ACCESS/DCC

SUMMER 2011

CAROLINE WORLEY
mworley@dallas.edu

214-356-7891

TEACHING DIVERSE LEARNERS EDUC 4362 COURSE DESCRIPTION: Students will learn the characteristics, behaviors and needs of diverse learners, including students with special needs and disabilities, gifted students, second language learners, economically disadvantaged learners, etc. Learning styles, thinking styles and multiple intelligence theory will be explored. Students will learn to identify and use the appropriate terminology related to the needs of the learner. Development of Individual Educational Plans (IEP’s), teacher roles and responsibilities in the Admission-Review and Dismissal committee (ARD’s), the Language Proficiency Assessment Committee (LPAC) and the legal and ethical considerations and issues in providing an appropriate educational environment for the diverse learner will be studied and applied. Students will know the requirements of the law related to Child Find, child abuse, and inclusion. Strategies for an English as a Second Language (ESL) student and requirements for No Child Left Behind (NCLB) will be explored. Field practice observations required. COURSE OBJECTIVES: At the conclusion of this course, the learner will (TLW) be able to: 1. 2. 3. 4. 5. 6. 7. Identify and categorize students who are considered exceptional. Analyze the eligibility of a student for specialized education services and develop a repoire of advocacy. Access and provide support and information to families of students with exceptionalities. Compare and contrast the historical and modern approaches for teaching exceptional students. Demonstrate understanding of exceptional student modifications through the use of an Individual Education Plan (IEP). Compile diverse learner information and construct a group topical/informational newsletter. Compose/write an inclusive philosophy of teaching statement/paper based on readings, interview, field trip, speakers, and your own experiences.

ACCESS/DCC
SUMMER 2011

CAROLINE WORLEY
mworley@dallas.edu

214-356-7891

TEXTS: Vaughn, Sharon; Bos, Candace, S.; Schumm, Jeanne Shay. Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom. 5th edition. Boston, MA: Allyn and Bacon, 2011. Payne, Ruby K., Ph.D. A Framework for Understanding Poverty. 5th revised edition. Highlands, TX: aha Process, Inc., 2005 ASSIGNMENTS: 1. Attend all field trips/participate in class discussions/organize your notebook for future use. DUE – Field Trip & Speaker Reflections – class week 2. 3. 4. 5. 6. Read assigned textbook readings – for class discussions/questions: DUE – class week Three journal articles – follow attached format (written and verbal): DUE – class week A verbal description of an item off the class book/item table: DUE – class week Observation assignment – can be done anywhere (except DCC): DUE – class week Group Project: Diverse Learner/Special Populations Newsletter – template provided – each ACCESS Intern will write an article on three (min.) or four (max.) diverse learner topics plus contribute to the general newsletter as a whole (sayings, cartoons, etc.) DUE – class week or the first day of the 4th week of ACCESS Interview someone who has been involved with a school system’s special education services (construct own informational questions). Using that information/textbook/student guide/class discussions -speakers/videos – write a paper (3 pages minimum – 4 pages maximum incorporating the information gathered) stating your Philosophy of Inclusion and how you will incorporate it in YOUR classroom: DUE – class week or the first day of the 4th week of ACCESS.

7.

ACCESS/DCC
SUMMER 2011

CAROLINE WORLEY
mworley@dallas.edu

214-356-7891

DAY ONE: Chapter 1: Special Education and Inclusive Schooling Chapter 2: Response to Intervention: Developing Success for All Learners Chapter 3: Communicating and Collaborating with Other Professional and Families Chapter 4: Teaching Culturally and Linguistically Diverse Students

ACTIVITIES: Multidisciplinary Team Activity Child Find Video Cooperative Learning Activity Journal Article Research Group Newsletter Project Topical Videos

SPEAKER(S): (PM) Dana Jobe – Garland ISD - RTI

ACCESS/DCC
SUMMER 2011

CAROLINE WORLEY
mworley@dallas.edu

214-356-7891

DAY TWO: Chapter 5: Promoting Social Acceptance and Managing Student Behavior Chapter 6: Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder Chapter 8: Teaching Students with Emotional and Behavioral Disorders Chapter 11: Teaching Students with Lower Incidence Disabilities (Visual Impairments, Hearing Loss, Physical Disabilities, Health Impairments, or Traumatic Brain Injury) ACTIVITIES: Journal Article Research – 1 DUE Cooperative Learning Activity ADD/ADHD DVD F. A. T. Video Group Newsletter Project Inclusion Paper Research SPEAKER(S): AM – Mark Worley - DCC VP St. Dev. (Cultural differences in the Inner City) - Tim Watkins – Former ACCESS student – music teacher in south Texas PM - Randi Wells – CFBISD – Special Ed.

ACCESS/DCC
SUMMER 2011

CAROLINE WORLEY
mworley@dallas.edu

214-356-7891

DAY THREE: Chapter 7: Teaching Students with Communication Disorders Chapter 9: Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders Chapter 10: Teaching Students with Developmental Disabilities ACTIVITIES: Journal Article Research – 2 DUE Inclusion Paper Research ADD/ADHD DVD F. A. T. Video Group Newsletter Project

SPEAKER(S): AM - Donna Moreland – Plano ISD – Deaf Ed. PM – Panda Krouse (Teacher of Non-Verbal Autistic Early Childhood Students)

ACCESS/DCC
SUMMER 2011

CAROLINE WORLEY
mworley@dallas.edu

214-356-7891

DAY FOUR: Chapter 12: Facilitating Reading Chapter 13: Facilitating Writing Chapter 14: Helping All Students Succeed in Mathematics Chapter 15: Differentiating Instruction and Assessment for Middle and High School Students Chapter 16: Fostering Strategies for Student Independence ACTIVITIES: *Cooperative Learning Activity *Journal Article Research – 3 DUE *Inclusion Paper Research – Paper DUE or First Day of Fourth Week *Group Newsletter Project – DUE or First Day of Fourth Week SPEAKER(S): AM/PM: Field Trip