Download Syllabus - The University of Texas at Arlington

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Special Populations and Diverse Settings

ECED 4310
.005


Fall 2010



Instructor Information:



Instructor
:

Cleta Smith Ed.D

Phone:

(817) 272
-
1268

Office:

Science Hall 322A

F
ax:


E
-
Mail:

cletas@uta.edu

Mailbox:

19777


Office Hrs:


Tuesday


Wednesday




11:00 a
m.

noon





11:00am
-
2:45




Instructor Web Site:


Course Web Site:

WebCT


Course Information:


Course Title:

Special Populations and Diverse S
ettings

Course Number:

ECED 4310.00
5

Semester:

Fall, 20
10

Course Location and Time
:



Science Hall 315



Wednesday 5:00


7:50


Catalog Description


This course provides preparation for accommodating young children with special needs in early
childh
ood e
ducation settings. The focus is

on young children with special needs, program
accommodations, legal issues, individual assessment and planning, family and agency involvement
and inclusion strategies. The course will include examination of a variety
of diverse settings where
children live and learn, including homeless shelters. This course is taken concurrently with
Beep
43
8
4

and ECED 4311. Students will be assigned for one day a week in an approved field setting for
the practicum portion of these c
ourses (internship) experience.



Textbook(s) and Materials
:


Multicultural Education in a Pluralistic Society
, 2001 (8
th Edition)
by
Donna M. Gollnick
,
Phillip C.
Chinn

Optional Texts

Framework f
or Understanding Poverty
,

2001
by
Ruby K. Payne


University Mission:


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The mission of The University o
f Texas at Arlington
is to pursue knowledge, truth and excellence in a student
-
centered academic community characterized by shared values, unity of purpose, diversity of opinion,
mutual respect and social responsibility. The University is committed to life
long learning through its
academic and continuing education programs, to discovering new knowledge through research and to
enhancing its position as a comprehensive educational institution with bachelor’s, master’s, doctoral and
non
-
degree continuing educa
tion programs.



College Mission
:


The mission of the UTA College of Education
is to develop and deliver educational programs that ensure the
highest levels of teacher, administrator, and allied health science practitioner preparation and performance.
As
a recognized contributor to the fields of education and allied health science, the College engages in
effective teaching, quality research, and meaningful service.


The College is committed to diversity and to
the advancement of active teaching and learni
ng in all educational environments and at all levels.

Core Values:



Effective teaching

Active learning

Quality research

Meaningful service


Conceptual Framework
:


The work of the College of Education is grounded in constructivism as a theory of teaching
and learning and
is done in a spirit of expectation that all involved in the College of Education, whether candidate, faculty or
administrator, will hold the following as important:


Excellence, Student
-
Centered Environments,
Research, Collaboration, Diver
sity, Technology, Field Experiences and Life
-
Long Learning.




Partners for the Future serves as the theme of the College of Education and epitomizes the understanding
that it takes a village of partners to insure the future of education for all


National

Standards
:



National Standards:

ACEI/NCATE
-

Standard 1

Candidate Knowledge, Skill and Dispositions

Candidates preparing to work in schools as
teachers or other professional school personnel
know and demonstrate the content, pedagogical,
and profession
al knowledge, skills, and
dispositions necessary to help all students learn.
Assessments indicate that candidates meet
professional, state and institutional standards
.


ACEI/NCATE
-

Standard 2.1

Reading, Writing
,
and Oral Language

Candidates
demonstrate

a high

level of competence in use of English language arts
and they know, understand,

and use concepts from reading, language and
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child development, to teach reading, writing,
speaking, viewing, listening, and thinking skills
and to help students succes
sfully apply their
developing skills to many different situations,
materials, and ideas


ACEI/NCATE
-

Standard 3.1

Integrating and applying knowledge for
instruction

Candidates plan and implement instruction based
on knowledge of students, learning the
ory, subject
matter, curricular goals, and community.


ACEI/NCATE


Standard 3.2

Adaptation to Diverse Students

Candidates understand how elementary students
differ in their development and approaches to
learning, and create instructional opportunities

that are adapted to diverse students.


ACEI/NCATE
-


Standard 3.3

Development of critical thinking, problem solving
and performance skills

Candidates understand and use a variety of
teaching strategies that encourage elementary
students' development of

critical thinking,
problem solving, and performance skills.



ACEI/NCATE


Standard 3.4

Active engagement in learning
Candidates use
their knowledge and understanding of individual
and group motivation and behavior among
students at the K
-
6 level to fos
ter active
engagement in learning, self motivation, and
positive social interaction and to create supportive
learning environments.



ACEI/NCATE


Standard 3.5

Communication to foster learning
Candidates use
their knowledge and understanding of effective

verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration,
and supportive interaction in the elementary
classroom.


ACEI/NCATE


Standard 4

Assessment for instruction
Candidates know,
understand, and use formal and i
nformal
assessment strategies to plan, evaluate, and
strengthen instruction that will promote
continuous intellectual, social, emotional, and
physical development of each elementary student.





State Domains and Competencie
s:


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This course provides oppor
tunities to investigate and apply the

12 Themes and Principles of Learning
approved
by the State Board for Educator Certification to serve as the
Framewor
k for the newly
-
developed EC
-

6

TExES
.




Learner
-
Centeredness.

The teacher is a leader of a learner
-
c
entered community in which an
atmosphere of trust and openness produces a stimulating exchange of ideas. Although the teacher has a
vision for the destination of learning, learners are encouraged to take responsibilities for their own
learning.



Active Lear
ning.

The teacher designs learning experiences that engage interest in learning. The teacher
encourages learners to shape their own learning through active engagement.



Teaching for Meaningful Outcomes.

The teacher selects and organizes topics so that learn
ers make
clear connections between what is taught in the classroom and what they experience outside the
classroom. The teacher helps learners

link ideas in content area to familiar ideas, to prior experiences,
and to relevant problems.



Diversity
. The teach
er models and encourages appreciation of the diversity of learners, cultural
heritage, unique endowments, learning styles, interests, and needs. The teacher designs learning
experiences that show consideration of diversity.



Communication.

The teacher uses
verbal, nonverbal, and media techniques so that students explore
ideas collaboratively, pose questions, and support one another in their learning. The teacher designs
learning experiences that provide students with the opportunity to listen, speak, read, a
nd write in a
variety of contexts.



Higher
-
order Thinking.

The teacher is a critical thinker and problem solver who plays a variety of
roles when teaching. The teacher observes, evaluates, and changes directions and strategies when
necessary.



Intra
-

and Int
erdisciplinary Connections
. As the teacher guides learners to construct knowledge
through experiences, they learn about relationships among and within the central themes of various
disciplines. The teacher integrates other disciplines and learners interest

so that learners consider the
central themes of the subject matter from as many different cultural and intellectual viewpoints as
possible.



Use of Technology.

The teacher stays abreast of current knowledge about technology and integrates
technological res
ources into instructional practices. The teacher selects technological resources that are
developmentally appropriate and engage interest in learning. The teacher uses technology as a resource
for building communication skills.



Developmental Appropriatenes
s.

The teacher designs learning experiences that are developmentally
appropriate, integrating learning experiences and various forms of assessment that takes into
consideration the unique characteristics of the learner community.



Assessment as part of Inst
ruction
. Assessment is used to guide the learner community. The teacher
responds to the needs of all learners by using assessment as an integral part of instruction.



The Teacher as Part of a Larger Learner Community.

The teacher communicates effectively as

an
advocate for each learner. With colleagues, the teacher works to create an environment in which taking
risks, sharing new ideas, and solving problems in an innovative way are supported and encouraged.
With citizens, the teacher works to establish stron
g and positive ties between school and community.



Lifetime Learning, Including Self
-
assessment.

Because the teacher encourages learners to shape their
own learning and guides learners to develop personally meaningful forms of assessment, learners
develop a
n appreciation of learning as a lifelong process.








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Learning Outcomes
:


At the conclusion of this course the successful student will:



become familiar with and appreciate diverse populations found in educational

settings.



demonstrate development of p
rofessional, collaborative, inquiring, reflective and inclusive attitudes
and behaviors.



examine issues such as racism, poverty, ageism, as well as religion, gender, language, and ability
differences.



explore diversity terms and concepts.



demonstrate kn
owledge of curriculum and instruction issues related to diverse populations.



apply knowledge of curriculum and instruction issues related to teaching diverse populations by
accommodating/modifying instruction to meet a variety of needs.



be able to select
and use appropriate children’s literature to enhance understanding of individual
differences and engage students in discussions regarding issues of diversity.



Attendance and Drop Policy




Class Attendance



Class absences are not classified as

“excuse
d” or “unexcused” as per theEC
-
6

Program
Policy



Candidates who miss more than one class meeting will have their final grade dropped by
one letter. Each absence thereafter will also reduce the final grade by one letter grade (i.e. 3
absences will d
rop the final grade

2 letter grades as per the EC
-
6

Program Policy.



Three tardies (or leaving the class before the class is dismissed by the instructor) or a
combination thereof will e
qual one absence as per the EC
-
6

Program Policy.



Class begins promptly a
t the designated start time and ends when dismissed by the
instructor.



Attendance is a strong indication of your commitment and professionalism; therefore,
attendance will be taken and absences will be seriously considered when assigning final
grades. You

are expected to be on time and remain engaged during the entire class.



It is your responsibility to sign
-
in before leaving class.

If you leave class and did not sign in, you
may not e
-
mail or phone to confirm your attendance.
If you do not sign in,
you

will be
marked

absent.


Adds and Drops

Adds and drops may be made during late registration either by SAM, by the Web or in person in the
academic department offering the course. Drops may continue in person through the 12
th

week of
class. Students are r
esponsible for adhering to the following regulations concerning adds and drops.
These rules apply to regular semesters and to equivalent time limits in summer sessions as noted on
the summer session calendar.



A student may not add a course after the end o
f late registration.



No grade is given if a student drops a course before the Census Date of that semester.



A student may drop a course with a grade of W during the first six weeks of class



From the seventh week of class through the 12
th

week of class, a

student may drop a course
with a grade of W if passing or a grade of F if failing.



A student may not drop a course after the 12
th

week of class.



The dean of the college or school in which the student is majoring may require a student to
drop a course at

any time upon the recommendation of the instructor and the concurrence of
the department chair.



Students wanting to drop all courses for which they are enrolled must withdraw from the
University.

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Policies

Requirements:

Certification Exams:



The PPR exa
m will b
e taken at the end of Field Experience

and the Generalist will be taken
during
Student Teaching
.



Passing Student Teaching

(earning
certification) w
ill be contingent on passing both

exams
.

Medical Reimbursement:



University students will be responsib
le for their own transportation, meals, and health care while
participating in the field
-
based program.



University students bear the burden of any expenses incurred in conjunction with injuries that may
occur during field based classes/components, intern
ship, and residency.



The University will not reimburse the student for any expenses related to injuries or illness.

State Guidelines, Competencies and Professional Organizations

SBEC

www.tea.state.tx.us

Texas Essential Knowledge and Skills
-

http://www.tea.state.tx.us/index2.aspx?id=6148




E
-
Culture Policy:

The University of Texas at Arlington has adopted the University email address as an official means of
communication with students. Thr
ough the use of email, UT
-
Arlington is able to provide students with
relevant and timely information designed to facilitate student success. In particular, important information
concerning registration, financial aid, payment of bills and graduation may b
e sent to students through
email.


All students are assigned an email account and information about activating and using it is available at
www.uta.edu/email
. New students (first semester at UTA are able to activate

their email account 24 hours
after registering for courses. There is no additional charge to students for using this account and it remains
active as long as a student is enrolled at UT
-
Arlington
.
See e
-
mail communication section of this

syllabus.


Depa
rtmental Policies:


Commitment to Diversity:



In our commitment to furthering of knowledge and fulfilling our educational mission, the College of
Education at UTA seeks a campus climate that welcomes, celebrates, and promotes respect for the
entire variety
of human experience.



In our commitment to diversity, we welcome people from all backgrounds.



We seek to include knowledge and values from many cultures in the curriculum.



Dimensions of diversity shall include, but are not limited to the following: rac
e, ethnicity, religious
belief, sexual orientation, sex/gender, disability, economic status, cultural orientation, national
origin and age.


UTA Writing Center:



Professionally trained tutors offer help with writing projects at any stage of the process at

no cost to
UTA students.

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You can submit a rough draft via email and request feedback from a tutor at the On
-
Line Writing
Lab. (http:www.uta.edu/owl/).


Maintaining Eligibility for Continuing in ECED Courses:



TASP Scores:
All students MUST earn the fol
lowing scores on the TASP
before the Internship
semester
: Reading 270, Math, 230,
writing
, 220.



Grade Calculation:
Students who earn a “D: or
“F” in any education (EDUC), rea
ding (LIST
), or
early childhood education (ECED) class must retake the course in

order to be certified.



If a student earns a “D” or
“F” prior to Field Experience

or
Student Teaching
, h
e/she may not
proceed

to those field experiences before retaking the course and earning a “C” or better and
maintaining a 2
.75 cumulative GPA in EDUC,

LIST

and ECED coursework. The University grade
replacement policy is
not

in effect for EDUC, LIST
, or ECED coursework.


EC
-
6

Policies


Preparation:



In order for you to maximize the learning opportunities available on and off
-
campus, it is necessary
that

you come to class prepared, including having read and reflected on the required readings for
each and every class. Reading assignments are important and enable students to examine beliefs,
explore theories, and debate ideas with fellow students and instr
uctors.


Participation:

Class participation includes but is not limited to:



being prepared for class (reading all assignments and having assignments ready to turn in at the
beginning of class.



participating in discussions both whole class and small grou
p.



being mentally engaged in the class lectures as well as discussion(s). With this requirement,
students who choose to use laptop computers in class are to use them for note taking of lectures and
discussion(s).



answering e
-
mail, “surfing the web”, work
ing on assignments for other classes on laptops during
class does not demonstrate appropriate participation. Participation grades may be affected.



“texting is not appropriate during class. Your participation grade will be affected if you choose to
“text”

during class.



in order to demonstrate and document that you have been an engaged participant in the course, the
professor may choose to collect review notes taken in class both hard copies or electronic.



cell phones should be on “silent” and the vibratin
g feature should be turned off. A vibrating phone
on a desk makes noise.



one way we show respect is to not talk while others (the professor or fellow students) are talking. If
you have difficulty demonstrating respect to the class members, your particip
ation grade will be
affected. This includes talking during demonstrations, presentations or videos. You are expected to
add depth to discussions at each meeting at the appropriate time. Lack of participation gives the
appearance of lack of interest and/
or preparation.



you have chosen a profession that requires a commitment to timeliness, responsibility, cooperation,
teamwork, prior planning, above average writing and speaking skills and an attitude of respect for
learners with different needs, colleague
s and mentors.



due to liability issues, consideration for other students and developmental appropriateness, visitors
and children are not permitted in class (guest speakers are an exception).


Assignments

and Assessments



All assignments
are due on the date

and time designated by the instructor.



Assignments submitted after that date and time are considered late. The instructor will deduct 10%
of the value of the assignment for each day it is late.

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All assignments are due before the scheduled final examinati
on for the course. Assignments
submitted during or after the final examination will not be graded or considered in the final course
grade.



Candidates are required to attach and sign the program academic integrity statement with each
assignment submitted
for a course requirement.



The university final exam schedule is available on the university web
-
site prior to the beginning of
the academic year. Candidates are required to take the final examination for this course on the
scheduled date and time.



An
I
(incomplete)

will be awarded only in the event of serious illness or emergency circumstances
that prevent the completion of all work prior to the final exam.


Communication



Contact your instructor first through your UTA e
-
mail for questions about the cours
e:
requirements, assignments, exams or grades.


During the week you will receive a response from your instructor within 24 hours.


On week
-
ends expect to wait 48 hours for a response from your instructor.



Should problems or concerns arise, it is your res
ponsibility to solicit help.


This is to be done before problems affect your grade, not after.


Course Policies

Assignments:



All assignments are due on the designated due date.



All assignments are due before the beginning of the class period on the due
date.



All assignments should be posted to WebCT.



All assignments should be submitted in the correct WebCT assignment/reflection location.



The first assignment/discussion submitted is the one that will be graded.


Grades and Learning
:



No
extra credit work
will be given.



Because learning is important you may be asked to reconsider and/or amend assignments
completed that do not demonstrate an effective level of growth on your part.



You will
not
be allowed to resubmit work that earned a low grade because the
directions were not
followed.




Assignments

D
iversity Lesson Plan


30

Points




The candidate will
write

and
implement

a lesson plan that celebrates diversity.



The candidate will select an age appropriate, curriculum appropriate book that will allow him/
her
to talk with children about the uniqueness of every child. Topics may include family, culture,
language, etc.



The cand
idate will use the Lesson Plan F
orm
provided on WebCT.




The candidate will include the Bibliographic information (title, author, publ
isher and publishing
date.



The candidate will write a thoughtful one
-
two page refl
ection (using the R
eflection Form

provided
on WebCT.




The candidate will submit the lesson plan, bibliographic information and the reflection in its entirety
in one e
-
mail t
o WebCT before the beginning of clas
s on the due date.




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Service L
earning


35

Points

Service Learning is a teaching and learning strategy. In that respect, it goes beyond volunteerism. Service
Learning connects the act of service with rigorous prepara
tion and reflection. The act of service becomes a
tool for learning. Service Learning is hands
-
on, experiential, authentic learning.


The candidate will complete a service learning Pre and Posttest at
http://www.uta
.edu/ccsl/
.


The candidate will post his/her Service Learning hours at
http://www.uta.edu/ccsl/
.



The candidate will select a non
-
profit organization in which he/she will volunteer. Examples may be
found at
http://www.uta.edu/ccsl/volunteer
.
You may select a non
-
profit organization near your
home.



The candidate will submit the Service Learning Plac
ement Form on WebCT
on the designated date.



The candidate will spen
d a minimum of 15 hours (minimum of five visits) in service learning at the
approved organization

► The candidate will submit a 1
-
2 page Service Learning Reflections for each of the five visits on
WebCT
(
Discussion
)
by the beginning of class on the due date.



The candidate will create
a
service

learning visual to be presented on the designated dat
e.


►The candidate will submit
each of the following by the beginning of class on the designated


due date:

the Service Learnin
g Time Log,
the Service Learning

Placement Form

and the Service



Learning visual
.



The candidate will submit the Serv
ice Learning Pre and Post
-
Test on the designated date.

°
You must devote at least fifteen hours to your Service Learning Project. You will not receive
partial credit for this assignment.

Students are expected to keep a time log. An employee of the
non
-
pr
ofit

organization must sign the time log for each time period when hours are volunteered.
Include the contact information of that contact person.

Exam 1


15 points

Exam 2


15 Points

Core Values,
Professional Development
,
Preparation, P
articipation
,
Comm
unication G
uidelines



5 Points


Grade Calculation:


Final numerical valuations relate to letter grades and points as follows:

A = 93


100%


(100
-
93 points)





B = 85


92%


(92
-
85 points)





C = 77


84%


(84
-
77 points)





D = 70


76%


(76
-
70 points)





F = Below 70%


(69 points and below)


Point Maximum

Assessment


30



Diversity Lesson Plan


35



Service Learning



Reflections 5 points each,
Serv
ice
Learning Placement Form
-
3
point
s, Service
Learning Time Log
-
3

points
,
Service L
earning Visual
4

points

15

Exam 1

15

Exam 2


5

Core Values & Professional Dispositions

&
Communication Guidelines

Total 100 Points






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Email Communication:


U
TA e
mail will be considered the official means of communication between the university and
students,
effective Augus
t 22, 2005.


Utilize your UTA e
mail for all communications.


You are responsible if you do not receive information because you do not regularly check your UTA
email
.


American with Disabilities Act (ADA):


If you are a student w
ho requires accommodations in compliance with the ADA, please consult with me at
the beginning of the semester. As a faculty member, I am required by law to provide “reasonable
accommodation” to students with disabilities, so as not to discriminate on the
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Student Support Services:


The University supports a variety of s
tudent success programs to help you connect with the University and
achieve academic success.


They include learning assistance, developmental education, advising and
mentoring, admission and transition, and federally funded programs.


Students requiring a
ssistance
academically, personally, or socially should contact the Office of Student Success Programs at 817
-
272
-
6107
for more information and appropriate referrals.



Academic Honesty:


The statement below is a pledge of Academic
Integrity required of ea
ch
EC
-
6 candidate. This statement is
to be included on the cover page of each written assignment submitted for credit in an ECED course. For
assignments submitted electronically, the candidate’s name may be word
-
processed on the signature line.
The post
ing of the statement with the candidate’s name through the candidate’s e
-
mail or on
-
line portfolio
is recognized as the candidate’s signature

**********


On my honor, I have neither given nor received aid on this assignment. I acknowledge that
misrepresen
ting another’s work as my own is a violation of the UTA Academic Integrity Policy.

I have not submitted the attached work as an assignment for any other course or field activity.


_________________________________________________________________ ____________________________


Candidate Signature Date













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ECED 4310.005 Schedule

Week

Date

Topics

Text Reading
Assignments

Assignment Due
Date

1

9
-
1
-
10

Course Overview

WebCT

Service Learning Information

--


2

9
-
8
-
10

Special Education H
istory of
Laws

Lesson Plan Discussion

Service Learning Information

Gollnick &
Chinn

Chapter 5

Service Learning

Pre
-
Test Due

3

9
-
15
-
10

Special Education Assessment

Lesson Plan Discussion

Service Learning information

Power Point


4

9
-
22
-
10

At Rick & 504

Family Involvement

Lesson Plan Discussion

Power Point

Service Learning
Organization
Due

5

9
-
29
-
10

No Child Left Behind

Family Involvement

Lesson Plan Discussion

Power Point

SL Reflection #1
Due

6

10
-
06
-
10

Exam 1

Lesson Plan Discussion

--


7

10
-
13
-
10

Race & Ethnicity

Gollnick &
Chinn

Chapter 2

SL Reflection #2
Due

8

10
-
20
-
10

Gender & Rae

Gollnick &
Chinn

Chapters 4 & 9


9

10
-
27
-
10

Class (SES)

Gollnick

Chapter 3

SL Reflection #3
Due

10

11
-
03
--
10

Ruby Payne

Power Point


11

11
-
10
-
10

Language

Goolnick

&
Chinn

Chapter 6

Diversity Lesson
Plan Due

12

11
-
17
-
10

Religion

Goolnick &
Chinn

Chapter 7


13

11
-
24
-
10

Service Learning Release Day

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SL Reflection #4
Due

14

12
-
1
-
10

Service Learning Release Day

--


15

12
-
08
-
10

Service Learning Reports

Service Lear
ning
Visual Due

SL Final
Reflection Due

SL Time Log
Due

Service Learning
Visual Due


16

12
-
15
-
10

Exam 2

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