Introduction to Special Populations Syllabus for 2011-2012
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Instructor Information

Course Information

Recording Policy

Disability Statement

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

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The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

EDUC-2301-002 Introduction to Special Populations

Prerequisites

EDUC 1301

Course Description

Overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity and equity with an emphasis on factors that facilitate learning. Provides an opportunity to participate in P-12 special population classrooms. Course will align with the State Board of Educator Certification Pedagogy and Professional Responsibilities and Technology Application standards.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(3 sem hr; 3 lec, 1 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

1)  Pearson Learning Solutions (2010).  Education 2301 Special Populations, 1st edition, Pearson Custom Publishing Company,  ISBN:  0-558-86245-4

You can only purchase this textbook through AC's Bookstore.  Bundled with this textbook, there will be an access code in order to view AC's Education/Child Development department portal.  Here's the link to the portal: http://www.pearsoncustom.com/tx/amarillo_edu/ You will click on this course's My Education Lab and then you need to set up a Pearson student account, and then you will enter the access code in order to view Pearson's online course resources.

2) Bingham, T. and Thomas, C. (2006).  TExES Success:  A Comprehensive Guide to the Texas PPR Examination of Educator Competencies, 2nd edition, Kendall/Hunt Publishing Company,  ISBN:  0-7575-3306-X    

Supplies

Pen, pencil, composition notebook, highlighter, colored pencils, 3 Scantron Mini Essay Books (Form No. 886-E) Students are expected to have access to a computer with Internet access. <

Student Performance

After studying the material presented in this course, the student will be able to demonstrate the following:

(All objectives are taken directly from State Board of Educator Certification Standards for Professional Development EC-12 and EC-12 Special Education).

1.  The implications of student’s developmental characteristics for planning appropriate instruction (1.2)
2. Cultural and socioeconomic differences and the significance of these differences for instructional planning (1.5)
3. The importance of developing instructional goals and objectives that are suitable for students with varied learning needs (1.14)
4. The importance of creating a learning environment in which diversity and individual differences are respected (2.1)
5. The importance of communicating enthusiasm for learning (2.4)
6. The necessity of communicating teacher expectations for student learning (2.5)
7. Current educational terminology and definitions of individuals with disabilities, including professionally accepted classification systems and current incidence  and prevalence figures (SE 1.3)
8. Differing perspectives (e.g., medical, psychological, behavioral, educational) regarding the definitions and etiologies of individuals with disabilities (1.5)
9. The continuum of placement and services available for individuals with disabilities (1.7)
10. Rights and responsibilities of parents/guardians, students, teachers and other professionals, and schools as they relate to individual learning needs (1.9)
11. Ethical practices for confidential communication about individuals with disabilities (3.6)
12. The collaborative roles of individuals with disabilities, parents/guardians, teachers, and other school and community personnel in planning an individualized      program (3.3)
13. Cognitive, physical, cultural, social, environmental, psychological, and emotional needs of individuals with and without disabilities (4.3)
14. The educational implications of Response to Intervention (RTI).
15. Methods for monitoring the progress of individuals with disabilities (5.8)
16. The reciprocal nature of assessment and instruction and how to evaluate assessment results to design, monitor, and modify instruction for individuals with disabilities (5.9)
17. How to use Individual Educational Plan (IEP) objectives to plan educational setting and instruction (6.9)
18. Teacher attitudes and behaviors that positively or negatively influence the behavior of individuals with disabilities (7.1) 

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

GRIEVANCE PROCEDURE: If a student is having a problem with the course policies or the instructor, he or she should first try and resolve any such problems with the instructor. If the problem is not resolved the student may proceed to the Department of Biological Sciences Chairperson, the Division of Sciences and Engineering Chairperson, the Associate Vice President of Instruction, Vice President of Academic Affairs, and the College President, IN THAT ORDER.

WITHDRAW: A grade of "W" will be given for drops or withdraws on or before the published official withdraw date. You may not drop or withdraw after that date.

TELEPHONES/PAGERS: Please have phones off or place on “silent” mode during class. Please do not text or take calls during class. If an urgent message or call is received and needs immediate reply, please quietly leave the classroom to respond.

FOOD/DRINK: Please do not bring food into the classroom. Drinks brought into the classroom must have a secure lid.

Completion and verification of the 16 hour observation log sheet and journal is mandatory in order to receive credit for this course.  

Grading Criteria

GRADING: .
89.5 - 100 = A
79.5 - 89.4 = B
69.5 - 79.4 = C
59.5 - 69.4 = D
00.0 - 59.4 = F

EXAMS: 30%Three (3) exams will be administered.  Exams will consist of multiple choice, matching, and short answer format.  Questions will come from materials discussed in class, online assignments, and reading assignments. Students will use the Scantron mini-essay book (Form No. 886-E) for exams. Alternate assessment methods may be used at the instructor's discretion. Exams cannot be made up. 

CLASS ACTIVITIES (In-class and Online): 15%Weekly in-class and online assignments will be conducted in class and/or posted in AC Online (Angel LMS). In-class and online activities cannot be made up.  Late arrivals or early departure may result in lower grades for class activities.

PROJECT: 15% One (1) team project. Details will be discussed in class and/or posted in AC Online (Angel LMS). 

OBSERVATION JOURNAL: 35% Details will be discussed in class and/or posted in AC Online (Angel LMS).  Late journals not accepted.

OBSERVATION LOG SHEET/THANK YOU CARDS: 5% Details will be discussed in class and/or posted in AC Online (Angel LMS). Late log sheets/thank you cards not accepted.

FINAL EXAM: Included in exams category and not comprehensive. Date posted on course calendar.

The instructor reserves the right to make exceptions to late and make-up policy. If an exception is granted, maximum points may be limited (example: half credit for assignment).
 

Attendance

Students are expected to be on time and attend all classes. Students should check AC Online (Angel LMS) weekly for class assignments and announcements. In-class activities cannot be made up. Late arrivals or early departure may result in lower grades for class activities.

Calendar

Additional Information

Course Description: 

This course is a field-based course for all education majors to give students an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic, and academicdiversity and equity with an emphasis on factors that facilitate learning. It provides an opportunity to participate in P-12 special population classrooms.  The course will alignwith the State Board for Educator Certification Pedagogy and Professional Responsibilities and Technology Application standards.

• The EDUC courses consist of an additional “lab” component and public school observation piece that other 3 hours courses you may take at the community college may not have as a requirement.  This is not an instructor’s option.  It is a state mandate and students not completing these requirements will not receive credit for the course.   
• Students need to be aware of these requirements and plan accordingly when scheduling work, family responsibilities, and other course load to prevent frustration and disappointment in one of the areas.
• COMPLETION AND VERIFICATION OF THE 16 HOUR OBSERVATION LOG SHEET AND JOURNAL IS MANDATORY IN ORDER TO RECEIVE CREDIT FOR THIS COURSE.  Observations must be completed by date listed on course calendar.

This course is written according to the Higher Education Coordinating Board guidelines and must include the following components in order for the course to transfer to a university.  

An enriched integrated pre-service course and content experience that:
1)  provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity and equity with an emphasis on factors that facilitate learning;
2)  provides students with opportunities to participate in early field observations of P-12  populations;
3)  course content must be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards;Domain III: Implementing Effective, Responsive Instruction and Assessment; with particular attention to Domain IV:  Fulfilling Professional Role and Responsibilities.
4)  includes a 16 contact hour lab component, the focus will be on special populations in P-12 schools;
5)  Pre-requisite for this course is EDUC 1301.

 

Purpose and Goals of Course:

1.     Understand diverse populations in the classroom.

2.     Understand how to make modifications for students with a disability in the classroom.

3.     Understand how testing and evaluating possible special needs students work in the public school setting.

4.     Understand the responsibilities of the public schools in meeting the needs of special education students.

5.     Understand the responsibilities of the public school teaching in meeting the needs of students of diverse backgrounds.

6.     Learn the different types of disabilities, what causes them, and best practices in assisting them.

 

OBSERVATION GUIDELINES:

What a wonderful opportunity to step into a classroom to increase knowledge and begin to put ideas into your repertoire to become a fabulous teacher.  Young students are excited for you to enter into the classroom to observe their learning environment. A few guidelines will assist you in the most successful experience; not following these procedures can cause the student to have points deducted from the observation grade.  The value of the points may vary depending on the offense.  Professionalism cannot be stressed enough!  You are not only representing yourself, but you are also representing Amarillo College, and you are a role model to students you will be observing.  This is an awesome responsibility and we know you will take this experience seriously!

Be sure to have your AC ID and blue/white AC Lanyard on each time you observe.

 
1.  AC and Amarillo ISD will host two seminars for students.  You are strongly encouraged to participate in these sessions if at all possible. These sessions will be very beneficial to you.  If you attend both seminars, you will receive 4 hours toward your 16 observation hours.  

2.  You will need to schedule 12 extra hours (if you attend the seminars) to meet the 16 hour requirement.  Be sure your observations total 16 clock hours (960 minutes).  If you need to observe outside Amarillo ISD, you need to contact me directly and I will contact the school district you want to observe.  Please submit your observation schedule once you have scheduled your observation hours with your assigned teachers.  Email the teachers you have been assigned to observe and introduce yourself and ask them if they could send you a copy of his/her schedule and then you can determine what date(s)/time(s) you want to observe......email the teachers a copy of your proposed schedule....if there's a scheduling conflict, it's better to know ahead of time so you can reschedule.

Job Shadow – you may want to be with one teacher all day (job shadow).  Ask the teacher if they would be willing to have you with them all of one day. This will give you a very good idea of the busy and complex day of a teacher.

3.  Be sure to read the observation journal completely prior to starting your observation hours.  Feel free to ask questions if you need more information.  Print a copy and take the journal with you for each observation so you will know what to observe and document. Determine prior to each visit, which part of the journal you will focus on that day.  This will help you be more focused and intentional during your observations.

4.  Make sure if you have not been to the school before, drive by the location in advance so you will feel comfortable arriving in a timely fashion, stress free.  Be sure to locate the visitor parking and the main entrance.

5.  Remember you should always dress for the job you wish to get, not the one you currently hold.  Keep in mind you are a visitor in a classroom and will be watched very carefully by students.  Your arrival at the main office could be your first opportunity to meet your future boss!  Wear professional attire.  If you do not own such clothing, now should be the time to invest in appropriate attire.  Jeans, t-shirts, sweats or workout clothing are NOT acceptable.  Keep in mind the type of shoes you wear too.  Some shoes are noisy and distracting when walking down the hallway. No flip flops should be worn.  Take out any eyebrow, nose, lip, or multiple ear piercings prior to visiting a classroom.  Your hair needs to be a color that is a natural hair color (no pink, purple, green, blue, or any other color that is not natural).  No outlandish hairstyles or contact lens that are colored (i.e. cat eye) or inappropriate eye wear.  If you have visible tattoos, they need to be covered all the way!  Your appearance should not distract students from learning or teachers from teaching.  Teaching is a profession and you should dress for success.  With some simple “dress for success” actions you will make a great FIRST impression.    

6.  Arrive at the school at least 15 minutes before your designated time.  You will need to report to the main office to get a visitor’s pass and receive directions to the classroom.  Be sure to sign in on the AC log sheet when you arrive and before you leave the campus.  Failure to sign in and out may result in failure of this course. 

7.  When you arrive at the classroom, enter quietly because you may disturb the end of a class period.  Quietly go to the back of the room if possible and wait until the class dismisses or if the teacher is giving instructions.  If you will not disrupt the lesson, approach the teacher and introduce yourself. 

8.  Be sure to complete the log sheet properly.  Write the date, time in, time out, total number of minutes. Please do just one teacher and signature at a time. Sometimes appointsments change and your log sheet should not have any crossed out times.  Include "campus/grade/subject/".  Write the teacher's name in the space before the signature box.   Show the teacher your log sheet and have him/her sign the appropriate box.  Be sure that  your time in, time out match the total amount of time of each visit.  Calculate the total minutes at the bottom of the log sheet.  Be sure the total is at least 960 minutes by the deadline.

9.  Make sure you have a pencil, pen, and notepad or paper to journal the activities during your visit.  (Do not expect the teacher to provide your supplies).   Take detailed notes during each visit.

10.  Ask where the teacher would like for you to sit or stand during your observation.  You should be able to tell if the teacher wants to carry on a conversation and discuss the class or lesson.  If he/she needs to prepare for the next class make sure you do not interfere with preparation.  Be courteous.  If preparation time is needed, take time to observe the classroom setup.  When the class begins remember you are like a fly on the wall.  You should not interfere with the teaching process.  The more information you can collect now, the more information you will have to refer to when you begin teaching. 

11.  Thank the teacher for allowing you to observe his/her classroom.  Specifically mention briefly at least one item you enjoyed or learned in the classroom.

12.  Go back by the office and return your visitor’s pass.  Take this opportunity to thank the principal (if available) or the office staff for the experience. 

13.  Fill in any missing areas of your journal as soon as you leave the classroom because you forget things quickly.  

14.  Keep in mind you are not to discuss specific student names in any discussion inside our classroom or definitely not outside of the classroom.  Confidentiality is very important!!  You may make up student names if you wish for classroom purposes.

15.  Be courteous and considerate of the teacher’s time schedule.  If for any reason you can not show up on an agreed day/time, contact the teacher in advance of only special circumstances that prevent you from showing up.  Otherwise, do not miss a scheduled observation.  Not showing up for any observation and/or not notifying the teacher in advance can result in an enormous reduction in your grade for this assignment.  The teacher’s really care about this issue.

16.  After your observation times/dates are completed, write the principal (for each school you observed) and every teacher you observed a thank you note.  Purchase inexpensive cards (not notebook or copy paper) and these notes are to be handwritten.  Do not type them.   A handwritten note is personal and professional.  Include your thank you notes when you submit or mail your log sheet.  Remember to include postage stamps on each envelope.  Include a return address, and complete address for the recipient.

17.  Classroom observations of tests, videos, field trips, assemblies, pep rallies or other athletic events may constitute as valid observations for the designated time requirement on job shadow days.  When scheduling appointments, make sure “active teaching” will be observed during your visit.  This is your responsibility.  You may observe one conference or collaboration (possibly one hour). 

18.  Above all… enjoy this experience as much as possible…you have chosen to enter the teaching profession, this first observation experience will give you a different perspective.  In the past, you have been the student.  Now you will view teaching through different eyes…that of a teacher.

Resources to Access:

• State Board of Educator Certification www.sbec.state.tx.us; and b) requirements for the Associate of Arts in Teaching degree.
• Educators Code of Ethics
• TExES Preparation Manual for the area of your certification.