SYLLABUS
Response to Intervention Forms for Case Study:
Classroom Observation Form
RtI Student Referral Form
RtI Student Data Form (not required)
Lights Retention Scale
Educational Assessment Part A and B
Disability Categories
Student Observation Form 2
Behavior Monitoring Chart
Collaborative Problem Solving
Diagramming a Goal
ED1
N1
IEP Pages 1-8 (Guide for IEP Writing)
PL1 and PL2
DCAP Needham Westford Reading Writing Behavior Math
Specific Learning Disability Forms: Observation Form
Eligibility 28M-10
SLD1
SLD2
SLD3
Is Special Education the Right Service? Eligibility and Assessment Guidelines
Classroom Observation Form
RtI Student Referral Form
RtI Student Data Form (not required)
Lights Retention Scale
Educational Assessment Part A and B
Disability Categories
Student Observation Form 2
Behavior Monitoring Chart
Collaborative Problem Solving
Diagramming a Goal
ED1
N1
IEP Pages 1-8 (Guide for IEP Writing)
PL1 and PL2
DCAP Needham Westford Reading Writing Behavior Math
Specific Learning Disability Forms: Observation Form
Eligibility 28M-10
SLD1
SLD2
SLD3
Is Special Education the Right Service? Eligibility and Assessment Guidelines
Individuals with Exceptionalities: Individuals with exceptionalities include individuals with sensory, physical, emotional, social, cognitive differences, developmentally delays, exceptional gifts and talents; and individuals who are or have been abused or neglected; whose needs differ so as to require personalized special education services in addition to or in tandem with educational services available through general education programs and other human service delivery systems.
Special Education Services: Special education services are personalized, i.e. individualized, services that appropriately credentialed special educators provide directly or indirectly to individuals with exceptionalities.
Special Education Services: Special education services are personalized, i.e. individualized, services that appropriately credentialed special educators provide directly or indirectly to individuals with exceptionalities.
OPTIONAL TEXTS
A Survival Guide for New Special Educators by Bonnie S. Billingsley, Mary T. Brownell, Maya Israel and Margaret L. Kamman (Apr 1, 2013)
Strategies for Teaching Students with Learning and Behavior Problems (8th Edition) by Sharon R. Vaughn and Candace S. Bos (Jan 21, 2011)
Strategy Instruction for Students with Learning Disabilities, Second Edition (What Works for Special-Needs Learners... by Robert Reid PhD, Torri Ortiz Lienemann PhD and Jessica L. Hagaman PhD (Sep 16, 2013)
What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies by David Mitchell (Jan 8, 2014)
10 Critical Components for Success in the Special Education Classroom by Marcia W. Rohrer and Nannette M. (Marie) Samson (Mar 11, 2014)
Just Give Him the Whale!: 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism by Paula Kluth
Strategies for Teaching Students with Learning and Behavior Problems (8th Edition) by Sharon R. Vaughn and Candace S. Bos (Jan 21, 2011)
Strategy Instruction for Students with Learning Disabilities, Second Edition (What Works for Special-Needs Learners... by Robert Reid PhD, Torri Ortiz Lienemann PhD and Jessica L. Hagaman PhD (Sep 16, 2013)
What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies by David Mitchell (Jan 8, 2014)
10 Critical Components for Success in the Special Education Classroom by Marcia W. Rohrer and Nannette M. (Marie) Samson (Mar 11, 2014)
Just Give Him the Whale!: 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism by Paula Kluth
CEC INITIAL PREPARATION STANDARDS
CEC Initial Preparation Standards: In December 2012 the National Council for the Accreditation of Teacher Education (NCATE) approved the initial and advanced CEC Preparation Standards for special educators. We will cover key elements of the six standards.
CEC Initial Preparation Standard 1: Learner Development and Individual Learning Differences: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
(a) Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
(b) Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
CEC Initial Preparation Standard 2: Learning Environments: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
(c) Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
(d) Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
(e) Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
CEC Initial Preparation Standard 3 Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
(f) Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.
(g) Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.
(h) Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
CEC Initial Preparation Standard 4 Assessment: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
(i) Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
(j) Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
(k) Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.
(l) Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
CEC Initial Preparation Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
(m) Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
(n) Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
(o) Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
(p) Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.
(q) Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
(r) Beginning special education professionals teach to mastery and promote generalization of learning.
(s) Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
CEC Initial Preparation Standard 6 Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
(t) Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.
(u) Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
(v) Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
(w)Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
(x) Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.
(y) Beginning special education professionals provide guidance and direction to para-educators, tutors, and volunteers.
CEC Initial Preparation Standard 1: Learner Development and Individual Learning Differences: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
(a) Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
(b) Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
CEC Initial Preparation Standard 2: Learning Environments: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
(c) Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
(d) Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
(e) Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
CEC Initial Preparation Standard 3 Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
(f) Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.
(g) Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.
(h) Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
CEC Initial Preparation Standard 4 Assessment: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
(i) Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
(j) Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.
(k) Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.
(l) Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
CEC Initial Preparation Standard 5 Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
(m) Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
(n) Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.
(o) Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.
(p) Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.
(q) Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
(r) Beginning special education professionals teach to mastery and promote generalization of learning.
(s) Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
CEC Initial Preparation Standard 6 Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
(t) Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.
(u) Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
(v) Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.
(w)Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.
(x) Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.
(y) Beginning special education professionals provide guidance and direction to para-educators, tutors, and volunteers.
BIBLIOGRAPHY
Association for Supervision and Curriculum Development (ASCD) (Video Producer). (2003). Maximizing learning for English language learners. Washington, D.C.: ASCD.
Crawley, J.F., Foley, T.E., & Miller, J. (2003). Science and students with mild disabilities: Principles of universal design. Intervention in School and Clinic, 38, 160-171. (in Academic Search Premier)
Cheney, D., Hoyt, L., Johns, B., McDonald, K., Muscott, H. & Remington, D. (2002, Winter). In their own words: The lessons we learn if we hear. Preventing School Failure, 46 (2), 57-61. (in Academic Search Premier)
De Rosa, P., & Johnson, U. (2002, May-June). The 10 Cs: A model of diversity awareness of social change. Boston, MA: The Brown Papers, Women’s Theological Center, 6 (5), 1-15. Go to the Peaceable Schools and Communities website and click on the article: http://www.lesley.edu/academic_centers/peace/research_publications.html
Johnson, A. Learning life at school. (2011, April 4). The Boston Globe. Retrieved on April 5, 2011, at http://articles.boston.com/2011-04-04/news/29380796_1_teacher-special-education-general-education-classrooms
Hallahan, D.P., & Kauffman, J.M. (2006). Exceptional learners: Introduction to special education (Eleventh Edition). Englewood Cliffs, New Jersey: Prentice Hall. (Review from Characteristics: Units 1-2 on Laws and chapter on Autism Spectrum Disorders)
Hough, L. (2010, Fall). Cane, Able. Ed.: The Magazine of the Harvard Graduate School of Education, 2-7. Retrieved from ttp://www.gse.harvard.edu/news-impact/2...
Hoover, J.J., & Patton, J.R. Differentiating curriculum and instruction for English-Language Learners with special needs. Intervention in School and Clinic, 40 (4), 231-235.
Justice, L.M. Evidence-based practice, response to intervention, and the prevention of reading difficulties. (2006, October). Language, Speech, and Hearing Services in Schools, 37(4), 284-297.
(in Academic Search Premier)
Mastropieri, M.A., & Scruggs, T.E. (2004). The inclusive classroom: Strategies for effective instruction. Columbus, Ohio: Merrill Prentice Hall, Pearson Publishing. (Selected sections of Chapter 1 as Handout)
Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73, 324-328. (in Academic Search Premier)
Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple intelligences. Educational Leadership, 64 (1), 22-27. (in Academic Search Premier)
National Center for Research on Cultural Diversity and Second Language Learning. (2004, December). Myths and misconceptions about second language learning. Washington, D.C.: Center for Applied Linguistics. (Used in class)
Papalia-Berardi, A., Hughes, C.A., & Papalia, A.S. (2002). Teacher education students with disabilities: Participation and achievement factors. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25 (1), 23-31. Retrieved from http://tes.sagepub.com/content/25/1/23
Pransky, K. & Bailey, F. (2002, December – 2003, January). To meet your students where they are, first you have to find them: Working with culturally linguistically diverse at-risk students. The Reading Teacher, 56 (4), 370-383. (in Academic Search Premier)
Rose, D. & Meyer, A. (2002). Teaching every student in the digital age. Alexander, VA: Association for Supervision and Curriculum Development (ASCD). The chapter we will be reading can be downloaded from http://cast.org/teachingeverystudent
Salend, S.J. (2010). Creating inclusive classrooms. (Seventh Edition). Columbus, Ohio: Merrill
Prentice Hall, Pearson Publishing. (Selected parts of Chapters 1 and 2)
Stanford, P. (2003). Multiple intelligence for every classroom. Intervention in School and Clinic, 39, 80-85. (in Academic Search Premier)
Steele, D.F. (2000). Enthusiastic voices from young mathematicians. Teaching Children Mathematics, 6 (7), 464-468. (in ProQuest and Academic Search Premier)
Tatum, B. D. (1999, May). Color blind or color conscious? The School Administrator, 56 (5) 28-30. (in ProQuest)
Ulrich, M.E., & Bauer, A.M. (2003, July-August). Levels of awareness: A closer look at communication between parents and professionals. Teaching Exceptional Children, 35 (6), 20-24. (in Academic Search Premier)
Voices Publishing: 217 California Street, Second Floor, Newton, MA 02458. Phone: 1-617-964-3503.
Walqui. A. (2000, September). Contextual factors in second language acquisition. Washington D.C.: Center for Applied Linguistics. (Handout)
Wiggins, G. & McTighe, J. (2005). Understanding by design (Second edition). Alexander, VA: Association for Supervision and Curriculum Development (ASCD). (Handouts)
Crawley, J.F., Foley, T.E., & Miller, J. (2003). Science and students with mild disabilities: Principles of universal design. Intervention in School and Clinic, 38, 160-171. (in Academic Search Premier)
Cheney, D., Hoyt, L., Johns, B., McDonald, K., Muscott, H. & Remington, D. (2002, Winter). In their own words: The lessons we learn if we hear. Preventing School Failure, 46 (2), 57-61. (in Academic Search Premier)
De Rosa, P., & Johnson, U. (2002, May-June). The 10 Cs: A model of diversity awareness of social change. Boston, MA: The Brown Papers, Women’s Theological Center, 6 (5), 1-15. Go to the Peaceable Schools and Communities website and click on the article: http://www.lesley.edu/academic_centers/peace/research_publications.html
Johnson, A. Learning life at school. (2011, April 4). The Boston Globe. Retrieved on April 5, 2011, at http://articles.boston.com/2011-04-04/news/29380796_1_teacher-special-education-general-education-classrooms
Hallahan, D.P., & Kauffman, J.M. (2006). Exceptional learners: Introduction to special education (Eleventh Edition). Englewood Cliffs, New Jersey: Prentice Hall. (Review from Characteristics: Units 1-2 on Laws and chapter on Autism Spectrum Disorders)
Hough, L. (2010, Fall). Cane, Able. Ed.: The Magazine of the Harvard Graduate School of Education, 2-7. Retrieved from ttp://www.gse.harvard.edu/news-impact/2...
Hoover, J.J., & Patton, J.R. Differentiating curriculum and instruction for English-Language Learners with special needs. Intervention in School and Clinic, 40 (4), 231-235.
Justice, L.M. Evidence-based practice, response to intervention, and the prevention of reading difficulties. (2006, October). Language, Speech, and Hearing Services in Schools, 37(4), 284-297.
(in Academic Search Premier)
Mastropieri, M.A., & Scruggs, T.E. (2004). The inclusive classroom: Strategies for effective instruction. Columbus, Ohio: Merrill Prentice Hall, Pearson Publishing. (Selected sections of Chapter 1 as Handout)
Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73, 324-328. (in Academic Search Premier)
Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple intelligences. Educational Leadership, 64 (1), 22-27. (in Academic Search Premier)
National Center for Research on Cultural Diversity and Second Language Learning. (2004, December). Myths and misconceptions about second language learning. Washington, D.C.: Center for Applied Linguistics. (Used in class)
Papalia-Berardi, A., Hughes, C.A., & Papalia, A.S. (2002). Teacher education students with disabilities: Participation and achievement factors. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25 (1), 23-31. Retrieved from http://tes.sagepub.com/content/25/1/23
Pransky, K. & Bailey, F. (2002, December – 2003, January). To meet your students where they are, first you have to find them: Working with culturally linguistically diverse at-risk students. The Reading Teacher, 56 (4), 370-383. (in Academic Search Premier)
Rose, D. & Meyer, A. (2002). Teaching every student in the digital age. Alexander, VA: Association for Supervision and Curriculum Development (ASCD). The chapter we will be reading can be downloaded from http://cast.org/teachingeverystudent
Salend, S.J. (2010). Creating inclusive classrooms. (Seventh Edition). Columbus, Ohio: Merrill
Prentice Hall, Pearson Publishing. (Selected parts of Chapters 1 and 2)
Stanford, P. (2003). Multiple intelligence for every classroom. Intervention in School and Clinic, 39, 80-85. (in Academic Search Premier)
Steele, D.F. (2000). Enthusiastic voices from young mathematicians. Teaching Children Mathematics, 6 (7), 464-468. (in ProQuest and Academic Search Premier)
Tatum, B. D. (1999, May). Color blind or color conscious? The School Administrator, 56 (5) 28-30. (in ProQuest)
Ulrich, M.E., & Bauer, A.M. (2003, July-August). Levels of awareness: A closer look at communication between parents and professionals. Teaching Exceptional Children, 35 (6), 20-24. (in Academic Search Premier)
Voices Publishing: 217 California Street, Second Floor, Newton, MA 02458. Phone: 1-617-964-3503.
Walqui. A. (2000, September). Contextual factors in second language acquisition. Washington D.C.: Center for Applied Linguistics. (Handout)
Wiggins, G. & McTighe, J. (2005). Understanding by design (Second edition). Alexander, VA: Association for Supervision and Curriculum Development (ASCD). (Handouts)