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=SED 361 Teaching Children with Learning and Behavior Problems in the Regular Classroom= Spring, 2010 University of Maine at Farmington Department of Special Education and Rehabilitation Services Dr. Sue Thorson 778-7270, thorson@maine.edu Office Hours: WF 2:30-4:00 and by appointment 211 Education Center

COURSE DESCRIPTION:
This course is designed to introduce pre-service teachers to the educational needs of students who do not learn well in the traditional school environment. The discussion will include considerations of labels and their implications in the teaching learning process, behavior modification techniques, collaboration with others and ways to meet the diverse learning needs of students in a variety of inclusive programs.

OBJECTIVES:
Upon completing the course, students should be able to document an understanding of: a) the field of special education; b) students marginalized by traditional schooling procedures; c) person centered teaching concepts and procedures; d)ways to modify both social and academic behaviors; e) alternative teaching techniques; and f) teachers’ roles as agents of change.

Required Textbooks
(Students are also expected to participate in wiki discussions and utilize internet and professional information sources.)

Boyle, J.R., & Danforth, S. (2001). Cases in special education. Boston:McGraw-Hill.

Keefe, E.B., V.M. Moore, & F.R. Duff.(2006). Listening to the experts: Students with disabilities speak out. Baltimore: Paul H. Brookes.

Optional Readings: Choose one
Kaufman, S. Z. (1999). Retarded isn’t stupid, Mom! Baltimore: Paul H. Brookes Publishing Co.

Kersjes,M. (2002). A smile as big as the moon:A special education teacher, his class, and their inspiring journey through U.S. Space Camp.New York:St. Martin’s Griffin.

Rodis, P., A. Garrod, & M.L. Boscardin. (2001). Learning disabilities & life stories. Boston: Allyn and Bacon.

The Memory Keeper's Daughter

Optional Text:
Colarusso, R. & C.O'Rourke. (2007). Special education for all teachers. Dubuque: Kendal/Hunt Publishing Company.

=Tentative Schedule= A maximum of one assignment will be accepted at the beginning of class only. No assignments will be accepted on e-mail.

1/21 Introductions, texts, evaluation Discussion, Name tents 1/23 Background Backwards Quiz Boyle &Danforth History vi deo Choose students

1/28 Diversity Colarusso Chs 1-3 1/30 Laws and Labels Listening Chs 1-3

2/4 Referrals RTI Matching quiz Colarusso Ch 4 2/6 Specific Learning Disabilities Fat City Listening Chs 4-6

Experience Design 2/11 MMR Graduating Peter Listening Chs 7-10 2/13 Five Lesson Plans

2/25 Other cognitive challenges Listening Chs 11 -16 B&D students Chs3,5,6,12,13

3/4 Physical Challenges Sauhegan video Listening Chs 17-20 3/6 SPI Non-verbal Philosophy Colarusso 6, 9 B & D sts. Chs 8,9,10, 12,13

3/11 GATE Listening Chs 21-25 Colarusso 1-3, 13 B &D sts 4, 7,11,14 3/18 Institutionalized bias Off Track 3/20 Instructional adaptations Field Trip Listening Chs 27-31 Colarusso 6, 7,8,10

3/25 Assessment and evaluation Lesson Plans and accomodations

4//1 Behavior management; parents, transcultural interactions Colarusso 11,12 4/3 Autistic spectrum disorders

4/8 Book Reviews

4/15 4/17

4/29

5/6 5/8 Evaluations Reflective Evaluation

Evaluation

Participation - 300 class -15each class share resources - 5 each


 * Accommodations List**

Research -300 - With faculty approval only Article, chapter, website -25-50 Reflection - 300 One video - 50 philosophy -50 Book, Interview - 50-100 map - 25-100 learning logs- 200 Practice - 600 reflective evaluation 50-100 Lesson plans – 250 maximum menu -100 maximum Experience -300 matrix -100 maximum hours in school 10/hour teach the class - 100 summary and RTI - 100 reflection on practice 100 connections to theory 100 IEP minutes 50 Total points -1200