SPECIAL EDUCATION 662

THEORETICAL APPROACHES TO

TEACHING STUDENTS WITH LEARNING

AND BEHAVIOR PROBLEMS

 

COURSE DESCRIPTION:

 

Investigation of various instructional models for teaching students with Mild/Moderate disabilities including classroom examples of each.  Experience component.

 

TEXT: Meese, R. L. (2001). Teaching learners with mild disabilities: Integrating research and practice. Belmont, CA: Wadsworth Thomas Learning.

 

Selected readings, websites and other materials will supplement the textbook for the additional information provided in this course.

 

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today=s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), and content knowledge (CK).

 

COURSE OBJECTIVES:

 

By the conclusion of this course, the student will have developed knowledge and understanding of:

1.1.   Different theories, models, and instructional approaches for individuals with exceptional learning needs.   (CC:1, K1) SBI, PP, CK

2.2.   Factors that promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program. (CC:7,K1) SBI, KL, PP, CK

3.   Collaborative and consultative roles of special education teachers in the integration of individuals with disabilities into the general curriculum and classroom (GC:7, K3) SBI, PP, CK

4.4.      Roles of individuals with exceptionalities, parents, teachers, and other school personnel (paraeducators) and community personnel in planning an individualized program (CC:7,K4) SBI, PP, CK

5.5.   Research-based best practices for effective management of teaching and learning. (C:5,K2) SBI, KL, PP, CK

6.6.                  Social skills needed for educational and functional living and working environments and effective instruction in the development of social skills. (CC:6,K4) SBI, PP, CK

7.7.                  Differing learning styles of individuals with exceptional learning needs and how to adapt teaching to these styles. (CC:4,K1) SBI, KL, PP, CK

8.8.                  Techniques for modifying instructional methods and materials. (CC:4,K5) SBI, KL, PP, CK

9.9.      Varied test-taking strategies (GC: 4, K7) SBI, KL, PP, CK

10.  10.    Approaches to create positive learning environments for individuals with disabilities

       (GC: 4, K9) SBI, KL, PP, CK

11.  11.    Ways in which technology can assist with planning and managing the teaching and

   learning environment. (CC:5,K3) SBI, PP

12.    Demands of various learning environments such as individualized instruction in general education classes. (CC:4,K2) SBI, PP, CK

13.    Cultural perspectives influencing the relationship among families, schools, and communities as related to effective instruction for individuals with exceptional learning needs. (CC:4,K7) SBI, KL, PP

14.    Personal cultural biases and differences that affect one’s teaching. (CC:8,K1) PP                                  

 

LEARNER OUTCOMES:

 

By the conclusion of this course, the student will be able to:

1.               1.               Articulate personal philosophy of special education including its relationship to/with regular education. (CC:1, S1)

2.               2.               Develop and/or select instructional content, materials, resources and strategies that respond to cultural, linguistic, and gender differences. (CC:4, S2).

3.               3.               Teach individuals with exceptional learning needs to use thinking, problem-solving, and other cognitive strategies to meet their individual needs. (CC:4,S13)

4.               4.               Use verbal and nonverbal communication techniques. (CC:4,S16)

5.               5.               Direct the activities of a classroom volunteer or peer tutor. (CC:5,S7)

6.               6.               Create an environment that encourages self-advocacy and increased  independence. (CC:5,S8)

7.               7.               Identify realistic expectations for personal and social behavior in various settings. (CC:6,S4)

8.               8.               Integrate social skills into the curriculum. (CC:6,S5)

9.               9.               Use effective teaching procedures in social skills instruction. (CC:6,S6)

10.           10.           Demonstrate procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem. (CC:6,S7)

11.           11.           Prepare individuals with exceptional learning needs to exhibit self-enhancing behavior in response to societal attitudes and actions. (CC:6,S8)

12.           12.           Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments. (CC:7,S1)

13.           13.           Assist students, in collaboration with parents and other professionals, in planning for transition to post-school setting with maximum opportunities for decision making and full participation in the community. (CC:7, S2)

14.           14.           Collaborate with regular classroom teachers and other school and community personnel in integrating individuals with exceptional learning needs into various learning environments. (CC:7,S6)

15.           15.           Communicate with regular teachers, administrators, and other school personnel about characteristics and needs of individuals with specific exceptional learning needs. (CC:7,S7)

16.           16.           Demonstrate proficiency in oral and written communication. (CC:8,S5)

17.           17.           Use copyrighted educational materials in an ethical manner. (CC:8,S8)

18.           18.           Practice within the CEC Code of Ethics and other standards and policies of the profession. (CC:8,S9)

19.           19.           Adapt lessons that minimize the physical exertion of individuals with specialized health care needs. (GC:4: S22)

 

*Course Objective number (Obj)

 

COURSE OUTLINE

 

I.          Defining curriculum

            A.   General Education Access Guide

B.    IDEA 1997, Curriculum and the IEP

 

II.         Philosophical Approaches and Theories (Obj1)

A.     A.     The Constructivist Philosophy: Exploratory and Experiential Learning

B.     B.     The Reductionist Philosophy: Behavior Analysis and Direct Teaching

C.     C.     Humanistic Philosophy - Carl Rogers

D.     D.     Social Learning Theory - Bandura

E.      E.      Socio-Cultural Theory of Cognitive Development - Vygotsky

F.      F.      Operant Learning Theory - Skinner

G.     G.     Information Processing Theory

H.     H.     Schema Theory - Bartlett

I.        I.        Child Development Theory - Piaget

J.       J.       Theory of Mediated Learning - Feuerstein

 

III.               III.               Models and Instructional Approaches (Obj1)

A.     A.     Cooperative Learning

B.     B.     Class-Wide Peer Tutoring

C.     C.     Multisensory Approach

D.     D.     Service Learning

E.      E.      Character-Based Learning

F.      F.      Brain-Based Learning

G.     G.     Universal Learning

 

IV.              IV.              Learning and Test Taking Strategies (Obj 9)

 

V.                 V.                 Technology for Improving Organization, Teaching and Learning (Obj 5, 11)

A.     A.     Computer Assisted Instruction

B.     B.     Using other technological devices

a.       a.       Overhead Projector

b.      b.      Kurzweil

c.       c.       Video

d.      d.      Tape Recorder

e.       e.       Power Point

 

VI.              VI.              Personalizing Instruction (Obj 7, 10)

A.     A.     Personality Types

B.     B.     Learning Styles

C.     C.     Multiple Intelligences

D.     D.     Emotional Intelligence

E.      E.      Flexing and Adapting to Student’s Unique Characteristics

F.      F.      Accomodations and Modifications (Obj 8)

 

VII.            VII.            Cultural Perspectives (Obj2, 13, 14)

A.      A.      Personal Biases Impacting Instruction

B.       B.       Cultural Perspectives Influencing Learning

C.      C.      Positive Regard for Diversity of Individual Students

D.      D.      Understanding Poverty

 

VIII.         VIII.         Social Skills Instruction (Obj2, 5, 6, 10)

A.      A.      Social Cognition

B.       B.       Social Interaction

C.      C.      Conflict Resolution and Problem Solving

D.      D.      Generalization and Maintenance of Skills

 

IX.              IX.              Collaboration (Obj2, 3, 4, 12)

A.      A.      Collaborating with Families

B.       B.       Collaborating with Teachers

C.      C.      Collaborating with Other Professionals

D.      D.      Student Collaboration

 

COURSE REQUIREMENTS:

 

1.         Class attendance and active participation in learning activities (e.g. discussion, small group problem-solving, role playing, demonstrations, reactions to videos, readings).

2.                  2.                  All assigned chapters, lectures and selected readings.

3.                  3.                  Midterm and Final Exam (100 points each)

4.                  4.                  Blackboard Activities (10 at 5 points each =  50 points) 

5.                  5.                  Paper  (100 points)

Each student will be required to select a topic from the Course Outline, Roman Numerals II or III for a term paper. The paper should be typed and double spaced and be done in a 12 point font (Arial, Courier, or Times New Roman). The total length of the paper should be between 8-10 pages in length, including references. The paper should contain a minimum of 5 references (in addition to the articles provided), and should include journal articles, research based investigations or books. The American Psychological Association writing style (APA, 5th edition) of referencing should be used. Each student will include an abstract (no more than 100 words), summarizing the paper. The abstract will be considered Page 2 of the paper. Page 1 of the paper is the title page.

 

           

CRITERIA FOR EVALUATION OF WRITTEN WORK:

-focus on relevant points

-clarity of writing (grammar, tense, spelling, etc.)

-completeness and neatness

-references (minimum requirement met and APA style is correct)

 

6.                  6.                  Presentation.  Each individual will be required to give an oral presentation on the selected topic. (50 points)

The individual will adhere to the following presentation mode:

1.   Determine the content and plan, organize accordingly.

2.      2.      Read the literature to support and develop topic.

3.      3.      Secure needed overhead or power-point projectors, and/or other equipment.

4.      4.      Prepare necessary transparencies and materials, and provide students with handouts. Provide an outline to your instructor.

5.      5.      Provide activities to enlist audience participation.

6.      6.      Provide an advanced organizer (e.g., an outline).

7.      7.      Define relevant terms to enhance greater comprehension.

8.      8.      After your presentation, give a brief summation.

9.      9.      Meet with your instructor to discuss audience evaluation of your presentation

 

GRADE DISTRIBUTION:

 

1.         Blackboard Activities    (10 @ 5 points each)                                          50 points

2.         Midterm Exam                                                                                      100 points

3.         Final Exam                                                                                           100 point

4.         Term Paper                                                                                          100 points

5.         Individual Presentation                                                                            50 points

                                                                                                TOTAL           400 POINTS

GRADING SCALE:

 

400 – 370        (93 – 100)        A

369 – 338        (92 – 85           B

337 – 306        (84 – 77)          C

305 – 260        (77 – 66)          D

BELOW 260   (65 – 0)            F

 

Dr. Wendy Siegel                                             Office Hours: TBA

Room 235A, TEC                                            After class or by appointment

Phone:  (985) 549-3421

Email:  wsiegel@selu.edu

 

Professional Standards of Behavior & Conduct

 

·   ·   Students are expected to maintain professional standards of behavior at all times when fulfilling course requirements. Plagiarism will not be tolerated!

 

·   ·   10% a day will be deducted for late assignments.

 

·   ·   Students will not be given make-up exams without a valid written excuse for the absence.

 

Pass/Fail Information

 

Graduate students have the option of registering on a pass/fail basis for courses not included in their degree plan.  Course taken on a pass/fail basis may not be used for degree credit at SLU.  For credit courses, a grade of P will be assigned only if the work is of at least C quality.

 

NOTE:

 

1.      1.      If you have been accepted into the Master of Education program and have not completed a degree plan, please see your advisor as soon as possible. The degree plan MUST be completed BEFORE THE END OF YOUR 12TH HOUR. All courses completed AFTER THE 12TH HOUR WILL NOT BE ACCEPTED ON THE DEGREE PLAN.

 

2.      2.      It is the student's responsibility to follow proper procedures if dropping this course. The last day to drop this course is: Wednesday, August 28th. The last day to withdraw is October 25, 2002.

 

 

3.      3.      If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 202, Student Union.

 

4.      4.      Graduate students with non-degree status who wish to pursue a graduate degree should contact the Graduate School (549-2103) to request a change of status.  Upon receipt of GRE scores and all other required paperwork, the Graduate School notifies students as to their status: Regular Admission status, Conditional Admission status, or Non-Degree status.  Students with Regular or Conditional status will then receive a letter from the Department Graduate Coordinator or Graduate Advisor assigning an advisor and requesting that they complete a degree plan promptly. No more than 12 hours earned by a student in Conditional, Temporary, or Non-Degree Status may be counted toward a graduate degree, provided the credit is recommended for approval to the Graduate Dean by the appropriate graduate coordinator or faculty advisor.

 

5.      5.      “Free discussion, inquiry, and expression is encouraged in this class.  Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable.  Examples may include routinely entering late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while other are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required.”

 

6.      6.      PRAXIS REQUIREMENT (Fall semester and after) - (page 2004 of the 2002-2003 catalog) Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or internship in the Fall Semester 2003. This includes the test titled “Principles of Learning and Teaching” for all majors and the “Specialty/Content” test when required in the major field.

 

7.      7.      ELEMENTARY CONTENT KNOWLEDGE PRAXIS (#0014) EXAM - As of 10/02, the content exam required for ALL elementary education candidates (both undergraduate and alternate programs) will be #0014 in lieu of #0011 and #0012. A candidate who passed one of the two required tests (#0011 or #0012) can opt to either repeat the failed test or take #0014.

 

8.      8.      PORTFOLIO REQUIREMENT (Pages 201 and 204 of the 2002-2003 catalog) - Students who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to student teaching/ internship and receive a satisfactory/exemplary rating. During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio. The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification.

Suggested Reading

SOUTHEASTERN LOUISIANA UNIVERSITY

SPED 662 READING LIST

Books

 

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

            Cartledge, G. (1996). Cultural diversity and social skills instruction: Understanding ethnic and gender differences. Champaign, IL: Research Press.

Dettmer, P., Dyck, N., & Thurston, L. P. (1996) Consultation, collaboration, and teamwork for students with special needs. (2nd ed.). Needham Heights, MA: Allyn & Bacon.

            Dunn, R. (1996). How to implement and supervise a learning students program. Alexandria, VA: Association for Curriculum and Development.

Dunn, R. S., & Griggs, S. A. (1995). Multiculturalism and learning style: Teaching and counseling adolescents. Westport, CT: Praeger.

            Friend, M., & Cook, L. (1996). Interactions: Collaboration skills for school professionals. (2nd ed.). White Plains, NY: Longman.

            Gardner, H. (1993). Multiple intelligence: The theory in practice. New York: Basic Books.

            Glasser, W. (1992) The quality schools. New York: Harper Perennial.

            Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

            Leaver, B. L., Jones, W., & Johnson, F. (1996). Learning style continuity in normal and learning disabled high school students. Unpublished proposal to the U.S. Department of Education.

Pickett, A. L., & Gerlach, K. (1997). Supervising paraeducators in school settings: A team approach. Austin, TX: PRO-ED.

            Putnam, J. W. (1998). Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom.  Baltimore, MS: Paul H. Brookes Publishing.

            Richardson, R. C. (1996). Connecting with others: Developing social and emotional competence. Champaign, IL: Research Press.

            Schmidt, M. W., & Harriman, N.  (1998). Teaching strategies for inclusive classrooms: Schools, students, strategies, and success. Fort Worth, TX: Harcourt Brace College Publishers.

Journal Articles

            Barker, N. C. (1999). Community partnership: Resource for teaching culturally diverse students with learning disabilities. Advances in Special Education, 12, 167-181.

            Bohrer, K. (1995). Diverse learning styles: A classroom's greatest asset. Middle School Journal, 27, 50-53.

            Brownell, M. T., Yeager, E. A., & Rennells, M. S. (1997). Teachers working together: What teacher educators and researchers should know. Teacher Education and Special Education, 20(4), 340-359.

            Bruneau-Balderrama, O. (1997). Inclusion: Making it work for teacher, too. The Clearing House, 70, 328-330.

Cross, L. S., & Walker-Knight, D. (1997). Inclusion: Developing collaborative and cooperative school communities. The Educational Forum, 61, 269-277.

Duchardt, B. A., Marlow, L., & Inman, D. (1999). Collaboration and co-teaching: General and special education faculty. The Clearing House, 72(3), 186-190.

Evans, E. D., & Richardson, R. C. (1995). Corporal punishment: What teachers should know. Teaching Exceptional Children, 27(2), 33-36.

Fad, K. S., Ross, M., & Boston, J. (1995). We're better together: Using cooperative learning to teach social skills to young children. Teaching Exceptional Children, 27, 28-34.

            French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19(6), 357-368.

Goodwin, M. W. (1999). Cooperative learning and social skills: What skills to teach and how to teach them. Intervention in School and Clinic, 35, 29-33.

            Hodgin, J., & Wolliscroft, C. (1997). Eric learns to read: Learning styles at work. Educational Leadership, 54, 43-45.

            Hughes, C., Guth, C., & Hall, S. (1999). "They are my best friends". Peer buddies promote inclusion in high school. Teaching Exceptional Children, 31(5), 32-37.

Longwill, A. W., & Kleinert, H. L. (1998). The unexpected benefits of high school peer tutoring. Teaching Exceptional Children, 30(4), 60-65.

Malloy, W. W. (1997). Responsible inclusion: Celebrating diversity and academic excellence. NASSP Bulletin, 81, 80-85.

Marks, S. U., Schrader, C., & Levine, M. (1999). Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65(3), 315-328.

            McCarthy, B. (1997). A tale of four learners: 4MAT's learning styles. Educational Leadership, 54, 46-51.

            Pomplun, M. (1996). Cooperative groups: Alternative assessment for students with disabilities? The Journal of Special Education, 30, 1-17.

Prater, M. A., Bruhl, S., & Serna, L. A. (1998). Acquiring social skills through cooperative learning and teacher-directed instruction. Remedial and Special Education, 19(3), 160-172.

Sternberg, R. J. (1997). What does it mean to be smart? Educational Leadership, 54, 20-24.

Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and non-handicapped students. The Elementary School Journal, 95, 241-262.

Utley, C. A., Mortweet, S. L., & Greenwood, C. R. (1997). Peer mediated instruction and interventions. Focus on Exceptional Children, 29, 1-23.

Vadasy, P. F., Jenkins, J. R., & Antil, L. R. (1997) The research to practice ball game: Classwide peer tutoring and teacher interest, implementation, and modifications. Remedial and Special Education, 18, 143-156.

Waldron, K. A., & Van Zandt Allen, L. M. (1999). Successful strategies for inclusion at the middle level. Middle School Journal, 30(4), 18-28.

Websites

Edwards, J. (October 27, 1999). Multiple intelligences and technology.[Online]Available:

http://www.firn.edu/~face/about/dec95/mult_int.html

            Faris, N. (1997). Teaching to the seven multiple intelligence. [Online]. Available: http://www. Iols.com/users/berolart/GRPWEBPG.htm

            Guignon, A. (1998). Multiple intelligences: A theory for everyone [Online]. Available: http://www.education-world.com/a_curr/curr054.shtml

            Hein, S. (1998). Emotional intelligence, etc. [Online]. Available: http://www.eqi.org/

            Louisiana Department of Education [Online]. Available: http://www.doe.state.la.us/DOE/asps/home.asp?I=ONLINE

            Shrink, C. (November 3, 1999). Emotional intelligence test. [Online]. Available: http://www.queendom.com/emotionaliq_frm.html