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EDG 666 and EDMT 621Spring 2017 M.M. Jones

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College of Education & Human Services Northern Kentucky University

EDMT 621: Students with Exceptionalities in the Regular Middle/Secondary Classrooms EDG 666: Introduction to the Education of Students with Exceptionalities

3 Graduate Semester Hours Credit Online ~ Spring 2017

Learn, Lead, Succeed

MissionThe College of Education and Human Services plays an important leadership role and collaborates with others in the creation, dissemination, and application of knowledge and research that enhances professional practice and transforms lives, schools, and communities.VisionThe College of Education and Human Services aspires to be known throughout the Commonwealth of Kentucky and region at large as the leader in providing opportunities for engaged learning and applied scholarship that fosters individual growth and collective success.

Kentucky Academic Standards (KAS)Preparation of Kentucky’s students for the demands of the 21st century requires districts and schools to prepare every student for successful transition to be College and Career Ready. The Kentucky Academic Standards help ensure that all students throughout Kentucky are provided with common content and have opportunities to learn at high levels. As education candidates complete and implement projects and assignments throughout their education programs at NKU, they will incorporate the components of the Kentucky Academic Standards .


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Instructor Information Professor: Dr. Missy Jones Office Location: MEP 286 Office Telephone Number: (859) 572-1423 FAX: 859-572-6096 e-mail: [email protected] Office Hours: Wednesdays 11:00 a.m. -2:00 p.m. Thursdays 1:00-4:00 p.m.* Additional office hours available by appointment, or email me your questions and I will respond as soon as I can.

Textbook & Assigned Readings Gargiulo, R.M. & Metcalf, (2017). Teaching in today’s inclusive classrooms: A universal design for learning approach (3rd edition). Boston, MA: Cengage Learning.ISBN: 978-1-305-50099-0Loose Leaf edition ISBN: 978-1-305-67495-0

Additional materials and assigned readings will be made available on the Blackboard site for this class.Course Description This course is cross-listed as both EDMT 621 and EDG 666. EDMT courses are for those graduate candidates who are enrolled in the Master of Arts in Teaching (MAT) program as career changers seeking initial teaching credentials. EDG courses are for graduate candidates in the Teacher as Leader Master of Arts in Education (MA.Ed) program who already have a teaching certificate or license and wish to explore or add special education certification to their current credentials.

The content of the course includes:• the characteristics, nature and needs of students with exceptionalities;• an overview of the legal requirements and issues related to teaching students with

exceptionalities;• an overview of educational approaches, including adaptations to the general curriculum,

adaptive teaching strategies, behavior management and collaboration skills for effectively teaching students with exceptionalities and diverse learning needs.

Student Learning Outcomes, Assessment and Standards Alignment

By the completion of this course, students will be able to:

Student Learning Outcome

Assessment/ Assignments

KAS Alignment

Kentucky Teacher

Standards

InTASCStandard and

Category

Specialized Professional

Association (SPA) Standards

KFfTDomains


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Explain the role of the Individualized Education Program (IEP) team and plan. IEP Resource

KAS 5.3KAS 6.2

8.1; 8.3

Professional Learning and

Ethical Practice (9d; 9j; 9o)

Leadership and Collaboration

(10a; 10b; 10d; 10m; 10q)

ISCI 4 K3IGC 4 K2

ISCI 6 K1, K3, K4,K6

IGC 6 K3, K4, K5 ISCI 7 K2;

PSEL 3A,B,C,D; PSEL

4A,C,D,E,F,G; PSEL9B,H

4C; 4D; 4E

Differentiate between various disabilities and the specific needs of individuals based on their learning differences.

Guided Readings; Discussion Board;

Final Synthesis Paper

KAS 4.5KAS 6.2

3.3; 4.2;7.2; 9.1

Learning Differences

(2a; 2d; 2g; 2h; 2m)

ISCI 1 K1, K2, K8, K9, K13

IGC 1 K3, K5, K8, K9

ISCI 6 K5 IGC 6 K1, K8 ISCI 6 S10;

PSEL 3A,B,C,D;

PSEL 4A,B,C,D,E,F,G; PSEL 5A,B,C,D

1B

Identify the social implications of living with a disability and the impact society has on living and learning independently.

Module Activities; Disability in the Popular Media

ProjectKAS 5.1KAS 5.3

3.4; 3.5

Learning Differences

(2b; 2h; 2i; 2k; 2m)

ISCI 1 K8, K10 IGC 1 K2ISCI 6 K9

PSEL 2A,B,C; PSEL 5A,B,C,D

1B; 2A

Design an accessible lesson plan using a Universal Design for Learning (UDL) approach to meet the needs of diverse learners.

UDL Lesson Plan KAS 5.2KAS 5.3KAS 6.3

1.3; 2.1;2.2; 2.3;2.4; 2.5;

4.1

Planning for Instruction

(7a; 7b; 7g; 7i;7j; 7k; 7n);

Instructional Strategies

(8a; 8c; 8e; 8f;8j; 8k; 8m; 8o;

8p; 8q; 8s)

ISCI 1 K3ISCI 6 K12ISCI 7 K1IGC 7 K4

PSEL 4A,B,C,D,E,F,G

1C; 1E; 1F;3C

Course Assignments and Grading


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Students are expected to actively engage in all course modules, read assigned materials prior to class discussion, and participate in class discussion and related online group activities. In addition, students will complete the following activities/assignments:

Required Activity PointsModule Participation and Assignments 112Guided Notes (9 worth 10 pts. each and 1 worth 20 points) 110Discussion Board (12 @ 5 points each) 60Disability in the Popular Media Project 25IEP Resource for Teachers and Parents 50Universal Design for Learning Lesson Plan 40Final Synthesis Paper 20Total Possible Points 417

If at any time you have questions or concerns about your performance in this class, please contact me to discuss these concerns.

I am here to help you.Please do not hesitate to ask for assistance when needed!


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Grades for this course will be determined using the following percentage scale based on total possible points:

Letter Grade Percentage PointsA 95 %+ 396- 417A - 93 % + 388-395.99B+ 91 % + 379-387.99B 87 % + 363-378.99B - 85 % + 354-362.99C+ 83 % + 346-353.99C 77 % + 321-345.99F 0 – 76.99 % 0-320.99

Note: Anything below a C is considered a failing grade in a graduate level course. There are no C- or D grades. The grade of “A” is reserved for those students whose performance in this course is determined to be “excellent” or “superior.” Excellent or superior performance would include attending class and contributing to class discussions; correct use of English grammar, punctuation, and spelling on all work submitted; all work submitted in the proper form; care made to make corrections and assignments resubmitted when necessary; and a demonstration of a thorough understanding of the material, terms, and concepts on the examinations, projects, and assignments.

Description of Assignments and Expectations

Email, Announcements, and Feedback As a means of communicating and creating a community dialog throughout the course, the instructor will post announcements and send emails to the entire class and/or individual candidates. You are required to check your NKU email account regularly as well as the course announcements page. Also, please be sure to check on Grade Book periodically to read the comments I may have left you concerning your graded assignments, as well as the Discussion Board to read any comments or suggestions I may have left in response to your


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posts. This is one way I communicate and provide you with feedback about your progress in the course, as well as offer suggestions for your teaching, when relevant.

Module Participation and Assignments (112 points)This class is divided into 10 Learning Modules on Blackboard. Within each module are specific assignments created to enhance your understanding of the course content, with the specifications of the assignments outlined within each module. These assignments must be completed within the assigned time period for each module. Consider these assignments the same as you would the in-class assignments we might be doing if we were meeting in a face-to-face classroom.

The online assignments embedded in each module have individual point values ranging from 2 – 10 points, totaling 112 points over the course of the semester. To receive full points possible, candidates are expected to upload thoughtful and quality assignments by the due date specified.

Although the beauty of online coursework is that students can move through the course at their own pace, in order for us to be able to work through the material together and engage in meaningful dialogue about the course content, it will be necessary for students to complete each module by the deadline indicated so that we may all benefit from the discussion board conversations at the same time. PACE YOURSELF accordingly! Late assignments will not be accepted, unless arrangements have been made with the professor PRIOR to the due date.

Guided Notes (110 points)The textbook was chosen as a source of valuable information to support your learning in this class. To help you profit from this resource, guided reading notes to use when reading the text chapters will be required throughout the semester. For each guided reading completed, you will have an opportunity to receive up to ten (10) points, with the exception of the guided notes for chapter 4, which will be worth 20 points. Guided reading notes are due by the completion of the Learning Module in which they are assigned. Notes submitted after the closing date of the module WILL NOT be accepted. (9 @ 10 points each and 1 @ 20 points).

Discussion Board (60 points)As a means for exploring disability and how it affects teaching and learning, class discussions will be conducted through Discussion Board on Bb. There will be 12 opportunities for graduate students to discuss the various topics in a discussion board format. Each module will have a discussion board assignment, requiring class participants to provide input on various topics being discussed. Since the discussion board is one of the cornerstones of this course, it is expected that each class member participate in EVERY online discussion, receiving up to 5 points for participation during each thread.

Participation includes answering the required questions in a thoughtful manner, responding to others (at least three peers ) in a positive manner, providing insight or creative thought to a discussion thread, posing questions to other class participants and/or instructor, and participating in the discussions in a timely manner. (12 @ 5 points each totaling 60 points).


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There will be times during our online discussions when you might disagree with what a class member has said. Professionalism in responding to those with whom we disagree is expected, using positive forms of critique and communication AT ALL TIMES. I will be asking class members to deconstruct traditional notions of ability and disability, as well as special education and teaching. This may feel uncomfortable, so providing support to each other as we explore our own beliefs and practices is necessary for creating a safe venue in which these difficult discussions can occur.

Disability in the Popular Media (25 Points)In order to gain a better understanding of the stigma related to disability, as well as the gifts and strengths some people with disability possess, analyze and reflect on how one form of disability is portrayed in film. The analysis and reflection should include the following headings:

• Accurate and Realistic Portrayal o Did the character demonstrate an accurate depiction of a specific disability?

o Refer to text, online resources, and course materials and provide examples from the film to support your analysis.

• Psychosocial Analysis o Were the reactions of others without disability in the film an accurate portrayal of how society responds to disability? Explain and provide specific examples.

o What are the social implications of these reactions for both the individual with a disability and society in general?

o Is People First Language used and how does that impact the film?• My Reaction

o What did you take away from the film about disability that you may not have considered or known in the past?

o How might this impact your future teaching?* (see scoring guide for a template and scoring details)

Possible media topics to select from include: Autism, Visual Impairments, Traumatic Brain Injury, Cerebral Palsy, Deaf-Blind, Down syndrome, Dyslexia, Emotional/Behavioral Disabilities and Mental Illness, Learning Disabilities, Intellectual Disability, Speech Impairments, and Giftedness. Films that are pre-approved as acceptable for this project include:

My Left Foot: The Story of Christy Brown

I am Sam The Other Sister

Simon Birch Tic Code RadioFreaks (1932) What’s Eating Gilbert Grape The MightyCharly Rain Man Children of a Lesser GodLittle Man Tate Dominick & Eugene Benny & Joon


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Shine Mr. Holland’s Opus The Elephant ManLorenzo’s Oil Searching for Bobby Fischer The Mircacle WorkerMask A Patch of Blue Secret Life of BeesThe Soloist A Beautiful Mind Temple GrandinNell The King’s Speech PowderTommy One Flew Over the Cuckoo’s

NestForrest Gump

Girl Interrupted The Boys Next Door Something About MaryThe Goonies As Good As It Gets Sound and FuryMy Sister’s Keeper The Boy Who Could Fly Of Mice and MenSling Blade The Ringer Like Stars on EarthMy Flesh and Blood Normal People Scare Me The Horse BoyRiding the Bus with my Sister The Theory of Everything Still AliceSilver Linings Ray At First Sight

If the film is not from this list, it must be pre-approved by the instructor before it can be accepted for credit. A more comprehensive list of film titles can be found at http://mubi.com/lists/disability-in-film. Trailers for some of the above films can be found at https://themighty.com/2015/02/oscar-nominatedfilms-that-got-disease-and-disability-right/

Once a film has been selected and viewed, write a 2-3 page (double spaced, 12 point font) reaction paper to what you observed in the film, comparing and contrasting the depiction of the disability in the film with what you are learning about disability from the text and in class.

Follow the outline provided by the scoring guide to ensure you maximize the points you earn for this project. For example, the first heading is “Accurate and Realistic Portrayal”. If you are unsure of how realistic the disability has been portrayed, please refer to the text and if needed, go to the web to research the disability so you can make a strong case for this part of your report.

* Please be sure to cite the film used for this project when writing up your comparison and contrast summary.

IEP Resource for Teachers and Parents (50 Points)Using the information in Chapter 3 of the text as well as other resources provided and uncovered by research, develop an informational resource that explains the IEP process to general education teachers and parents. Your resource can be in any format desired, including a wiki, webpage, PowerPoint or Prezi presentation, or handbook, and should include:

• information about parental/guardian rights;• the steps of the IEP process; and• an explanation the roles of various IEP team members.


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The focus of the resource should be to provide information to help parents and teachers actively participate in the IEP process.

In your resource, be sure to explain any relevant “jargon,” and provide tips, questionnaires, checklists, and links to other resources. Include graphics and images for visual interest, and any other information you think a family and teachers may find useful.

* See scoring guide for details

If you would like to consider an alternative format not currently listed for this project, I am open to ideas/suggestions. Please contact me!

Universal Design for Learning Lesson Plan (40 points)To better prepare you for the task of meeting the diverse needs of learners, design an accessible lesson in the content area and grade level of your choice, which contains all of the components of Universal Design for Learning (UDL). A template will be provided on Bb to assist you with this project. The lesson plan should include all areas of the lesson plan as indicated on the template provided. More specific information will be made available in Modules 9 and 10.

This assignment may be completed individually or with a partner. * See scoring guide for more details.

If you work in the community and not a local education agency, please contact me for possible alternatives to this assignment.

Final Synthesis Paper (20 Points)At the end of the semester, you will be asked to reflect back on your learning experiences in this class and write a final synthesis reflection paper, summarizing what you have learned about disability, students, learning, teaching and inclusion. Along with overtly using course vocabulary and content, your final paper should include your thoughts on the following:

• What is your current definition of disability? If it has changed from your initial definition posted on Bb, how and why?

• Which course activities had the greatest impact on your current definition of disability and why?

• How do you plan to more fully include students with disabilities in your classroom or community in the near future? Provide specific examples of what you might do to enhance the learning and acceptance of students with disabilities in your class or community.

The paper should be between 3-6 pages in length, double-spaced, 12 point font (not to exceed 6 pages).* See scoring guide for details.


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Course Policies and Procedures Student Honor Code

The Student Honor Code [the "Honor Code"] is a commitment by students of Northern Kentucky University, through their matriculation or continued enrollment at the University, to adhere to the highest degree of ethical integrity in academic conduct. It is a commitment individually and collectively that the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements.

The purpose of the Honor Code is to establish standards of academic conduct for students at Northern Kentucky University and to provide a procedure that offers basic assurances of fundamental fairness to any person accused of violations of these rules. Each Northern Kentucky University student is bound by the provisions of the Honor Code and is presumed to be familiar with all of its provisions. Students also should aspire to conduct themselves in a manner that is consistent with the highest degree of ethical integrity in all matters, whether covered in the Honor Code or not. The success of this commitment begins in the diligence with which students uphold the letter and the spirit of the Honor Code. Students may view the complete honor code at http://deanofstudents.nku.edu/policies/studentrights.html#policies.

In addition, students in the education programs must also adhere to the education programs’ Code of Ethics: http://coehs.nku.edu/content/dam/coehs/docs/COEHS_code_ethics_20.doc and the Professional Code of Ethics for Kentucky School Certified Personnel: http://www.kyepsb.net/legal/ethics.asp.

Credit Hour Policy Statement In accordance with federal policy, NKU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-ofclass student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying and completing assignments. At least an equivalent amount of time is expected for other academic activities such as online courses, laboratory work, internships, practica, studio work and other academic work leading to the award of credit hours.

In accordance with federal policy, NKU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-ofclass student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including but not limited to, class meeting time, reading, reviewing, organizing notes, studying and completing assignments.


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This is a three credit hour class, meaning that you can expect to spend a total of nine hours per week reading and completing guided notes, watching and commenting on videos, engaging in Discussion Board discussions, completing online activities, and completing projects. (9 hours x 15 weeks = 135 hours).

Estimates of the time required for a typical student to complete course expectations are as follows:

hours

Student Evaluation of Instructor and Course Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments.

Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a two week delay in access to his or her course grade beyond the university's official date for grade availability. To

Activity Approximate Weekly Time proximate Total Hours Over the Semester

Guided Readings 2.5 hours weekly 37.5 hour

sDiscussion Board 1 hour weekly 15 hoursOnline Module Activities 4 hours weekly 60 hoursDisability in the Popular Media Project

5.5 hours in one week (2 1/2 5.5 hours hours to locate and view film andthree hours for write-up)

IEP Resource Resource for Parents and Teachers

3 hours for three weeks 9 hours

UDL Lesson Plan 6 hours over two weeks 6 hoursFinal Synthesis Paper 2 hours in one week 2 hoursTotal Expected Hours Dedicated to this Class over the Semester 135


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complete online evaluations go to http://eval.nku.edu. Click on "student login" and use the same USERNAME and PASSWORD as used on campus.

In addition, you should be aware of:• Evaluations can affect changes in courses. Evaluations without comments are less

valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not.

• Positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful.

• Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor’s department chairperson.

• Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments.

Accommodations Due to Disability Northern Kentucky University is committed to providing reasonable accommodations for all persons with disabilities. The syllabus is available in alternate formats upon request. Students with disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Disability Programs and Services Office in SU 303. To receive academic accommodations for this class, please obtain the proper DPS forms and meet with me at the beginning of the semester. More information on Disability Services can be found at http://disability.nku.edu.

Bibliography:

Batshaw, M.L. (2004). Children with disabilities. Baltimore: Brookes Publishing.Beattie, J., Jordan, L., & Algozzine, B. (2006). Making inclusion work: Effective practices for

all teachers. Thousand Oaks, CA: Corwin Press.Blatt, B., & Kaplan, F. (1966). Christmas in purgatory: A photographic essay on mental retardation.

Boston: Allyn & Bacon.Charlton, J.I. (1998). Nothing about us without us: Disability oppression and empowerment.

Berkley, CA: University of California Press.Council for Exceptional Children. (2005). Universal design for learning: A guide for teachers

and educational professionals. Arlington, VA: CEC.Friend, M. & Bursuck, W.D. (2009). Including students with special needs: A practical guide

for classroom teachers. (5th Ed.) Upper Saddle River, NJ: Pearson.Gregory, G. & Chapman, C. (2002). Differentiated instructional strategies: One size doesn’t fit

all. Thousand Oaks, CA: Corwin Press.Heward, W.L. (2009). Exceptional children: An introduction to special education, 9th edition.

Upper Saddle River, NJ: Pearson.


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Jones, M.M. (2013). The ‘Othered’ sister: Family secrets, relationships, and society. The Review of Disability Studies: An International Journal, 9(2 & 3), 30-40.

Jones, M.M. (2011). Awakening teachers: Strategies for deconstructing disability and constructing ability. Journal of Ethnographic and Qualitative Research, 5(4), 218- 229.

Jones, M.M. (2010). If you’re good at nothin’, what are ya good for? Disability and identity. In Joseph L. DeVitis & Linda Irwin-Devitis (eds.), Adolescent Education: A Reader (pp. 369-378). New York: Peter Lang Publishing.

Jones, M.M. (2007). An ethnographic exploration of narrative methodologies to promotethe voice of students with disabilities, Journal of Ethnographic & Qualitative Research, 2(1), 32-40.

Jones, M.M. (2004). Whisper writing: Teenage girls talk about ableism and sexism in school. NY:

PeterLang Publishing Co.Lewis, R.B. & Doorlag, D.H. (2005). Teaching special students in the general education

classroom, (7th edition). Columbus, OH: Merrill.Streissguth, A. (1997). Fetal Alcohol Syndrome. Baltimore, MD: Paul H. BrooksTurnbull, A.P., Turnbull, H.R., & Wehmeyer, M.L., (2009). Exceptional lives: Special education

in today’s schools 6th edition. Englewood Cliffs, NJ: Merrill/Prentice-Hall.Winterman, K.G., & Rosas, C.E. (eds.). (2014). The IEP Checklist: Your guide to creating

meaningful and compliant IEPs (pp. 103-122). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

Tentative Class ScheduleImportant Notes:

• Most due dates are on Sunday evening at 11:50 p.m.• Schedule may change based on class consensus.• Please check Blackboard regularly to note changes in assignments or the addition of valuable

resources.Date Module Schedule Topics and Assignment

ScheduleMajor Projects and

Assignments1/09 Begin Module 1 Welcome and Introductions

Course OverviewDefining Disability People First Language

Ch. 1 Guided Notes pp. 2-12 Discussion Board: Intro.Discussion Board: Def. Dis Discussion Board: People First Language

1/15 End of Module 1 All assignments to be completed by 11:59 p.m.


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1/16 Begin Module 2 History of Special Ed Ch. 1 Guided Notes #2 pp.12-27Discussion Board

1/22 End of Module 2 All assignments to be completed by 11:59 p.m.

1/23 Begin Module 3 Universal Design for Learning Introduction

Ch. 2 Guided Notes Discussion Board

1/29 End Module 3 All assignments to be completed by 11:59 p.m.

1/30 Begin Module 4 Policies, Practices and Processes Guided for Special Education and Inclusive Education IEP

*Note: No Ch. 3 Notes this module Resource Due Discussion Board

2/06 Continue Module 4


2/13 Begin Module 5 High Incidence Disabilities Ch. 4 Guided Notes

Discussion Board




3/6-3/10 Spring Break No Classes!3/13 Begin Module 6

(Module 6 will be available beginning 3/6 for anyone who wants to work ahead during the break)

Low Incidence Disabilities Ch. 5 Guided Notes Discussion Board


3/20 Begin Module 7 Learners with Gifts and Talents and Diversity in the Classroom

Ch. 6 Guided Notes Discussion Board



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3/27 Begin Module 8 Collaboration and Cooperative Teaching

Ch. 7 Guided Notes Discussion Board Disability in the Popular Media Project


4/03 Begin Module 9 Designing and Assessing Learning that Works for All Students

Ch. 8-9 Guided Notes Discussion Board


4/10 Begin Module 10 Content Area Instructional Strategies for Teaching All Learners

Ch. 10 Guided Notes Discussion BoardUDL Lesson Plan Due Choose one of the following chapters as a resource for your lesson plan, depending on your area of expertise: 11: Behavioral Supports12: Assistive Technology13: Literacy-Rich Environments 14: Mathematics15: Science and Social Studies

4/17 Continue Module 104/23 End Module 10 All assignments to be completed by 11:59 p.m.

5/01 Exam Week Final Synthesis Paper Due by 5:30 p.m. Note: This is a Monday due date.

IEP Resource for Teachers and Parents (50 Points)

0-1 points 2-3 points 4-5 Points

Content


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The resource includes minimal or irrelevant terminology or explanation of educational terminology used is limited or missing.

The resource includes and explains some of the relevant terminology parents and general education teachers might need to understand.

The resource includes and explains all relevant terminology parents and general education teachers might need to understand.

The resource includes an incomplete list of the steps to the IEP meeting and/or process; OR explanation of the meeting or process is missing, incomplete, or incorrect.

The resource includes a complete list of the steps to the IEP meeting and process.

The resource includes a clear explanation of what happens at an IEP meeting as well as a thorough description of the process and purpose of the meeting.

The resource contains minimal resources to help parents and teachers prepare for the IEP process, or resources are missing.

The resource contains some tips, checklists, questionnaires or planning forms to help parents and teachers prepare for the IEP process.

The resource contains sufficient beneficial tips, checklists, questionnaires and/or planning forms to help parents and teachers prepare for and be able to better participate in the IEP process.

Information about family legal rights is minimal, incorrect, or missing.

The resource includes some information about basic family legal rights.

The resource includes sufficient information about key family legal rights.

Lists of IEP team members and their roles is incomplete, incorrect, or missing.

The resource lists the roles of IEP team members.

The resource lists and briefly explains the roles of IEP team members.

The resource includes resources for teachers and families, including 1-2 of the3 required categories (websites, books, agencies); OR citations, annotation and information is missing or incomplete; OR 0-1 quality

The resource includes additional resources for teachers and families, including 2 of the 3 required categories (websites, books, agencies); Citations, annotations and information for the categories included is complete. A minimum of 2

The resource includes additional resources for teachers and families, including 1. Web sites (must be briefly annotated), 2. books (w/complete citation), and3. Local and/or national agency supports (contact information and services provided). A minimum

resources in each category is included.

quality resources in each category is included.

of 3 quality resources in each category is included.

0-1 points 2-3 points 4-5 points


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Format

The resource looks unprofessional due to typographical or spelling errors; graphics/illustrations is missing.

The resource looks professional, and is easy to read/follow.

The resource looks professional, is easy to read/follow, and contains appropriate graphics/illustrations.

The resource contains a minimal or missing statement of introduction.

The resource contains an introductory explanation to the reader, providing an overview of the contents included in the blog.

The resource contains a wellwritten introductory explanation to the reader, providing an adequate overview of the contents included in the blog.

The resource is disorganized, with items provided in a random sequence.

The resource is adequately organized with items provided in an organized sequence.

The resource is well organized with information flowing in a logical manner.

The resource consists of information cut/pasted from websites; OR Citations for information is missing.

The resource is an original creation, with most work clearly cited.

The resource is an original creation, paraphrasing information with clear citations (either in endnotes or a works cited section) where information was found.

+ /50 TOTAL POINTS EARNED


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Disability in the Popular Media Scoring Guide (25 points)

Name:

Film Title:

For grading purposes, your analysis must include the following components to be considered complete. Begin each section of your analysis and reflection with each of the three bold faced headings.

ACCURATE AND REALISTIC PORTRAYALDoes the representation of the person with a disability/exceptionality appear to be an accurate and realistic portrayal of the exceptionality? Was the representation factual or stereotypical? Refer to the text, online resources, and course materials to make a comparison and provide specific examples from the film to support your analysis.

10 points possible

PSYCHOSOCIAL ANALYSISWere the reactions of others without a disability in the film an accurate portrayal of how society responds to disability? Explain and provide examples. What are the social implications of these reactions for both the individual with a disability and society in general? Is People First Language used in the film? How does that affect the overall emotional impact of the film?Does the language used in the film value or degrade, humiliate, or give unrealistic status to the person with the exceptionality? How is the person’s humanity expressed?

10 points possible

MY REACTIONGive your reaction to the film in relation to what you previously thought or felt about the type of disability depicted in the film. Your reflection should include what new knowledge or understanding was acquired and what impact, if any, this new knowledge or perspective might have in your classroom teaching.


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5 points possible

+ /25 TOTAL POINTS EARNED Disclaimer: This assignment is NOT designed to teach you about specific disabilities. Rather, it is intended to get you to think about disabilities and the psychosocial impact they typically have on a person’s life.

UDL Lesson Plan Scoring Guide (40 points)

Name:

Lesson objective written with a condition, behavior and criteria, using measurable verbs. (3 points)

Assessment tools and strategies match the dimension of behavior to be measured (as indicated in the lesson objective). (2 points)

Differentiated assessment and activity adaptations are thoroughly described. If adaptations are not necessary, a complete description of the rationale for how the lesson matchesstudent strengths and meets their needs is included. (3 points)

Co-teaching style identified, with a rationale provided that explains how this style of co-teaching will enhance instruction. (3 points)

Procedures outlined in a logical and sequential order, following the format of Do Now; Mini Lesson; Guided Practice; and Independent Practice. (10 points)

Steps outlined in the procedures provide sufficient information to be implemented by someone other than the individual who created the lesson. (5 points)

Lesson begins with an effective interest catch. (1 point)

Procedures include specific reference to UDL, including multiple means of representation, engagement and expression. (9 points)


20

Activities are effectively differentiated to meet the needs of diverse learners. (4 points)

+ / 40 Points

Final Synthesis Paper Scoring Guide

20 points

Name:

The paper included a current, updated definition of disability along with an explanation for how and why the definition may have changed from the initial definition. (3 points)

The author identified specific course activities that influenced the current definition of disability, along with a thoughtful explanation of why these activities were considered influential. (3 points)

A plan was included for how the author plans to more fully include students with disabilities in her/his classroom or community in the future. (3 points)


21

The plan included specific examples of activities the author commits to use to enhance the learning and acceptance of students with disabilities in her/his class or community. (3 points)

The paper was written in the required format within the 3-5 page limit (12 point font, double spaced). (1 point)

The paper was written using correct spelling and grammar throughout, with care given to the quality of surface features. (3 points)

High quality writing evident throughout the paper. (4 points)

+ /20

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