TELC 2010
SURVEY OF EXCEPTIONALITIES AND DIVERSITY
3 Credit Hours

Course Information

Course Description:

This course will enable instructors to identify psychological, physical, educational, medical, behavioral and learning characteristics and needs of individuals with various disabilities, as well as working with students from diverse cultural, social, ethnic and racial backgrounds. It will also include information regarding the modification and adaptation of instruction as it relates to ADA in order to fit individual needs and learning styles.  This course will also enable the instructor to develop individualized educational programs with the principles of normalization and the least restrictive environment.

Course Objectives: (For more details, refer to the Tennessee Professional License Standards http://www.state.tn.us/education/accttchlicstds.pdf )

Primary Objectives

Candidates will:

1. Understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development. (DOE Std. 2)    

 2. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. (DOE Std. 3)

3.  Use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom. (DOE Std. 6)

Secondary Objectives

Candidates will:

 1. Know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter. (DOE Std.1)

 2. Understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students. (DOE Std. 4)

 3. Use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation. (DOE Std. 5)

 4. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. (DOE Std. 7)

 5. Know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner. (DOE Std.8)

 6. Be reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally. (DOE Std. 9)

 7. Foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being. (DOE Std. 10)

 8. Use technology and technology based resources to facilitate developmentally appropriate student learning.  (DOE Std. 11.A)

 9. Use technology to enhance their professional growth and productivity.  (DOE Std. 11.B)

10. Effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.  (DOE Std. 11.C)

11. Demonstrate advanced knowledge of the etiology of moderately and severely disabling conditions.  (DOE C I.A)

12. Demonstrate advanced ability to identify psychological, physical, educational, medical, behavioral, and learning characteristics and needs of individuals with various disabilities.  (DOE II.G)

13. Demonstrate advanced ability to describe etiologies and characteristics of mildly disabling conditions, of physical and health disabilities, and of conditions affecting individuals with learning disabilities. (DOE M.I.B)

14. Demonstrate advanced knowledge of common etiologies and the impact of sensory disabilities on learning and experience. (CEC 2.K.5)

15. Demonstrate advanced knowledge of the origin, development, and application of the principles of normalization and least restrictive environment.  (DOE II.C)

16. Demonstrate advanced ability to identify the prevalence/incidence of individuals with various disabilities; understanding the need to maintain natural proportions in community-based instruction.  (DOE II.B)

17. Demonstrate advanced knowledge of the history, educational philosophies, definitions, etiologies, and classification systems for the various handicapping conditions.  (DOE II.A; CEC/FIC I.K.2)

18. Demonstrate advanced knowledge of psychological and social-emotional characteristics of individuals with disabilities. (CEC/FIC 2.K.3; CEC 2.K.4)

19. Demonstrate advanced knowledge of current educational terminology and definitions of individuals with disabilities* including the identification criteria and labeling controversies, using professionally accepted classification systems, and current incidence and prevalence figures. (CEC 1.K.1)

20. Demonstrate advanced knowledge of differing perceptions of deviance, including those from mental health, religion, legal-corrections, education, and social welfare. (CEC 1.K.3)

21. Demonstrate advanced knowledge of the legal system to assist individuals with disabilities. (CEC 1.K.5)

22. Demonstrate advanced knowledge of evolution and major perspectives from medicine, psychology, behavior, and education of the definitions and etiologies of individuals with disabilities. (CEC 1.K.2)

23. Demonstrate advanced knowledge of the impact of disabilities on auditory skills. (CEC 4.K.4; CEC/FIC 4.K.3)

24. Demonstrate advanced knowledge of common environmental and personal barriers that hinder accessibility and acceptance of individuals with disabilities. (CEC 6.K.4)

25. Demonstrate advanced ability to articulate the teacher’s ethical responsibility to non-identified individuals who function similarly to individuals with disabilities. (CEC 8.S.2)

26.  Demonstrate advanced ability to delineate the principals of normalization versus the educational concept of “least restrictive environment” in designing educational programs for individuals with disabilities. (CEC/FIC 1.S.2)

27.  Demonstrate advanced ability to describe and define general developmental, academic, social, career, and functional characteristics of individuals with disabilities as they relate to levels of support needed. (CEC 2.S.1)

28. Demonstrate advanced ability to maintain confidentiality of medical and academic records and respect for privacy of individuals with disabilities. (CEC/FIC 8.S.4)

29. Demonstrate advanced knowledge of physical development, physical disability, and health impairments as they relate to the development and behavior of individuals with disabilities. (CEC 2.K.1)
Prerequisites and Corequisites:
None
Course Topics:

Course Topics:

 Overview of Special Populations

 Overview of Career and Technical Education

 Overview of Learners with Disabilities

 Overview of Diverse Learners

 Overview of Curriculum Modification

 Overview of Instructional Delivery

 Overview of Evaluation Strategies  

 Overview of Student Services
Specific Course Requirements:
 

Students are required to complete the following assignments/tasks:

1. Read chapters in textbook that correspond to the content in each module.  The chapters along with a study guide are listed in the “Module Guide”.  Students will then go through the presentations (presentations are based on the important content in the chapter) and will complete activities assigned in the modules which includes a set of reflective questions that students will answer and submit to the assignments Dropbox (10 points each).  Each module contains a specific activity which is to be completed and submitted to the Dropbox (10 points each).  Modules require participation in online discussions/posting on the discussion boards.(15 points per module)  Each module guide contains a specific discussion question or topic to be addressed. The total is 280 points; 8 activities @ 10 points each,  8 sets of reflective questions @ 10 points each, and 15 points for participation with questions/comments to the discussion board for each of the eight modules for a total of 120 points.  There will be specific focus topics/questions stated in each module. To meet the participation requirement, there must be at least one original question or comment (10 points) and a response to at least one posting by another person (5 points) for each module for a total of 15 points per module.

 

2. Complete eight quizzes and a final exam (100 points; 8 quizzes @ 10 points each and a final for 40 points).

The questions on the quizzes and on the final exam will be based on the presentations/reflective questions, textbook readings, and supplemental materials posted in the modules. The common question types on the quizzes will be multiple-choice, true and false and fill-in-the-blanks. The final is comprehensive, i.e., will cover all the modules.

WebCT is the official course management tool for RODP. Students should be skilled in using the tools of WebCT especially the e-mail, discussion board, assignment drop-box, and taking a quiz. *A free CD is available which demonstrates how to use these tools. Call
1-888-223-0023 to obtain a copy. An online tutorial website is also available that will explain and demonstrate each of the tools. You may also contact your home university for a hands-on training of how to use WebCT.

Students should be skilled in using WORD, sending and receiving e-mails with attachments. Skilled in using a web browser to connect to websites ( Internet Explorer). Skilled in developing PowerPoint presentations and sending them by e-mail attachment.

*Note: Students in need of assistance in acquiring these skills may contact their home university campus content for on-site assistance and training in the noted areas.
Textbooks, Supplementary Materials, Hardware and Software Requirements
Required Textbooks:
Sarkees-Wircenski, M., & Scott, J. (2003). Special Populations in Career and Technical Education. Illinois: Amerian Technical Publishers, Inc.   Please visit the Virtual Bookstore to obtain textbook information for this course:
http://rodp.bkstr.com/
Supplementary Materials:
The textbook is usually packaged with a CD-ROM. The CD contains practice quizzes, interactive glossary, forms and reference material. This resource is for your independent use.
Hardware Requirements:

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.

Software Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm.
Instructor Information
Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information. The instructor will also provide an introduction with biographical information.

The instructor will provide timely feedback to students:

  • Reply to emails within 24-48 hours during the work week though it may not be possible in all cases. Students will be notified when the instructor is not available to meet the stated response time.
  • Post and update calendar with due dates and announcements.
  • Grade and post feedback and scores on assignments and quizzes 1-2 weeks from the due date.
  • Facilitate and monitor discussion board.
Assessment and Grading
Testing Procedures:
All tests will be online and must be taken during the designated testing period of time. 
Grading Procedure:
Students will be graded on the quality of their work on items that will reflect their competencies of the course objectives.  Rubrics will be included to guide students in completing written assignments.  Students will also be graded on their participation in the discussion segment of this course.
Grading Scale:
90--100---A
80--89---B
70--79---C 60--69---D
 
Assignments and Participation
Assignments and Projects:
Students must complete all the assignments noted in each modules. Each module will contain assigned readings, information presentations, activities, and website exploration.  Students will complete papers, projects, lesson plans, and quizzes in each module.  These assignments will be graded based on specifications which are included within this course.
Class Participation:
Class participation represents a portion of your grade and is measured by your participation in the weekly discussion board.  The weekly discussion is based on the assigned readings and other projects and student answers must indicate a thorough understanding of those readings and projects.  Answers must be thoughtful, reflective, and thorough.  Students will receive a grade for discussion posting. Discussion questions or topics will be provided in each module guide. Initial response should be made within the first 5 days of the module timeframe. There should also be at least one response to the comment of another group member before the scheduled end of the module. Specific dates will be provided in the course calendar. Additional comments, beyond those that are required, are strongly encouraged. You are expected to make a significant contribution with your comments. Significant contributions add information, extend the discussion, clarify points and enhance the group discussion. The use of examples and experiences (always maintaining confidentiality) are encouraged to illustrate your points.
Punctuality:
Students are expected to log in a minimum of four to five times per week.  All assignments (activities, reflection questions, and participation requirements)  must be completed on or before the due dates as stated in the course calendar.
Course Ground Rules
Students are expected to adhere to the following:
  • Log into the course regularly.
  • Check email and course announcements regularly.
  • Participate in discussion board.
  • Read and respond to email immediately.
  • Learn how to navigate and to send assignments through WebCT. 
  • Address technical problems immediately.
  • Keep abreast of course announcements.
  • Observe course netiquette at all times.
  • Complete all quizzes, discussions, assignments, etc. on or before the due date.
Guidelines for Communication
Email:
  • Always include a subject line.
  • Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
  • Use standard fonts.
  • Do not send large attachments without permission.
  • Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
  • Respect the privacy of other class members.
Discussion Groups:
  • Review the discussion threads thoroughly before entering the discussion. Be a lurker, then a discussant.
  • Try to maintain threads by using the "Reply" button rather starting a new topic.
  • Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
  • Be patient and read the comments of other group members thoroughly before entering your remarks.
  • Be positive and constructive in group discussions.
  • Respond in a thoughtful and timely manner.
Chat:
  • Introduce yourself to the other learners in the chat session.
  • Be polite. Choose your words carefully. Do not use derogatory statements.
  • Be concise in responding to others in the chat session.
  • Be prepared to open the chat session at the scheduled time.
  • Be constructive in your comments and suggestion.
Web Resources:

Library

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses. 

Students With Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

Technical Support

Telephone Support:
If you are having problems logging into your course,
timing out of your course, using your course web site tools, or other technical problems, please contact the AskRODP Help Desk by calling

1-866-550-7637 (toll free)

or go to the AskRODP website at:

http://help.rodp.com