facilitation, and problemâsolving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address studentsâ instructional and behavioral needs.
Component 7.2: Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.
Component 7.3: Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families.
Component 7.4: Candidates work with and mentor paraprofessionals in the paraprofessionalsâ role of supporting the education of individuals with exceptionalities and their families.
Will be determined on a Case-by-Case need.
Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.
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As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."
As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.
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We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.
We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.
Written and adopted by the 2002-2003 MSU Student Senate.
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