Introduction to Special Populations Syllabus for 2017-2018
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Course

EDUC-2301-001 Introduction to Special Populations

Prerequisites

Prerequisite: EDUC 1301

Course Description

An enriched, integrated pre-service course and content experience that 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. The course provides students with opportunities to participate in early field observations of P-12 special populations and should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Must include a minimum of 16 contact hours of field experience in P-12 classrooms with special populations.

Student Resources Student Resources Website

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.

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact your advisor, the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(3 sem hr; 3 lec, 1 lab)

Class Type

Online Course

Syllabus Information

Textbooks

Required Textbooks:

1)  Janet W. Lerner; Beverley Johns. Learning Disabilities and Related Disabilities: Strategies for Success, 13th Edition.  ISBN-10: 1-285-43320-3  Cengage Learning

You can only purchase this textbook through AC's Bookstore.  Bundled with this textbook, there will be an access code in order to view the course in Cengage Brain.  You will enter the access code within the Blackboard EDUC 2301 course to view Cengage's online course resources.  The current book is available in the loose-leaf version so you will need a binder to put it in.

                                                 

2) Bingham, T. (2012).  TEACHING TEXAS:  A Complete and Practical Approach to Understanding and Applying the Pedagogy and Professional Responsibilities (PPR) TExES, 4thEdition, Kendall/Hunt Publishing Company,  ISBN: 1-4652-8217-3.  This book was required for EDUC 1301 – Introduction to the Teaching Profession. 

                                                        

 

Supplies

Pencils, pens, paper. 

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.

The student will also be required to send Thank You notes to the participating principals and teachers.  Please make sure you acquire these by the end of the semester.

A computer with Internet access to Blackboard Learning.

1.     There is a link to a CTL Webpage of Student Resources on the AC Connect Portal Homepage under Announcements.

2.     There is a tab in Blackboard that is available --  It is called “Student Tools”, and is in the upper right-hand corner of the Blackboard page.

Please view the following video for information and visuals on how to access these resources:

http://screencast.com/t/mlEwBH4f4ah2

Student Performance

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

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 Students 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 online in class. 

Grading Criteria

Grading Criteria
Weekly Learning Activities -- 20% of Final Grade
Chapter Exams --  20% of Final Grade
2 Special Presentation Projects --  20% of Final Grade (10% each)
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 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

The first day to do Teacher Observations is September 5th.

Last day to do Teacher Observations is November 17th.   

Submit completed Observation Log Sheet, and Thank You Cards due by Tuesday, December 5th by 5:00 pm in the Education Office on Washington Street Campus, Dutton Hall 102.

Submit the completed Observation Journal electronically in Blackboard according to the directions provided.  It is due Tuesday, December 5th by 5:00 p.m.  

Attendance

The the coursework for this class will run from Tuesday mornings through Monday evenings at 11:59 p.m.  That means, all course work for that particular module will be due at 11:59 on Monday evenings. If you have an emergency and are unable to complete the coursework on time, please email the instructor as soon as possible.  For each week assignments are past the due date, 5 points will be deducted for each assignment that is late.   It is important that you do not wait until the last minute to start assignments. 

Calendar

Additional Information

Observation Guidelines
What a wonderful opportunity it is 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 their classroom to observe their learning environment. You will receive guidelines for the observations in class that 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!

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 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. 

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;
 

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.