Special Populations and Diverse Settings
Cleta Smith Ed.D
Science Hall 322A
Instructor Web Site:
Course Web Site:
Special Populations and Diverse S
Course Location and Time
Science Hall 315
This course provides preparation for accommodating young children with special needs in early
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
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
Donna M. Gollnick
or Understanding Poverty
Ruby K. Payne
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
degree continuing educa
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.
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.
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:
Research, Collaboration, Diver
sity, Technology, Field Experiences and Life
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
Candidate Knowledge, Skill and Dispositions
Candidates preparing to work in schools as
teachers or other professional school personnel
know and demonstrate the content, pedagogical,
al knowledge, skills, and
dispositions necessary to help all students learn.
Assessments indicate that candidates meet
professional, state and institutional standards
and Oral Language
level of competence in use of English language arts
and they know, understand,
and use concepts from reading, language and
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
Integrating and applying knowledge for
Candidates plan and implement instruction based
on knowledge of students, learning the
matter, curricular goals, and community.
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.
Development of critical thinking, problem solving
and performance skills
Candidates understand and use a variety of
teaching strategies that encourage elementary
students' development of
problem solving, and performance skills.
Active engagement in learning
their knowledge and understanding of individual
and group motivation and behavior among
students at the K
6 level to fos
engagement in learning, self motivation, and
positive social interaction and to create supportive
Communication to foster learning
their knowledge and understanding of effective
verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration,
and supportive interaction in the elementary
Assessment for instruction
understand, and use formal and i
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
This course provides oppor
tunities to investigate and apply the
12 Themes and Principles of Learning
by the State Board for Educator Certification to serve as the
k for the newly
The teacher is a leader of a learner
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
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
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.
. 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.
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.
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
. 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
Use of Technology.
The teacher stays abreast of current knowledge about technology and integrates
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.
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
. 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
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
Because the teacher encourages learners to shape their
own learning and guides learners to develop personally meaningful forms of assessment, learners
n appreciation of learning as a lifelong process.
At the conclusion of this course the successful student will:
become familiar with and appreciate diverse populations found in educational
demonstrate development of p
rofessional, collaborative, inquiring, reflective and inclusive attitudes
examine issues such as racism, poverty, ageism, as well as religion, gender, language, and ability
explore diversity terms and concepts.
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 absences are not classified as
d” or “unexcused” as per theEC
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
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
Class begins promptly a
t the designated start time and ends when dismissed by the
Attendance is a strong indication of your commitment and professionalism; therefore,
attendance will be taken and absences will be seriously considered when assigning final
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,
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
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
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
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
The PPR exa
m will b
e taken at the end of Field Experience
and the Generalist will be taken
Passing Student Teaching
ill be contingent on passing both
University students will be responsib
le for their own transportation, meals, and health care while
participating in the field
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
Texas Essential Knowledge and Skills
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
All students are assigned an email account and information about activating and using it is available at
. 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
mail communication section of this
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
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
You can submit a rough draft via email and request feedback from a tutor at the On
Maintaining Eligibility for Continuing in ECED Courses:
All students MUST earn the fol
lowing scores on the TASP
before the Internship
: Reading 270, Math, 230,
Students who earn a “D: or
“F” in any education (EDUC), rea
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
e/she may not
to those field experiences before retaking the course and earning a “C” or better and
maintaining a 2
.75 cumulative GPA in EDUC,
and ECED coursework. The University grade
replacement policy is
in effect for EDUC, LIST
, or ECED coursework.
In order for you to maximize the learning opportunities available on and off
campus, it is necessary
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
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
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
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
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/
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).
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.
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
Candidates are required to attach and sign the program academic integrity statement with each
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.
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.
Contact your instructor first through your UTA e
mail for questions about the cours
requirements, assignments, exams or grades.
During the week you will receive a response from your instructor within 24 hours.
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.
All assignments are due on the designated due date.
All assignments are due before the beginning of the class period on the due
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
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.
be allowed to resubmit work that earned a low grade because the
directions were not
iversity Lesson Plan
The candidate will
a lesson plan that celebrates diversity.
The candidate will select an age appropriate, curriculum appropriate book that will allow him/
to talk with children about the uniqueness of every child. Topics may include family, culture,
idate will use the Lesson Plan F
provided on WebCT.
The candidate will include the Bibliographic information (title, author, publ
isher and publishing
The candidate will write a thoughtful one
two page refl
ection (using the R
The candidate will submit the lesson plan, bibliographic information and the reflection in its entirety
in one e
o WebCT before the beginning of clas
s on the due date.
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
The candidate will post his/her Service Learning hours at
The candidate will select a non
profit organization in which he/she will volunteer. Examples may be
You may select a non
profit organization near your
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
► The candidate will submit a 1
2 page Service Learning Reflections for each of the five visits on
by the beginning of class on the due date.
The candidate will create
learning visual to be presented on the designated dat
►The candidate will submit
each of the following by the beginning of class on the designated
the Service Learnin
g Time Log,
the Service Learning
and the Service
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
organization must sign the time log for each time period when hours are volunteered.
Include the contact information of that contact person.
Final numerical valuations relate to letter grades and points as follows:
A = 93
B = 85
C = 77
D = 70
F = Below 70%
(69 points and below)
Diversity Lesson Plan
Reflections 5 points each,
Learning Placement Form
Learning Time Log
Core Values & Professional Dispositions
Total 100 Points
mail will be considered the official means of communication between the university and
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
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
academically, personally, or socially should contact the Office of Student Success Programs at 817
for more information and appropriate referrals.
The statement below is a pledge of Academic
Integrity required of ea
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.
ing of the statement with the candidate’s name through the candidate’s e
mail or on
is recognized as the candidate’s signature
On my honor, I have neither given nor received aid on this assignment. I acknowledge that
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
ECED 4310.005 Schedule
Service Learning Information
Special Education H
Lesson Plan Discussion
Service Learning Information
Special Education Assessment
Lesson Plan Discussion
Service Learning information
At Rick & 504
Lesson Plan Discussion
No Child Left Behind
Lesson Plan Discussion
SL Reflection #1
Lesson Plan Discussion
Race & Ethnicity
SL Reflection #2
Gender & Rae
Chapters 4 & 9
SL Reflection #3
Service Learning Release Day
SL Reflection #4
Service Learning Release Day
Service Learning Reports
SL Time Log