INST 210 Understanding Special Populations

Fall 2004

Professor: Dr. Linda Parrish Lecture: T/R 11:10 to 12:25pm Office: 725A Harrington Tower Classroom: ZACH 102 Office Hours: T/R 12:30-2:30pm TAs: Glenda Byrns (gbyrns@tamu.edu) E-mail: l-parrish@tamu.edu Office Hours: ??????? WebPages: http://www.coe.tamu.edu/~lparrish/Presentationlist.html Janet Mohundro (keenaggiemom@hotmail.com) Telephone: 845-344 Office Hours: T/R 8-11am Office: 714A Harrington Tower Telephone: 845-2267 Course Description (3 credit hours) Information to assist in the inclusion of ALL students in regular education classrooms. Referral, assessment and discussion of special populations including physical, cognitive, emotional, and sensory disabilities; cultural, ethnic, economic and linguistic differences; giftedness; special education and compensatory programs; awareness of legislative history that results in rights for special populations. Competency Goal Statements The competencies for this course are taken from the CEC Common Core of Knowledge and Skills. PHILOSOPHICAL, HISTORICAL, AND LEGAL FOUNDATIONS OF SPECIAL EDUCATION 1. Models, theories, and philosophies that provide the basis for special education practice. 2. Issues in definition and identification procedures for individuals with exceptional learning needs including individuals

from culturally and/or linguistically diverse backgrounds. 3. Assurances and due process rights related to assessment, eligibility, and placement. 4. Rights and responsibilities of parents, students, teachers and other professionals, and schools as they relate to

individuals with learning needs. CHARACTERISTICS OF LEARNERS 5. Similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and

without exceptional learning needs. 6. Differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities. 7. Characteristics of normal, delayed, and disordered communication patterns of individuals with exceptional learning

needs. 8. Effects an exceptional condition(s) may have on an individual's life. 9. Effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with

exceptionalities. 10. Educational implications of characteristics of various exceptionalities. 11. Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of

individuals with exceptional learning needs. PROFESSIONALISM AND ETHICAL PRACTICES 12. Demonstrate proficiency in oral and written communication. 13. Use copyrighted educational materials in an ethical manner. 14. Practice within the CEC Code of Ethics and other standards and policies of the profession. Required Readings Hardman, M.L., Drew, C.J., & Egan, N.W. (2005). Human Exceptionality: Society, School and Family (8th ed.). Boston, MA: Allyn & Bacon.

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Course Expectations Everything must be typed and stapled and will be graded according to the guidelines provided in the course packet. Length: 12pt font, single-spaced, one page is acceptable. For further clarification about any aspect of the course and/or assignments please contact your TA. Absence/ Make-Up Work/ Late Work Policy: Students are expected to attend ALL classes and attendance will be taken. Refer to the latest issue of the Texas A&M University Student Rules handbook, under the section "Attendance" for specific details regarding “approved university absences.” There will be NO late work and/or make-up assignments accepted/assigned without a university approved and documented excuse. Please note the following: Assignments are due at the beginning of class on the due date (see class calendar). For further clarification contact your TA. NOTE: All make-up work and the documentation for excused absences must be turned in to your TA on the next class day (the class immediately following your absence). No credit will be earned for university excused make-up work/assignment that is turned in after this deadline . Attendance Quizzes: (10 points X 3 quizzes = total 30 points): Simple quizzes will be given on 3 Tuesdays to determine attendance and content understanding. Lesson Plans: (40 points X 2 assignments = total 60 points): Students will be given an example of a lesson plan representative of your anticipated grade level. As indicated on the class calendar, students will determine three (3) potential modifications to the lesson plan with 3 rationales for a hypothetical student with a) learning disability, and with a b) hearing impairment. Current Event: (60 points): Locate, review, describe, & provide a thoughtful critical analysis of a current event dealing with the field of disability studies. Provide the original article , advertisement, newspaper clipping, computer download, etc. No photocopies will be accepted. Limit your review to one page (back and front) + the original document. Interview: (70 points): Interview a teacher (questions/interview protocol will be given to you). Circle the responses that you receive to questions 1-11. On the top half of the back of the interview form, please type the answer to #12; then type your reaction to this activity on the bottom half of the back of the interview form. Exams (400 points total): Two exams (100 pts. each) and one comprehensive final exam (200 pts.) consisting of objective questions will be given. You will need an 8-1/2 x 11 inch gray scantron sheet. The format for exam questions may include any or all of the following: T/F, and multiple choice. The format for all make-up exams will be essay. Course Grades Student Points = Attendance Quizzes+ Lesson Plan Modifications + Current Event + Interview + Exams Max. Pts. 640 = 30 + 80 + 60 + 70 + 400

Grading Scale

Student Points 640-573 572-509 508-445 444-385 386-0 Course Grade A B C D F

Students with Special Needs The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have

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a disability requiring an accommodation, please contact the Office of Support Services for Students with Disabilities in Room 126 of the Student Services Building. The telephone number is 845-1637.

CEHD Statement on Diversity, adopted March 2003 We, the faculty of the College of Education and Human Development, value and respect diversity and the uniqueness of each individual. The faculty affirms its dedication to non-discrimination in our teaching, programs, and services on the basis of race, color, religion, gender, age, sexual orientation, domestic partner status, ethnic or national origin, veteran status, or disability. The College of Education and Human Development at Texas A&M University is an open and affirming organization that does not tolerate discrimination, vandalism, violence, or hate crimes, and we insist that appropriate action be taken against those who perpetrate such acts. Further, the College is committed to protecting the welfare, rights, and privileges of anyone who is a target of prejudice or bigotry. Our commitment to tolerance, respect, and action to promote and enforce these values embraces the entire university community.

AGGIE HONOR CODE “An Aggie does not lie, cheat, or steal or tolerate those who do.”

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System.

For additional information please visit: www.tamu.edu/aggiehonor/

On all course work, assignments, or examinations at Texas A&M University, the following Honor Pledge shall be pre-printed and signed by the student:

“On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work.”

Statement Regarding Plagiarism: As commonly defined, plagiarism consists of passing off as one's own ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated. If you have any questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student Rules handbook, under the section "Scholastic Dishonesty."

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COURSE CALENDAR – Fall 2004

DAYS DATE LECTURE CONTENT LECTURE READINGS

ASSIGNMENTS DUE

T

Th

08/31

09/02

Introduction to Course / Overview / Lecture Syllabus Distribution Q&A over syllabus / Understanding Exceptionality

Handouts

Chapter 1

T

Th

09/07

09/09

Education for All; Guest/Video Inclusion and Collaboration in the Early Childhood and Elementary School Years; Guest/Video

Chapter 2

Chapter 3

T

Th

09/14

09/16

Transition and Adult Life Multicultural and Diversity Issues Exceptionality and the Family

Chapter 4

Chapter 5 Chapter 6

T

Th

09/21

09/23

EXAM I FAT CITY Video

Gray Scantron

FAT CITY Handout

T

Th

09/28

09/30

Learning Disabilities Attention-Deficit/Hyperactivity Disorder

Chapter 7

Chapter 8

LD modifications

T

Th

10/05

10/07

Emotional/ Behavior Disorders Guest/Video

Chapter 9

T

Th

10/12

10/14

Mental Retardation (Intellectual Disabilities) Guest/Video

Chapter 10

Interview T

Th

10/19

10/21

Communication Disorders EXAM II

Chapter 11

Gray Scantron

T

Th

10/26

10/28

Severe and Multiple Disabilities Autism Guest/Video

Chapter 12 Chapter 13

T

Th

11/02 11/04

Traumatic and Acquired Brain Injury Guest/Video

Chapter 14

Friday November 5 Last day to Q-drop Current Event

T

Th

11/09

11/11

Hearing Loss Guest/Video

Chapter 15

T

Th

11/16

11/18

Visually Loss Guest/Video

Chapter 16

HI modifications T

Th

11/23

11/25

Q&A with the Professor HAPPY THANKSGIVING

Have a safe holiday

T

Th

11/30 12/02

Physical Disabilities and Health Disorders Physical Disabilities and Health Disorders (cont.)

Chapter 17

Chapter 17

T

12/07

Gifted, Creative, and Talented Review for Final Exam (Redefined day, students attend their Thursday classes)

Chapter 18

F

12/10

FINAL EXAM: 3:00 – 5:00 p. m.

Gray Scantron All information

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Comprehensive

Describing people with Disabilities page

6

People First Language page

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NEW IDEA REGULATIONS

(34 CFR 300.1 - 300.756) DISABILITY DEFINITIONS - 13 Categorical Titles

Sec. 300.7 Child with a disability (a) General. (1) As used in this part, the term child with a disability (3) Deafness means a hearing impairment that is means a child evaluated in accordance with Secs. 300.530- so severe that the child is impaired in

300.536 as having a mental retardation, a hearing impairment processing linguistic information including deafness, a speech or language impairment, a visual through hearing, with or without

impairment including blindness, serious emotional disturbance amplification, that adversely affects (hereafter referred to as emotional disturbance), an orthopedic a child’s educational performance. impairment, autism, traumatic brain injury, an other health

impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. (4) Emotional disturbance is defined as follows: (2)(i) Subject to paragraph (a)(2)(ii), if it is determined, (i) The term means a condition exhibiting one through an appropriate evaluation under Sec. 300.530-330.536, or more of the following characteristics that a child has one of the disabilities identified in paragraph over a long period of time and to a (a)(1) of this section, but only needs a related service and not marked degree that adversely affects special education, the child is not a child with a disability under a child’s educational performance: this part. (A) An inability to learn that cannot be

(ii) If, consistent with Sec. 300.26(a)(2), the related service explained by intellectual, sensory, or required by the child is considered special education rather health factors. than a related service under State standards, the child would be determined to be a child with a disability under paragraph (B) An inability to build or maintain (a)(1) of this section satisfactory interpersonal relationships

with peers and teachers. (b) Children aged 3 through 9 experiencing developmental delays. (C) Inappropriate types of behavior or feelings The term child with a disability for children aged 3 through 9 under normal circumstances. may, at the discretion of the State and LEA and in accordance with Sec. 300.313, include a child - (D) A general pervasive mood or unhappiness or depression.

(1) Who is experiencing developmental delays, as defined by the Stated and as measured by appropriate diagnostic (E) A tendency to develop physical symptoms instruments and procedures, in one or more of the or fears associated with personal or following areas: Physical development, cognitive school problems. development, communication development, social or emotional development or adaptive development; and (ii) The term includes schizophrenia. The term does not apply to children who are socially (2) Who, by reason thereof, needs special education and maladjusted, unless it is determined that they related services. Have an emotional disturbance.

(c) Definitions of disability terms. The terms used in this definition (5) Hearing impairment means an impairment in are defined as follows: hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance (1)(i) Autism means a developmental disability significantly but that is not included under the definition of affecting verbal and nonverbal communication and social deafness in this section. interaction, generally evident before age 3, that adversely affects a child’s educational performance. Other (6) Mental retardation means significantly subaverage characteristics often associated with autism are general intellectual functioning, existing engagement in repetitive activities and stereotyped concurrently with deficits in adaptive behavior movements, resistance to environmental change or and manifested during the developmental period, change in daily routines, and unusual responses to that adversely affects a child’s educational sensory experiences. The term does not apply if a child’s performance. educational performance is adversely affected primarily because the child has an emotional disturbance, as (7) Multiple disabilities means concomitant defined in paragraph (b)(4) of this section. Impairments (such as mental retardation- blindness, mental retardation-orthopedic

(ii) A child who manifests the characteristics of “autism” after impairment, etc.), the combination of age 3 could be diagnosed as having “autism” if the criteria which causes such severe educational in paragraph (c)(1)(i) of this section are satisfied. needs that they cannot be accommodated

in special education programs solely for one (2) Deaf-blindness means concomitant hearing and visual of the impairments. The term does not

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impairments, the combination of which causes such include deaf-blindness. severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness

(8) Orthopedic impairment means a severe orthopedic (12) Traumatic brain injury means an acquired injury impairment that adversely affects a child’s educational to the brain caused by an external physical force, performance. The term includes impairments caused by resulting in total or partial functional disability or congenital anomaly (e.g., clubfoot, absence of some psychosocial impairment, or both, that adversely member, etc.), impairments caused by disease (e.g., affects a child’s educational performance. The poliomyelitis, bone tuberculosis, etc.), and impairments term applies to open or closed head injuries from other causes (e.g., cerebral palsy, amputations, and resulting in impairments in one or more areas, fractures or burns that cause contractures). such as cognition; language; memory; attention; reasoning; abstract thinking; (9) Other health impairment means having limited strength, judgment; problem-solving; sensory, vitality or alertness, including a heightened alertness to perceptual, and motor abilities; psychosocial environmental stimuli, that results in limited alertness with behavior; physical functions; information respect to the educational environment, that— processing; and speech. The term does not apply to brain injuries that are congenital or

(i) Is due to chronic or acute health problems such as degenerative, or to brain injuries induced by asthma, attention deficit disorder or attention deficit birth trauma. hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, (13) Visual impairment including blindness means an nephritis, rheumatic fever, and sickle cell anemia; and impairment in vision that, even with correction adversely affects a child’s educational (ii) Adversely affects a child’s educational performance. performance. The term includes both partial

sight and blindness (10) Specific learning disability is defined as follows: (Authority: 20 U. S. C. 1401(3)(A) and (B); 1401(26))

(i) General. The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (ii) Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.

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REQUIRED COMPONENTS ON AN IEP (ARD in Texas)

The IEP is a written statement for each student, ages three to twenty-one. Whenever it is developed and/or revised, it must contain the following: ? The student’s present levels of educational performance, including

? How the disability of a student (ages six through 21) affects his or her involvement and progress in the general curriculum or

? How the disability of a preschooler (ages three through five) affects his or her participation in appropriate activities.

? Measurable annual goals, including “benchmarks” or short-term objectives, related to

? Meeting needs resulting from the disability, in order to enable the student to be involved in and progress in the general curriculum

? Meeting each of the student’s other disability-related needs ? The special education and related services and supplementary aids and services that will be provided to the student or

on the student’s behalf, and the program modifications or supports for school personnel that will be provided so that the student

? Can advance appropriately toward attaining the annual goals ? Be involved and progress in the general curriculum and participate in extracurricular and other nonacademic

activities ? Be educated and participate with other students with disabilities and with students who do not have disabilities

in the general curriculum ? The extent, if any, to which the student will not participate with students who do not have disabilities in general

education classes and in extracurricular and other nonacademic activities of the general curriculum ? Any individual modifications in the administration of state or district-wide assessments of student achievement, so that

the student can participated in those assessments; moreover, if the IE{ determines that the student will not participate in a particular state or district-wide assessment or any part of an assessment, why that assessment is not appropriate for the student and how the student will be assessed

? The projected dated for beginning the services and program modifications and the anticipated frequency, location, and

duration of each ? Transition plans, including

? Beginning at age fourteen and each year thereafter, a statement of the student’s needs that are related to transition services, including those that focus on the student’s courses of study (e.g., the student’s participation in advanced-placement courses or in a vocational education program)

? Beginning at age sixteen (or sooner, if the IEP team decides it is appropriate), a statement of needed transition services, including when appropriate a statement of the interagency responsibilities or any other needed linkages

? Beginning at least one year before the student reaches the age of majority under state law (usually, at age eighteen), a statement that the student has been informed of those rights under IDEA that will transfer to the student from the parents when the student becomes of age

? How the student’s progress toward annual goals will be measured an how the student’s parents will be informed - at

least as often as parents of students who do not have disabilities are informed - of the student’s progress toward annual goals and the extent to which the progress is sufficient to enable the student to achieve the goals by the end of the school year.

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Note. From Exceptional Lives Special Education in Today’s Schools 2nd edition (p.64), by A. Turnball, R. Turnball, M. Shank, and D. Leal, 1999, Upper Saddle River, New Jersey: Prentice-Hall, Inc.

?

? ?

?

?

3 Purposes of ARD Meeting

Admit into SPED

ARD committee members review student’s

? Anecdotal records

? Assessment data

? Verbal/Written reports

Admit to SPED if: ? Qualifies under 1 of 13

federally recognized IDEA disability categories

AND ? Has an educational need

for SPED

Plan & Determine SPED Services: (Who, What, When, Where, How)

? SPED Placement (LRE)

? Develop IEP

If appropriate develop

Review

Must Review

-Annually -Change in student’s educational needs

ARD committee members review student’s progress ? Anecdotal records ? Current IEP progress ? Assessment data ? Verbal/Written reports

Plan & Determine SPED Services for NEXT YEAR: (Who, What, When, Where, How) ? SPED Placement

(LRE) ? Develop IEP

Dismiss

ARD committee members review student’s progress

? Anecdotal records ? Current IEP progress ? Assessment data ? Verbal/Written reports

Dismissal from SPED if: ? No longer qualifies under 1

of 13 federally recognized IDEA disability categories

AND/OR ? No longer has an

educational need for SPED

OR ? Graduates from high school

(receives SPED services through 21st birthday)

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ARD Schedule of Services page

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ARD Signature Page

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F.A.T. City Program Themes

In The F.A.T. City Learning Disability Workshop program host and workshop facilitator Richard D. Lavoie assembles special education teachers, psychologist, parents, siblings and teachers of learning disabled children in a experiential workshop that is structured around the following themes: Experiencing Frustration, Anxiety and Tension Children with LD experience these feelings when teachers:

? Use throwaway sarcasms which may make the rest of the class laugh but create a victim out of the child with LD; ? Move through question and answer periods so rapidly that children with LD cannot keep up and choose not to

volunteer, or when called on, cannot answer; ? Become intimidating, and demand that students with LD “look at them” when they speak to them.

Inability to Process Language Children with LD’s inability to process language as rapidly as others may make it necessary for teachers to:

? Move less rapidly through classroom discussion, especially the question and answer periods; ? Take the child with LD aside and promise only to call on him or her when standing in front of the student’s desk.

That way, only the teacher and student with LD know when the student is required to answer. Risk-Taking Sometimes intimidating situations in the classroom make students with LD hesitant to take risks. This leads to:

? Lack of participation in classroom discussion for fear of giving a wrong answer which will be ridiculed; ? Students with LD developing into adults with LD who are reluctant to take chances.

Visual Perception The visual perception problems of students with LD make it difficult for them to immediately understand what they are looking at. This problem is exacerbated by teachers who:

? Urge the student with LD to ‘try harder’ to understand what he or she is having trouble making sense of; ? Attempt to “bribe” such students by offering them an early recess or less homework, etc.; ? Attempt to threaten the student by withdrawing such things as recess, etc.; ? Engage in “blaming the victim” by accusing the child with LD of not trying hard enough.

Reading Comprehens ion Students with LD have trouble with reading comprehension even if they know and recognize individual words within a sentence. They may be dyslexic or they may not have a grasp of the background information required to understand what they are reading.

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F.A.T. City Program Themes Continued

The Effect of Visual Perception on Behavior Often the child with LD gets into trouble and does not know what he or she did wrong. Misperceptions of visual stimuli can lead the student with LD to give incorrect answers or respond inappropriately to situations. Visual-Motor Coordination Difficulties with visual-motor coordination often make the writing process very difficult for students with LD. Oral Expression The inability to retrieve stored linguistic information that others can is called dysnomia. Teachers can help with this problem by giving the student with LD more time to answer and respond to questions. Reading and Decoding Students with LD are often dyslexic and they cannot decode information as quickly as others can. Auditory and Visual Capabilities Students with LD often need to hear a written passage before they are able to comprehend it. Many students with LD benefit from having books on audiotape. Fairness Teachers are urged to re-examine the notion of what is “fair.” “Fair” does not mean that every child gets the same treatment, but that every child gets what he or she needs. Commentary The workshop participants reflect on the feelings they experienced during the session. Comments range from “devastated” to “frustrating” and “got a headache.” Parents of children with LD stress that students should be encouraged to concentrate on tasks that show what they can do instead of what they can’t do.

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ARD Modifications pg 1

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ARD Modifications pg 2

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LESSON PLAN MODIFICATIONS Must be typed and stapled

ADAPTIVE INSTRUCTION (pp. 113 - 114) MODIFIES the learning environment to accommodate unique learner needs ? Seeks to enhance student performance in a given subject by modifying the way in which instruction is delivered. ? This approach uses a variety of instructional practices to help students master content consistent with their needs

and abilities ? Modifications are a part of the child's overall educational program. Modifications: 1) Take place in the general education classroom 2) Are made specifically for the student with the disability by the general education teacher 3) Are necessary adjustments for the student with the disability 4) Are part of the student's Individual Education Plan (IEP) 5) May benefit the other students, but the benefit is not required Modifications are NOT:

I will send Mike to the special education classroom so that the special education teacher can review the assignment with him. Or, I will have the interpreter help Mike with his assignment, teaching the lesson while the interpreter is in the classroom.

? He will be working on other goals & objectives in the resource room and using the interpreter is not a modification the general education teacher is making to the lesson.

Modifications ARE:

Modification: I will review an outline of the assignment with Mike ahead of time so that he can have the opportunity to receive extra assistance on the concepts involved in the lesson.

Rationale: As demonstrated in the F.A.T. City video, students with learning disabilities need extra time to process information, and they do not like “surprises.” Reviewing the assignment ahead of time will enable Mike to discuss important concepts and vocabulary with the teacher in advance, so that he knows what to expect from the lesson.

MODIFICATION GRADING GUIDELINES

Modifications: (5 points per modification)

1) Implemented by the general education teacher in the general education classroom. 2) Age – appropriate for the disability and scenario.

Rationales: (5 points per rationale) 1) Supports modification in explaining the reason WHY. 2) Uses evidence from the text, lecture, guest speakers, and videos as support for reasoning. Be sure to cite (see example above).

Mechanics: (10 points)

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Spelling, grammar, people 1st language usage, and sentence structure.

Modification assignment 1: Due September 28, 2004

Learning Disability (LD) Scenario

Mike is a student in the _____ grade who has a moderate learning disability in language processing. He receives special

education services and receives most of his instruction in the general education classroom. Mike has difficulty in reading

and writing. His reading performance is approximately 2.5 years behind his current grade level. He especially has

difficulty processing new content area vocabulary. Most of the time, his writing consists of isolated words and phrases

that are not organized into sentences or paragraphs. Mike’s difficulties are starting to affect his behavior, in that he is

often out of his seat bothering and teasing the other students. Mike’s IEP includes an opportunity to leave the classroom

for additional assistance if necessary. Mike needs frequent encouragement to complete his work.

Modification Assignment 2: Due November 18, 2004

Hearing Impairment (HI) Scenario

Mike is a student in the _____grade who has severe hearing loss. He receives special education services and receives

all of his instruction in the general education classroom. Mike’s hearing loss is prelingual, which has affected his language

and reading development. His reading performance is approximately 2 years behind his current grade level. Most of the

time, Mike can communicate with the teacher and his peers through lip reading and some sign language. He works with

an interpreter in the general education classroom for one half day. Mike has excellent social skills and gets along very

well with his peers. He is involved in a number of extracurricular activities.

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Lesson Plan Assignment Format (typed and stapled)

Name: _________________________ Topic: (name of lesson plan/subject area) Grade Level: _____ Scenario: (LD or HI – see due dates) Student: Mike_________ Modification #1: Rationale: Modification #2: Rationale: Modification #3: Rationale:

On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work

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Signature:__________________________________________________________________________________

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Lesson Objectives The student will be able to: 1) Determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate. 2) Listen critically to interpret and evaluate.

Subjects Early Childhood, Language Arts

Grade Levels Pre-K/K, 1

Materials Old MacDonald's Farm (Lippman) A tape of different animal sounds (you can tape the sounds from "farm sounds" under extension activities: computer games.) Each child will need the Following: 1) A sheet with the animals on it (if using the "farm sounds," print a copy of the animals shown on the site.) 2) Some type of pointer (cotton swabs, popsicle sticks, pencils, etc.) 3) A pencil for assessment

Lesson Steps

1)Read Old MacDonald's Farm. Discuss the story with questions like: What animals were in the story? Which animal did you like best? What did the pig say? How about the horse? Do you think you can remember all the animal sounds? 2) Sing "Old MacDonald." 3) Say, "You did so good remembering the sounds that the farm animals made! We are going to play a game today with farm animal sounds. In this game, you have to use your ears. Remember, we use our ears to listen. It is very important to listen. If you mom needs to tell you who is going to pick you up after school, you have to be able to LISTEN to her. Listening is something we need to practice everyday. This game will help us with listening." 4) Show the children the tape recording of animal sounds. Tell them you have special farm animal sounds on the tape. 5) Say, "I'm going to play a farm animal sound. When you know what animal makes that sound, point to it with your pointer. If you need help, look and see what your neighbor is pointing at. 6) Do this with all the animals you have on the tape. 7) While taking up the papers and pointers, say "Listening is hard work. We had to use our ears to hear all the farm animals on the tape. Who can tell me what sound the cow made? (moo) Who can tell me what sound the horse made? (neigh), etc." Assessment

This assessment should be done in small groups. Pick out 5-6 animal sounds you want to check. Have the groups come up with their pencils. Play the sounds. Have the children put symbols in each animal. For example, if you picked out pig, cat, horse, cow, and chick, have the children put a square on the animal that makes the pig sound, a circle around the animal that makes a cat sound, etc. Extension Activities

1) Tape Recorder Fun: during the center time, allow the children to make farm animal sounds on the tape recorder. When centers are over, allow the children to listen to the animal sounds 2) Computer Games:

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Fun Farm Sounds; Petting Zoo (you need shockwave for this game.) Source: www.lessonplanz.com

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TITLE: Once in a Blue Moon AUTHOR: Meridene Grant GRADE LEVEL/SUBJECT: 1-2, astronomy/science OVERVIEW: When a month has two full moons, the second moon is sometimes referred to as a Blue Moon. OBJECTIVE: The students will demonstrate an understanding of moon features by creating an art/writing project about the moon. RESOURCES/MATERIALS: white paper (8 1/2" x 11", 2 sheets per child), circle patterns (about 7" in diameter), white glue in squeeze bottles, watercolors, brushes, pencils, scissors, books and pictures about the moon, book - "The Nightgown of the Sullen Moon" ACTIVITIES AND PROCEDURES: Part 1: Moon Story Read a picture book about the moon to the class. An excellent choice for this activity would be the book, "The Nightgown of the Sullen Moon", in which the moon is painted in blues, greens, and purples. If this book is not available, choose another favorite. Explain to the class that there is a full moon every month. Show the class a picture of a full moon from the story you read. Tell the class that occasionally a month will have two full moons and the second full moon is called a blue moon. Tell the class that they will be making an art/writing project about the moon. Part 2: Watercolor Paintings To demonstrate the water coloring of the blue moon, ask the students to gather around your workspace table. Place the circle pattern in the center of the white paper and trace around it with a pencil to make the outline of the moon. Draw five or seven crater outlines inside the moon outline. Apply a heavy bead of white glue on top of the crater outlines. Stop the demonstration and instruct students to trace their moon circles and to outline their craters with glue. When everyone has completed the glue outlining and the glue is partially set, resume the demonstration. Limit watercolors to shades of green, blue, and purple. Paint the inside of the craters first with a dark shade of one of the above colors. Use watered-down solutions of the other two colors to wash across the face of the moon so it has a hazy appearance. Let students complete their paintings in the same manner. When paintings are completely dry, they can be cut out along the outside line. Part 3: Writing Moon Facts Discuss physical features of the moon with the class. List these ideas on the board as they are presented. An effective way to do this would be to divide the class into small groups and assign each group to find several facts about the moon from resource books. When all ideas are on the board, direct the students to use the pattern to trace and cut out another circle of paper of the same size. Show them how to begin writing facts about the moon along the edge of the circle, turning the circle every few words and spiraling toward the center until they run out of facts or space. Facts to include: 1. The moon is smaller than the Earth. 2. The moon has no light of its own, but reflects light from the sun. 3. There is no air or water on the moon. 4. The moon's surface is dusty and brown in color. 5. There are many craters on the moon. To complete projects, glue written and painted circles back to back.

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TITLE: Learning about Ratios: A Sandwich Study AUTHOR: Sheryl Weinberg Subject: Mathematics/Arithmetic Grade Level(s): 4, 5, And 6

OVERVIEW: Ratios can be a difficult idea for elementary students to grasp. Spending time manipulating "real" objects provides a tangible reference when later dealing with the concept in either an abstract or practical fashion.

PURPOSE: The purpose of this activity is to provide students with a concrete introduction to the concept of ratios.

OBJECTIVES: As a result of the activity, students will be able to:

1. Orally define ratio. 2. Demonstrate the ability to create ratios with given substances. 3. Label ratios. 4. Generalize the concept, creating a ratio with a self-selected material.

RESOURCES/MATERIALS: chalk, peanut butter and jelly (one container per group), measuring spoons or cups, butter knives, paper towels, damp sponges, teacher developed graphs, pencils and paper for students

Peanut Butter Jelly Rating 5 T 0 T 1 2 3 4 5 6 4 T 1 T 1 2 3 4 5 6 3 T 2 T 1 2 3 4 5 6 2 T 3 T 1 2 3 4 5 6 1 T 4 T 1 2 3 4 5 6 0 T 5 T 1 2 3 4 5 6

ACTIVITIES AND PROCEDURES:

1. Prior to class beginning, write RATIO in large letters in the center of the chalkboard. State objectives of lesson. Ask students to tell what they think the term means. List student comments on the board.

2. Randomly select 10 students to come forward. Divide the pupils into groups by sex. Have seated learners count the number of boys and girls. Write the numbers above each group, separated by a colon. Explain that this expression identifies the ratio of boys to girls called forward. Physically structure two additional examples (ex: students by hair color, lunch to milk tickets, pupils that write with pens to those that use pencils.) Label examples. Return to the term on the board and student comments. Have students identify which, if any, ideas identified what a ratio is. Guide pupils in defining the term.

3. Divide class into groups. Direct each group to make a series of six peanut butter and jelly sandwiches, each containing a different ratio of the given spreads. Pupils are to label each ratio. Cut each sandwich into pieces.

4. Conduct a taste test of the preferred ratio. Have each student within the group taste each sandwich and rate it on a scale of one to six.

5. Direct pupils to graph and report the results of the trial individually, and then for the group.

6. Have each group share their charts with the rest of the class. Compare and contrast differences.

TYING IT ALL TOGETHER:

1. Direct students to write what they learned about ratios. Ask them to verbally share what they wrote. Encourage students to describe any ratios that they are familiar with.

2. Have students divide themselves into triads or quartets. Explain that each group is expected to identify substances for a ratio study similar to the one conducted with peanut butter and jelly (ex: lemons to sugar to water, red to white paint to create the most desirable shade of pink...) Groups should develop a material list, method of study,

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and format for presentation of results. Indicate which day students should be prepared to conduct and present their tests.

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Language Arts/Social Studies

Letter to the Editor

Suggested Grades

6 - 8

Objective Students will analyze and interpret letters to the editor, and use this information to write their own.

Materials ? examples of "letters to the editor"

Method ? Place students in groups and distribute photocopied examples

? Have groups analyze their letters, answering the questions:

o What is the issue being discussed?

o How does this issue affect the writer?

o Does the writer present solutions to the problem?

o What is the tone of the letter (e.g. hostile, upset, etc.)?

o What can you tell about the writer of the letter (explain 'bias')?

? Each group presents their article and their answers to the questions to the class.

? Have students individually construct their own letter to the editor, based on an issue they are concerned with. Encourage students to look in the newspaper or even watch the news to get some ideas.

? Students submit their letters to the editor.

Additional Resources

Internet Resources Bourque NewsWatch Canada Links to dozens of on-line newspapers.

Canoe - Canadian Online Explorer News, sports, entertainment, business and finance news.

Source: www.CanTeach.ca

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Careers in Animal Science Grades: 9-12 Objectives: 1. Discuss career opportunities in animal science. 2. Report on selected animal science technology/ biotechnology careers. Teaching Time: 2 hours References: Herren, Ray V. The Science of Animal Agriculture: 2nd Ed. Delmar Publishers, Inc. Albany, NY. ISBN: 0-8273-5811-3. 1997. Gillespie, James R. Modern Livestock and Poultry Production. 4th Edition. Delmar Publishers, Inc. Albany, NY. ISBN: 0-

8273-4087-7. 1992. Instructional Material Services. University of Missouri-Columbia. Plant Science. Columbia, MO. 1991. Materials and Equipment: Board; Overhead projector and Transparencies; Video Player and Video: A Career in Agriculture by: Creative Educational Video (This is series of six videos) TEACHING PROCEDURE Introduction and Mental Set Show the video series, A Career in Agriculture or take the students to the library and assign them an agricultural career. Each student should research the career and present the information to the class orally. This will really increase student self-concept. Grade the students on written and oral presentation. Discussion 1. What are career opportunities which require knowledge of animal science? Possible student responses: marine biologist, zoo keeper, veterinarians, cattle producer, hog producer, horse producer, sheep producer, Ag teacher, or farmer

2. Lead into employment opportunities for college graduates in the food and agricultural sciences.

Display and discuss transparency

3. What is the career decision making process? Have them determine what type of job might be suitable for them. Display and discuss transparencies A. Explain to students the importance of making goals and working toward them. B. Explain that now is the time to make decisions as to the rest of life: College, career, etc.

4. How can we determine a person’s capacity to perform?

Areas of self analysis that help us better understand our capabilities: Talent, physical make-up, previous experience, interests, educational aspirations, attitudes and values, self concept, flexibility, and personality

5. Define biotechnology and animal technology?

A. Biotechnology: The management of biological systems for the benefit of humans B. Animal Technology: The practical use of animal science C. Discuss careers that are directly related to biotechnology and animal technology. List each on the chalkboard.

SUMMARY

Summarize the lesson with a discussion about the many careers in agriculture. Show the transparencies of application of agriculture careers under the broad areas such as science, engineering, life sciences, and education just to mention a few.

Evaluation

Written test Written and oral reports

Source: http://aged.ces.uga.edu/http://aged.ces.uga.edu/

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Title: Government & Economics: The Ties That Bind Author: Mary J. Williams Subject &Grades: Government/Economics; 11-12. OVERVIEW: During their senior year our students take back to back courses in government and economics. In order to show them that these concepts are interrelated and constantly changing we use the book The Worldly Philosophers by Robert Heilbroner as a supplementary source. PURPOSE: The purpose of this activity is to expand the understanding of students in the areas of both economics and government. It is to also show the relationship between these two subjects and how, over the course of time, our views regarding these two subjects has changed. Its third purpose is to show the relationship of these ideas to current political and economic issues. OBJECTIVES: Students will be able to: 1. Explain and present to their classmates the concepts explained by economists since the time of Adam Smith, put these concepts into historical perspective and, where applicable, relate these ideas to current issues. 2. Understand that both political and economic systems are ever changing and that a change in either one of these systems may cause a change in the other as well. 3. Sort out those economists that have contributed lasting achievements in their field and those that may have been of only passing importance or a novelty of their times. ACTIVITIES: Students are divided into five groups and asked to present a chapter from The Worldly Philosophers. Each of the groups is given some general requirements expected for all of the chapters and some specific requirements for the particular economist(s) talked about in their assigned chapter. At the assigned time each group presents their project to the class. The following requirements must be included in each of these reports: 1. The report must be oral. 2. There must be some type of visual aide to accompany the presentation. 3. The presentation must have originality and creativity. Just reading a report is not acceptable. After the report has been presented the class has the opportunity to ask questions of the presenters concerning any material that was not clearly explained. RESOURCES/MATERIALS NEEDED: The Worldly Philosopher by Robert Heilbroner. TYING IT ALL TOGETHER: Evaluation: At the end of each of the presentations all of the students are given a written test over the material. Those students who are responsible for the presentation are also given a grade for the presentation.

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Current Event Format and Grading Guidelines

Must be typed, stapled, and original article attached- include Honor Pledge with signature (On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work) Name: Source: Title: Date: (within the year - 2004)

1) Summary / Description (in your own words) of Current Event (10 pts total)

a) Should be able to read summary and get an idea of what happened without reading the original document.

2) Critical Analysis: Thoroughly answer each area (a-d below)

separately. (40 points total)

a) Describe how the current event relates to the field of disability studies. (10 pts)

b) Describe how current event might have affected your personal views about people with disabilities. (10 pts)

c) Describe how the current event might be related to current educational practices. (10 pts)

d) Describe how the current event relates to your learning in INST 210 so far. (10 pts)

3) Mechanics (10 points total)

a) Spelling, grammar, organization of writing, people 1st language, and proper use of quotations.

Total points for current event assignment = 60 points.

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INTERVIEW GRADING GUIDELINES

Must be typed and stapled

PART I: Answers to questions 1 – 11 and complete form (35 points)

1) Circle the responses on the front page of the interview form and fill in all blanks – including Aggie

PART II: Answer to question #12 (10 points)

2) Type a complete answer to question #12 on the top half of the back of the interview form. The question should clearly recount a situation in which the teacher has experienced working with a student with a disability in his or her class.

PART III: Reaction to Interview (15 points)

3) The reaction to the interview should be typed on the bottom half of the back page of the interview form. It should be thorough and should address separately each area (a, b, & c):

a) New ideas about students with disabilities that you have as a result of the interview (5 pts)

b) Reflections about how the interview relates to what you have learned in INST 210 class (5 pts)

c) Ideas about how the interview has helped you understand current educational practices in the field of education (5 pts)

PART IV: Mechanics (10 points)

4) Spelling, grammar, people 1st language usage, and organization of writing. Total Points:

I. Answers to questions 1-11 and completed form = 35 points II. Complete answer to question 12 = 10 points III. Reaction, thoroughly answering each area a-c separately = 15 points IV. Mechanics = 10 points

Total = 70 points

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Student Name:________________

Interview Form Must be typed and stapled

A. Teacher Information:

Current Subject _____________ Current Grade ________

Total # of years as a teacher ______

Private School ______ Public School _______

Teacher Certification areas (NOT degrees attained)___________________________________________

B. Please circle the appropriate response: 1 = strongly disagree; 2 = disagree; 3 = no opinion; 4 = agree; 5 = strongly agree

1. I received training on how to work with students with disabilities. 1 2 3 4 5 2. I am an active participant in ARD (IEP) committee meetings. 1 2 3 4 5 3. I believe that ALL children should be educated in regular classrooms. 1 2 3 4 5 4. Students receive the related services they need to be successful in my class. 1 2 3 4 5 5. I think that special classes for special children should be provided. 1 2 3 4 5 6. Regular educators and special educators communicate often. 1 2 3 4 5 7. Special educators make helpful suggestions on curriculum modifications. 1 2 3 4 5 8. Parents of children with disabilities are active participants in ARD meetings. 1 2 3 4 5 9. I would like more in-service training on working with children with disabilities. 1 2 3 4 5 10. I feel comfortable teaching students from multicultural backgrounds. 1 2 3 4 5 11. I know strategies that enable me to effectively teach students from multicultural 1 2 3 4 5

backgrounds.

12. Please give one example of a situation where you had a child with a disability in your class. The story may be positive, negative, or neutral.

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On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work Signature: _______________________________________________________________________________________

Student Information Form

INST 210 Fall 2004

Name: _____________________________ E-Mail: ______________________ Class: Fr So Jr Sr PB G______ Telephone Number: ____________ Major: _____________________________ Hometown: ___________________ 1. Describe what you will be doing 5 years after graduation. 2. If you are planning to teach or work with students, what is your preferred age, grade, and/or subject? If not, what are you planning to do with this degree? 3. Do you feel prepared to teach students from multicultural backgrounds? Please explain.

4. Tell me about a person you know who has a disability. 5. List one issue that you would feel strongly enough about to participate in:

(a) writing a letter to your local newspaper, Pro/For Con/Against

ISSUE: ? ? (b) contacting your congressperson, Pro/For Con/Against

ISSUE: ? ?

(c) marching in a protest demonstration Pro/For Con/Against

ISSUE: ? ? 6. What is the major challenge for teachers in our schools today? 7. Tell me an interesting and/or unusual fact about yourself. 8. What would you say were the 3 most important qualities that a person should have in order to be an effective teacher?

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9. List members of your family who are or have been teachers. Relationship Subject Grade level # of Years

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I agree to have my grades posted for INST 210, Fall 2004, with code identifying information. Postings will be on office door of INST210 TAs: 714A Harrington Tower.

? Code should be at least 5 characters with a maximum of 10. ? Begin with a letter of the alphabet. ? No SIDs, SSNs, or UINs, or ANY PORTION THEREOF, or other identifying information.

My code, known only to the INST 210 professor and TAs is: ___________________________________ Signed: ________________________________________________________________________________