Introduction to Special Populations Syllabus for 2014-2015
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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

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

N/A

Student Withdrawal Procedures

N/A

Privacy Statement

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-2301-001 Introduction to Special Populations

Prerequisites

Prerequisite: 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.

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Department Expectations

Learning Outcomes  Upon successful completion of this course, students will:

1. Describe the characteristics of exceptional learners (e.g. Learning Disabilities, Gifted and Talented), including legal implications.
2. Describe and analyze characteristics of diverse learners (e.g. language, gender, sexual orientation, race, ethnicity) and how diversity impacts learning.
3. Describe the impact of socio-economic status on learning and creating equitable classrooms.
4. Demonstrate an understanding of the benefits and challenges of racial, ethnic, and other types of cultural diversity in the classroom.

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Hours

(3 sem hr; 3 lec, 1 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Required Textbooks:

1)  Lerner, Janet W.; Johns, Beverley (2015).  Learning Disabilities and Related Disabilities: Strategies for Success, 13th Ed., Cengage Learning,  ISBN:  1-285-43320-3

2) Bingham, T. (2014).  TEACHING TEXAS:  A Complete and Practical Approach to Understanding and Applying the Pedagogy and Professional Responsibilities (PPR) TExES, 4th Edition, Kendall/Hunt Publishing Company,  ISBN:  978-1-4652-5177-0  (This textbook is also used in EDUC 1301 Introduction to the Teaching Profession)

Supplies

Pencils, pens, paper, spiral notebook or composition journal.

The student will be required to wear an AC ID and a blue/white lanyard at each classroom observation.  You can purchase the lanyard in the bookstore.

T

Student Performance

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

Things to Remember:

• Your participation in class helps you learn more and makes the class more interesting.
• Ask questions.  Ask more questions. We will all learn together.
• Check out Amarillo College’s Student's Rights and Responsibilities.
• Students are expected to follow the Amarillo College Student Code of Conduct.
• Respect and honesty are key to education.  We will be working with sensitive topics. We will learn how to handle confidential information in professional ways. Keep respectful and honest practices in the front of your mind.
• Make up exams are up to the instructor's discretion.  Please make a strong effort to complete all exams by the deadline date and time. Make up exams may be in an essay format.  In order to be fair to students who take the exams during the given time frame, make up exams will lose 15% of their original value.
• Any student, who because of a disabling condition may require some special arrangement in order to meet course requirements, should contact disAbility services at 371-5436 as soon as possible.
• If for some reason you are unable to complete this course, be sure to notify the instructor and the Registrar’s office.
• Completion and verification of the 16 hour observation log sheet and journal is mandatory in order to receive credit for this course.  The start/end dates for observations will be discussed in class.

Grading Criteria

Grading Criteria
Learning Activities -- 10% of Final Grade
4 Exams --  20% of Final Grade
Technology Presentation Project - 15% of Final Grade

Special Education Presentation Project --  15% of Final Grade
Observation Journal, Observation Log Sheet and hand written thank you notes--   40% of Final Grade

*** If a student does not complete the observation and journal requirements as designated, a grade of “F” will be given for the course.

***If there is a complaint from a teacher about a student’s behavior on a campus, a grade of “F” may be given for the course.  

Grading Scale
A = 100 -- 90
B =   89 -- 80
C =   79 -- 70
D =   69 -- 65
F =    64 -- 0

Last day to do Teacher Observations is April 24th.

Completed Observation Log Sheet, Journal, and Thank You Cards due by Tuesday, May 5th. 

(Of course you can turn them in early, but late submits will not be allowed.)

Attendance

Attendance each week is critical in order to successfully complete this class.  Content for the exams will come from classroom lectures, discussions and activities.  If you will be absent, please contact the instructor as soon as possible. m0238656@actx.edu

Classroom:  Dutton Hall Room 101        Tuesdays 5:30-8:15 p.m.

Late work is not accepted!

Last day to do Teacher Observations is April 24th.

Submit completed Observation Log Sheet, Journal, and Thank You Cards by Tuesday, May 5th.

Calendar

Additional Information

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!

1.  Be sure your observations total 16 clock hours (960 minutes).  Please submit your observation schedule once you have scheduled your observation hours with your assigned teachers.  Email the teacher(s) you have been assigned to observe to introduce yourself and ask for a copy of his/her schedule.  Once you have the schedule, you can determine what date(s)/time(s) you want to observe.  Email the teacher(s) a copy of your proposed schedule.  If there's a scheduling conflict, it's better to know ahead of time so you can reschedule.

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.  If you have not been to the school before, it would be wise to 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.  You should always dress for the job you wish to get.  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.  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, etc.).  No outlandish hairstyles or contact lens that are colored (i.e. cat eye) or inappropriate eye wear.  If you have visible tattoos, they should be covered.  Your appearance should not distract students from learning or teachers from teaching.  Teaching is a profession and you should dress for success. This is your first chance at a good 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 so that you will not disturb the learning.  Quietly go to the back of the room if possible and wait until the teacher is available to direct you to an appropriate seat.  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, and total number of minutes. 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.

9.  Bring 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.  Only do so if special circumstances 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.

 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.)  These notes are to be handwritten.  Do not type them.   A handwritten note is personal and professional.  Mail the thank you note as soon as possible or take it by the campus.

 17.  Classroom observations of tests, videos, field trips, assemblies, pep rallies or other athletic events do not constitute valid observations for the designated time requirement.  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

Course Information:

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 academic diversity 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 align with 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 hour 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. 

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)  ensures that course content is 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 a possible special needs student works 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.