Course Introduction - Faculty Websites

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Feb 5, 2013 (4 years and 5 months ago)

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Course Introduction

Psychoeducational Issues
of Diverse Learners

Text Overview


Rhodes, R. L.; Ochoa, S. H.; & Samuel O.
Ortiz, S. O. (2005).
Assessing culturally and
linguistically diverse students: A practical
guide
. NY: Guildford Press.


Payne, R. K. (2005).
A framework for
understanding poverty: Fourth Revised
Edition. Highland, TX: aha! Process, Inc.

Differentiated Assignments
Based on Student Needs


School Psychologists:


Need: Training on how to dx children who do not
speak English as L1.


Assignments: UNIT (IQ testing) and Report Writing


Others in COE:


If you are not a school psychology student, this
course may not be appropriate for you. Please
contact me for me information and/or differentiated
assignments.

Course Requirements


Participate in weekly discussions and class
assignments.


Complete readings as assigned by the instructor.


Complete a psychoeducational report and eligibility
document based on information given during class.


Write a paper a mid
-
term project.


Complete an online midterm exam and a final
exam.


Students will maintain a high level of
professionalism.

School Psychology Grading


10%: Participation and WebCT posting



(at least 2 informative postings)


25%: Midterm


20%: Debated Paper


20%: Psychoeducational Report & Eligibility


Document


25%: Final

Attendance/ Participation

Policy for Online Class


Attendance/participation means that you
read the materials as assigned,
participate in online discussion boards,
listen to or watch any video or audio
provided, and ask questions to the
instructor and/or other members of the
class as they arise.


If you cannot participate for any reason,
let me know ASAP.

WebCampus Informative Posts


2 informative per topic area.


Informative means not simple agreements
or disagreements. See the following:


An on
-
topic question.


An answer to someone’s on
-
topic question.


Additional outside information or links to support the
lecture or discussion.


A description of a “real
-
world” situation where the
information is applicable.

Ruby Payne: Useful or Bunk?


Two Parts:


First ½ of the paper = in support


Second ½ = a dispute


Requirements:


Min.15; max. 20 pages (without references).


APA format, 12 pt font, double space


References:


No more than 15% from internet websites,


No more than 20% from books.


Original articles MUST make up the majority


Turned in through the “Assignments” tab.

School Psychology:

Psychoeducational Report


You will be given basic information about a
bilingual child and accompanying test results.


Based only on this information, you will write a
comprehensive report and you will make a dx
that is to be written up using an eligibility
document.


This assignment is NOT a group project. You
should treat it as a take
-
home test.


You should use the templates and handouts
provided to you in this class to guide how you
write your report.

Midterm and Final Exams


Midterm = 1
st

½ of the semester material.


Final = 2
nd

½ of the semester material.


30
-
40 MC items


1 hour to complete


Test available for 2 days & must be completed in one
setting.


Open book/ open notes


Available through the “Assessments” tab on
WebCampus.


Item
-
analysis may be conducted

General Topics


Culture of poverty.


Multicultural
awareness.


Cultural generalities
versus cultural
stereotypes.


Referral process on
the multicultural child.


Home/ School
barriers on the
multicultural child.


Assessing the
multicultural and
multilingual child.


Bilingual/ special
education interface.


Multicultural
counseling.

Why study ELL students?


LV 20.5% of
population foreign
born.


LV 28.3% speak a
language other than
English @ home.


CCSD (2/06) 27%
receive ELL services


CCSD: 91 languages
served.

2003 Census, CCSD website

Why study poverty?


U.S. % of workers <
$15,000 = 10.7% (2000)


NV % of workers <
$15,000 = 9.5% (2000)


U.S. = 16.6% of children
in poverty (2000)


NV = 17% of children in
poverty (2000)


LV = 17% of children in
poverty (2004)


$16,454 per year for
family of 4 is defined as
poverty.

2000, 2003, 2004 Census

Why study poverty?


11% of variance in
achievement accounted
for by child’s race and
SES


70% of variance in
achievement accounted
for by school’s SES


SES better predictor of
school success than
race.


The longer a child is in
poverty the worse they
do in school

2000 Census;

www.pinellas.k12.fl.us

Most importantly…


Ochoa, Rivera, and Ford (1997) found
that about 83% of school psychologists in
8 states w/ large culturally and
linguistically diverse pupil populations
(AZ, CA, CO, FL, NJ, NM, NY, and TX)
self
-
reported feeling less than adequately
trained by their university training
program.

Group Assignments


Assignments used to be done as groups
in class. In an online format, you will be
holding these same discussions online.


When you see “group assignment” go to
the online forum.