SOUTHEASTERN
LOUISIANA UNIVERSITY
SPECIAL EDUCATION
664
CLASSROOM
ORGANIZATION AND MANAGEMENT FOR STUDENTS
WITH
MILD/MODERATE IMPAIRMENTS
PREREQUISITE: SPED 600
COURSE DESCRIPTION:
This
course addresses special classroom organization for individualization to meet
the various learning styles of the Mild/Moderate population. Scheduling of mainstreamed students,
physical structure of the room and use of learning and interest centers will be
emphasized. Experience component.
CONCEPTUAL FRAMEWORK:
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).
TEXTS:
Paine,
S. C., Radicchi, J., Rosellini, L., Deutchman, L., & Darch, C. (1983). Structuring Your Classroom for Academic
Success. Champaign, Illinois: Research Press Company.
Wolfgang, C. (1995). Solving
discipline problems: Methods and models
for today's teachers (3rd ed.). Boston: Allyn and Bacon, Inc.
COURSE OBJECTIVES:
By the conclusion of this course the student will have developed
knowledge:
1. Effects of various medications
on the educational, cognitive, physical, social, and emotional behavior of individuals with
exceptionalities. (CC:2,K6)
2. Basic
classroom management theories, methods, and techniques for individuals with
exceptional learning needs. (CC:5,K1)
3. Research-based
best practices for effective management of teaching and learning. (CC:5,K2)
4. Ways
in which technology can assist with planning and managing the teaching and
learning environment. (CC: 5, K3)
5. Applicable
laws, rules and regulations, and procedural safeguards regarding the planning
and implementation of management of behaviors of individuals with exceptional
learning needs. (CC:6,K1)
6. Ethical
considerations inherent in behavior management. (CC:6,K2)
7. Teacher
attitudes and behaviors that positively or negatively influence behavior of
individuals with exceptional learning needs.
(CC:6,K3)
8. Importance
of the teacher serving as a model for individuals with exceptional learning
needs. (CC:8,K2)
9.
Approaches to create positive learning environments for individuals with
disabilities. (GC:4, K9)
10. Rationale for selecting specific
management techniques for individuals with disabilities. (GC:6, K1)
11. Rights to privacy, confidentiality, and
respect for differences among all persons interacting with individuals with
disabilities. (GC:8, K2)
12. Maintain confidentiality of medical and
academic records and respect for privacy of individuals with disabilities.
(GC:8, K4)
LEARNER
OUTCOMES:
By the conclusion of this course, the student will
be able to:
1.
1.
Access information on various cognitive, communication, physical,
cultural, social, and emotional conditions of individuals with exceptional
learning needs. (CC:2,S1)
2.
2.
Use instructional time properly.
(CC:4,S12)
3.
3.
Choose and implement instructional techniques and strategies that
promote successful transitions for individuals with exceptional learning
needs. (CC:4,S14)
4.
4.
Establish and maintain rapport with learners. (CC:4,S15)
5.
5.
Create a safe, positive, and supportive learning environment in which
diversities are valued. (CC:5,S1)
6.
6.
Prepare and organize materials to implement daily lesson plans. (CC:5,S3)
7.
7.
Incorporate evaluation, planning, and management procedures that match
learner needs with the instructional environment. (CC:5,S4)
8.
8.
Design a learning environment that encourages active participation by
learners in a variety of individual and group learning activities. (CC:5,S5)
9.
9.
Design, structure, and manage daily routines effectively including
transition time, for students, other staff, and the instructional setting. (CC:5,S6)
10. 10. Direct the activities of classroom
para-professional, aide, volunteer, or peer tutor. (CC5; S7)
11. 11. Demonstrate a variety of effective
behavior management techniques appropriate to the needs of individuals with
exceptional learning needs. (CC:6,S1)
12. 12. Implement the least intensive
intervention consistent with the needs of the individuals with exceptionalities. (CC:6,S2)
13. 13. Modify learning environment (schedule and
physical arrangement) to manage inappropriate behaviors. (CC:6,S3)
14. 14. Demonstrate proficiency in oral and
written communication. (CC:8,S5)
15. 15. Use copyrighted educational materials in
an ethical manner. (CC:8,S8)
16. 16. Practice within the CEC Code of Ethics
and other standards and policies of the profession. (CC:8,S9)
17. 17. Delineate and apply the goals,
intervention strategies, and procedures related to psychodynamic, behavioral,
biophysical, and ecological approaches to individuals with disabilities. (GC:4,
S3)
18. 18. Integrate academic instruction, affective
education, and behavior management for individual learners and groups of
learners. (GC:4, S6)
19. 19. Structure the educational environment to
provide optimal learning opportunities for individuals with disabilities.
(GC:5, S2)
20. 20. Design learning environments for
individuals with disabilities that incorporates feedback from peers and adults.
(GC:5, S4)
21. 21. Design learning environments that are
multisensory and that facilitate active participation, self-advocacy, and
independence of individuals with disabilities in a variety of group and
individual learning activities. (GC:5, S5)
22. 22. Use local, community, state, and provincial
resources to assist in programming with individuals who are likely to make
progress in the general curriculum. (GC:5, S6)
23. 23. Use a variety of nonaversive techniques
for the purpose of controlling targeted behavior and maintaining attention of
individuals with disabilities. (GC:6, S1)
24. 24. Establish a consistent classroom routine
for individuals with disabilities. (GC:6, S6)
25. 25. Use specific behavioral management and
counseling techniques in managing students and providing training for their
parents. (GC:7, S1)
COURSE
OUTLINE:
I.
I.
Laws and Ethics
II.
II.
Organizing Space
III.
III.
Roles for others
IV.
IV.
Behavior Management
V.
V.
Managing time, materials, and paperwork
VI.
VI.
Technology
VII.
VII.
Diversity
COURSE
REQUIREMENTS:
1.
1.
Students are required to check assignments every week, to read assigned
chapters and online readings, participate regularly in discussions, to complete
projects, to turn in all assignments by the stipulated due date/time. Late
assignments will cost 10% per day – no assignments will be accepted later than
3 days.
2.
2.
Discussion Forums - by 8 a.m. on Thursday, all class lecture notes and
discussion forum questions will be posted. You must respond to the
question posed by the instructor by Friday of that week (at midnight). At
least two days after you have responded to the initial question, you will
respond to one or more of your colleagues responses, thereby creating a
discussion on the topic posed. Your final submission to the discussion
forum must be made by midnight on Wednesday. You will be graded on
each of these responses. I will use the rubric below to grade each of your
discussion forum responses:
3 points - You are right on target
about the topic at hand and have dealt with it in an insightful manner.
2 points - You are very close to the topic at hand, but do not deal with
it fully.
1 point - You are off target often and barely deal with the topic
and/or your colleagues' responses.
0 points - You have not completed the assignment or you have not dealt
with the topic at hand.
Points
1. Discussion questions (7 @ 6 pts each) 42
2. Draft of Classroom Management Plan 75
3. Beliefs Inventory 3
4. Activities (5 @ 12 pts each) 60
5. 2 reflection papers (10 pts each) 20
6. Portfolio (including final CMP and all
assignments) 100
TOTAL POINTS POSSIBLE 300
* EXTRA CREDIT Superconference attendance and paper 10
REMEMBER THAT ALL WORK SHOULD BE DONE IN MICROSOFT WORD OR WORD
PERFECT!!!
STUDENT EVALUATION: GRADING CRITERIA:
A = 278-300 93%
- 100% = A
B = 254-277 85%
- 92% = B
C = 230-253 77%
- 84% = C
D = 197-229 66%
- 76% = D
F = below 197 0
- 65% = F
PROFESSIONAL
STANDARDS:
1.
1.
Students are expected to maintain professional standards of behavior at
all times when fulfilling course requirements.
2.
2.
Students must demonstrate proficiency in written composition, as written
communication skills are basic to teaching.
The essay component of examinations will be graded on correctness of
grammatical usage, word choice, and spelling, as well as content.
3. 3. Students must follow the rules of the
publication manual of the American Psychological Association (APA) (4th.
edition) in citing references. See
attached
4.
4.
Students should consult the current catalogue for information
regarding the last day to drop or resign from the University without a grade
penalty. Students are responsible for completing required forms when they find
it necessary to discontinue University work prior to the end of the semester.
5.
5.
Students will not be given make-up exams without a valid written excuse for the absence.