SED 372

PROGRAM DEVELOPMENT IN SPECIAL EDUCATION

SPRING 2006

Dr. Marcee M. Steele 962.3365

Education Building 270 steelem@uncw.edu

Office Hours: M-W 11:00-1:00; T-R 10:45-12:15; F 8:30-11:30 and by appointment

TEXTBOOK

Rules Governing Programs and Services for Children with Special Needs, Division for Exceptional Children, State Department of Public Instruction.

CATALOG DESCRIPTION

Development of skills in planning educational programs for students with exceptionalities. Includes writing lesson plans, unit plans, individualized educational programs, family service plans, and transition plans; task analysis; legal requirements; and roles of the special education teacher. At least 15 field experience hours required.

CONCEPTUAL FRAMEWORK

This course will emphasize the Watson School of Education conceptual framework, developing highly competent professionals to serve in educational leadership roles.

GENERAL OBJECTIVES (SDPI.GC.4-2, 6-2, 6-3, 6-4, 9-1, 9-3, 9-4, and 10-1; SDPI.AC.4.1, 4.3, 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 11.2, 12.6, 14.1, 14.2, 14.3) During this course, students should be able to:

1. Explain the stages of the assessment/program development process

2. State IDEA regulations and the impact of the law on special education programming

3. Generate examples of clinical teaching principles that affect learning

4. Describe services for students with special needs according to the continuum

5. Describe the roles and responsibilities of a special education teacher

6. Generate an appropriate referral model given data and circumstances of a school system

7. Generate IEPs, unit plans, lesson plans, and task analyses based on assessment information and observation data

8. Make decisions about instructional strategies, modifications, technology, and materials based on descriptions of students’ deficits, strengths, levels of functioning, exceptionalities, and cultural concerns

9. Generate a practical schedule for a resource room given hypothetical descriptions of students

10. Generate alternative solutions to problems associated with the consultative roles of the special education teacher

REQUIREMENTS

1. Readings from text in preparation for class discussions and activities

2. Midterm and final examinations

3. Twenty hours of Ed Lab experience including development of IEP and lesson plans, tutoring, and evaluation.

4. Clinical teaching report based on reflections of Ed Lab experiences.

5. 4 general or adapted curriculum lesson plans-reading, writing, language, math, social skills, study skills, functional skills, functional academic skills

GRADING POLICIES

1. A minimum of 75% of class sessions must be attended to receive course credit

2. A minimum of 20 Ed Lab hours must be completed to receive course credit

3. Participation in class discussions and activities is encouraged but will not be graded

4. Grades will be assigned as follows:

A 94-100%

B 86-93%

C 75-85%

D 65-74%

F below 65%

5. Clinical teaching report grades will be based on content and technical quality with content weighted double

6. Final grades will be determined as follows:

Midterm 20%

Final 30%

Report 50%

Final grade 100% (If any course or Ed Lab requirements are not submitted by due date, the final grade will be lowered; no assignments will be accepted after the last day of class)

MAJOR TOPICS

The Assessment/program development Process

Instructional Planning

Lesson Plans

Unit Plans

IEP's

Task Analysis

Legal requirements

Roles of Special Education teachers

Referral

Scheduling

Physical Organization and Resources

Consultation

Curriculum and Instructional Modification

Evaluation

Teacher assessment