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Course : Intro to Individuals with Disabilities

Course Number
SPED 3523
Section Number
DX1
Semester
Spring 2022
Location
N/A
Days & Times
Final Exam Day/Time
Wednesday, May 04, 2022 12:01 am - 11:59 pm

Course Objectives/Learning Outcomes/Course Competencies


Specific learning objectives for the course derive from the Pedagogy and Professional Responsibilities (EC-12) and The Council for Exceptional Children Initial Preparation Standards (2020). 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 those students have demonstrated the ability to:


Texas Education Agency: Pedagogy and Professional Responsibilities Standards (EC-GRADE 12):

Standard I: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment (PPR Standards, EC-12, Downloaded from TEA 8/15/2021).

·     Teacher Knowledge: The beginning teacher knows and understands:

1.3k characteristics and instructional needs of students with varied backgrounds, skills, interests, and learning needs;

1.4k different approaches to learning that students may exhibit and what motivates students to become active, engaged learners;

1.5k cultural and socioeconomic differences and the significance of these differences for instructional planning

·     Application: The beginning teacher is able to:

1.2s adapt lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language learners;

1.3s use effective approaches to address varied student learning needs and preferences;

·     Content and Pedagogy: The beginning teacher knows and understands:

1.7k the importance of the state content and performance standards as outlined in the Texas Essential Knowledge and Skills (TEKS);

1.11k current research on best pedagogical practices.

·     Content and Pedagogy: The beginning teacher is able to:

1.6s use the Texas Essential Knowledge and Skills (TEKS) to plan instruction; exhibit appropriate knowledge of a subject to promote student learning;

1.11s use a variety of pedagogical techniques to convey information and teach skills.

·     Selection of Instructional Goals and Objectives: The beginning teacher knows and understands:

1.13k the importance of developing instructional goals and objectives that can be assessed;

1.14k the importance of developing instructional goals and objectives that are suitable for students with varied learning needs;

·     Selection of Instructional Goals and Objectives: The beginning teacher is able to:

1.15s develop instructional goals and objectives that reflect different types of student learning and skills.

·     Resources: The beginning teacher knows and understands:

1.17k the importance of knowing when to integrate technology into instruction and assessment;

·     Designing Coherent Instruction: The beginning teacher knows and understands:

1.24k the importance of engaging in continuous monitoring and self-assessment of instructional effectiveness.

·     Assessment of Student Learning: The beginning teacher knows and understands:

1.25k the role of assessment in guiding instructional planning;

·     Assessment of Student Learning: The beginning teacher is able to:

1.28s analyze assessment results to aid in determining students’ strengths and needs;


Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence (PPR Standards, EC-12, Downloaded from TEA 8/15/2021).

·     Creating an Environment of Respect and Rapport: The beginning teacher knows and understands:

2.1k the importance of creating a learning environment in which diversity and individual differences are respected;

·     Creating an Environment of Respect and Rapport: The beginning teacher is able to:

2.3s use strategies to ensure that the classroom environment and interactions among individuals and groups within the classroom promote active engagement in learning.

·     Managing Student Behavior: The beginning teacher knows and understands:

2.13k theories and techniques relating to managing and monitoring student behavior;

·     Managing Student Behavior: The beginning teacher is able to:

2.14s communicate high and realistic expectations for students’ behavior and ensure that students understand behavior expectations and consequences for misbehavior;


Standard III. The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback (PPR Standards, EC-12, Downloaded from TEA 8/15/2021).

·     Communication: The beginning teacher knows and understands:

3.1k the importance of clear, accurate communication in the teaching and learning process;

·     Engaging Students in Learning: The beginning teacher knows and understands:

3.5k criteria for selecting appropriate instructional activities and assignments for students with varied characteristics and needs;

·     Engaging Students in Learning: The beginning teacher is able to:

3.10s represent content effectively and in ways that link with students’ prior knowledge and experience;

·     Demonstrating Flexibility and Responsiveness: The beginning teacher knows and understands:

3.16k situations in which teacher flexibility can enhance student learning.


Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession (PPR Standards, EC-12, Downloaded from TEA 8/15/2021).

·     Interacting and Communicating with Families: The beginning teacher knows and understands:

4.1k the importance of families’ involvement in their children’s education;

·     Interacting with Other Educators and Contributing to the School and District: The beginning teacher knows and understands:

4.3k types of interactions among professionals in a school (e.g., vertical teaming, horizontal teaming, team teaching, mentoring) and the significance of these interactions;

·     Continuing Professional Development: The beginning teacher knows and understands:

4.9k the importance of participating in professional development activities to enhance content knowledge and pedagogical skill;

·     Legal and Ethical Requirements and the Structure of Education in Texas: The beginning teacher knows and understands:

4.13k legal requirements for educators (e.g., those related to special education, students’ and families’ rights, student discipline, equity, child abuse);


Council for Exceptional Children Initial Practice Based Professional Standards for Special Education (2020):

1.    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)

2.    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 individuals’ 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)

3.    Demonstrates how to Collaborate with Team Members (CEC Initial Preparation Standard 7.0).

a.    utilize communication, group facilitation, and problem–solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavioral needs (CEC Initial Preparation Standard 7.0, component 7.1)

Students must log onto the course D2L page 2 times per week.

Extra Credit

I do not offer extra credit in this course.


Late Work 

The official policy for this class is that NO late work is accepted. However, I do understand that life events can throw you a curveball. Therefore, if you see that you will be having difficulty turning your work in by the deadline, you MUST contact me and I will determine what extension will be provided. Often it is an additional 5 days and there will be a late grade consequence. The consequence is that the best grade you can receive would be 70% of the maximum points (i.e. if an assignment is worth 10 points, the maximum grade you could receive is 7 points). If you do not submit the assignment by the extended time you will receive a 0 for the assignment.


Make-Up Work/Tests

Make-up work is determined on a case-by-case basis.

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.

Student Honor Creed

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.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

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.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and 2) earned 60 hours. Students may meet this requirement in one of three ways: by passing the Writing Proficiency Exam, passing two Writing Intensive Courses (only one can be in the core), or passing English 2113. If you have any questions about the exam, visit the Writing Proficiency Office website at https://msutexas.edu/academics/wpr, or call 397-4131.

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at patrick.coggins@msutexas.edu.