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

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1. \  The implications of student’s developmental characteristics for planning appropriate instruction (1.2)
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2. \ Cultural and socioeconomic differences and the significance of these differences for instructional planning (1.5)
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3. \ The importance of developing instructional goals and objectives that are suitable for students with varied learning needs (1.14)
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4. \ The importance of creating a learning environment in which diversity and individual differences are respected (2.1)
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5. \ The importance of communicating enthusiasm for learning (2.4)
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6. \ The necessity of communicating teacher expectations for student learning (2.5)
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7. \ Current educational terminology and definitions of individuals with disabilities, including professionally accepted classification systems and current incidence  and prevalence figures (SE 1.3)
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8. \ Differing perspectives (e.g., medical, psychological, behavioral, educational) regarding the definitions and etiologies of individuals with disabilities (1.5)
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9. \ The continuum of placement and services available for individuals with disabilities (1.7)
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10. \ Rights and responsibilities of parents/guardians, students, teachers and other professionals, and schools as they relate to individual learning needs (1.9)
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11. \ Ethical practices for confidential communication about individuals with disabilities (3.6)
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12. \ The collaborative roles of individuals with disabilities, parents/guardians, teachers, and other school and community personnel in planning an individualized      program (3.3)
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13. \ Cognitive, physical, cultural, social, environmental, psychological, and emotional needs of individuals with and without disabilities (4.3)
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14. \ The educational implications of Response to Intervention (RTI).
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15. \ Methods for monitoring the progress of individuals with disabilities (5.8)
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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)
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17. \ How to use Individual Educational Plan (IEP) objectives to plan educational setting and instruction (6.9)
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18. \ Teacher attitudes and behaviors that positively or negatively influence the behavior of individuals with disabilities (7.1) 
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Students 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% At least three 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 in-class exams. Alternate assessment methods, such as online exams, may be used at the instructor's discretion. Exams cannot be made up. 

CLASS ACTIVITIES (In-class and Online): 20% 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.  Missing class, late arrivals,  or early departures may result in lower grades for class activities.

PROJECT: 10% One 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.