BRESCIA UNIVERSITY SCHOOL OF EDUCATION PROGRAM

Fall 2015

Course Title: Teaching Diverse Populations of Children and Youth Course Number: EDU 255 Credit: 3 semester hours Time: TTH 9:30 – 10: 50 Prerequisite: Sophomore status Completion of

English 102 Recommended

Instructor: Dr. Marlaine K. Chase Office: A356 Office Hours: As posted Phone: (O) 270 686-6415 E-mail: marlaine.chase@brescia.edu (M) 812 457-4628 Catalog Description: Introduction to issues regarding elements of diversity in P–12 children and youth that affect educational performance and outcomes. Elements of diversity examined include: gender, race, ethnicity, culture, sexual orientation, socio-economic status, language, exceptionalities, religion, and geographical area. Current issues include: legal requirements at state and federal levels, definitions, characteristics, educational needs of identified and at-risk students, appropriate adaptations/accommodations/modifications for school environments and BRESCIA UNIVERSITY.

Field Hours Required: 20 Kentucky Field Experience Tracking System (KFETS):

The Kentucky Field Experience Tracking System (KFETS) is an online application tracking field experiences of teacher candidates enrolled in a Kentucky teacher preparation program and students who plan to enroll in a teacher preparation program in Kentucky. Candidates in Kentucky are required to complete a minimum of 200 field experience hours prior to student teaching. 16 KAR 5:040. Link to the webpage: http://www.epsb.ky.gov/teacherprep/fieldexperience.asp Candidates will make entries either after each on-site visit or weekly for the duration of the field experience associated with this course.

General Education (GER) or Major Requirement: This course does not fulfill a specific Brescia GER; however this course is a related subject, major, or professional education requirement. For candidates majoring in: Special Education, Elementary Education, Middle Grades Education, Secondary Education, Art Education P-12 and Spanish P-12 this is common course across all initial teacher certification programs. Speech Pathology/Audiology majors are also required to take this course.

Text: Hallahan, Kauffman & Pullen ISBN-10: 0133744035 • ISBN-13: 9780133744033

©2015 • Access Code Card, 640 pp Enhanced Pearson eText with Loose-Leaf Version

Hallahan, D. P., Kauffman, J. M. & Pullen, P. C. (2015). Exceptional learners: An introduction to special education (13th ed.). Upper Saddle River, NJ: Pearson Education Inc.

Readings: The following are in addition to the assigned text:

Appropriate readings from Special Education Journals, Internet sources, and selected references for research project.

One book from the attached Listing of Disability-Related Literature for Book Review/Report (bibliography)

Taskstream All students enrolled in EDU course(s) or education majors must maintain a subscription to Taskstream throughout the duration of the EDU course. To enroll access the following URL: http://www.taskstream.com/pub/Enroll/Default.asp This site is where you access information on program/course requirements, signature assignments, assessments and portfolios. This course contains element(s) requiring submission through Taskstream. Beginning Fall 2015, candidates are financially responsible for obtaining their own subscription. Once the candidate has obtained the subscription, they must contact Sr. Betsy Moyer at betsy.moyer@brescia.edu to inform her that they have purchased and activated their account. Signature Assignment: This is the Signature Assignment for Edu 255 to be submitted and

evaluated on Taskstream.

Compile a Research-based Resource File. The file contains 15 category folders in specific areas of diversity present in P-12 student populations. 13 category folders address each of the following federally approved categories of exceptionalities: IDD, LD, ADHD, EBD, ASD, CD, DHH, Blind/Low Vision, Low-incidence, Multiple & Severe, PD & OHI, G&T. You are to choose two (2) category folders from the following elements of diversity: Sexual Orientation, Gender, Language Differences/ESL/ELL, SES, family structures and Culture.

Each category folder must contain the following elements: federal and state regulatory definition, educational characteristics, behavioral characteristics, research (evidence)- based teaching/intervention suggestions [specific to your anticipated teaching/clinical field], services and resources at local, state, national and international levels that can be accessed by p-12 students/families/professional colleagues [must evidence ability to locate credible resources beyond those included in the text].

The final product will be in the format of one (1) of the following: parent-colleague pamphlets, a Word file, a PowerPoint slide show, or a web site and may be augmented by other material. Consult with your instructor if you want to propose an alternate format. (CCR-R1, CCR-R2, CCR-R7, CCR-W2, CCR-W4, CCR-Wi6i, CCR-W7, CCR-W8)

Signature Assignment Assessment: Each of the category folders will be scored using the following rating scale: 1 Ineffective, 2 Developing, 3 Accomplished and 4 Exemplary Each of the 5 required elements within a category folder can be scored 1 to 4. Total score for each category folder can range from 5 to 20. Total score for the entire Research-based Resource File can range from a score of 75 to 300.

EDU 255 Research-based Resource File Rubric

NOTE: This is an excerpt of the rubric displaying section for one (1) category folder

Rating Scale Ineffective

value: 1.00

Developing

value: 2.00

Accomplished

value: 3.00

Exemplary

value: 4.00 Score/Level

Learners with

Intellectual &

Developmental

Disabilities

Federal/State

Regulations

No federal or state

definition

Has either federal or

state but not both Has federal and state

Notes current review,

proposed or recent

changes at federal or

state levels

Behavioral

Characteristics

Not included or

Incorrect

1-2 correct

characteristics at stated

level (Edu/Sppa)

3 correct characteristics

at stated level

(Edu/Spaa)

4 or more correct

characteristics at stated

level (Edu/Sppa)

Educational

Characteristics

Not included or

Incorrect

1-2 correct

characteristics at stated

level (Edu/Sppa)

3 correct characteristics

at stated level

(Edu/Spaa)

4 or more correct

characteristics at stated

level (Edu/Sppa)

Teaching

Instruction &

Intervention

Not included or

Incorrect or not

evidence-based (EBI)

1-2 Teaching

Instruction or

Interventions that are

evidence-based

3 Teaching

Instruction or

Interventions

that are evidence-based

4 or more Teaching

Instruction or

Interventions that are

evidence-based

Resources

Not included or

Incorrect at local, state

and national/

International area

1-2 resources correct in

each area

3 resources correct in

each area

4 or more resources

correct in each area

NOTES: In order for you to score a 4 in element 1, you must do extra research and provide notes of how you engaged in a current review and state proposed or recent changes at federal or state levels.

The entire rubric consists of 15 sections identical to this. Each of the first thirteen (13) is labeled with a specific category of disability. The last two (2) you will choose the labels from the following elements of diversity: Sexual Orientation, Gender, ESL/ELL, SES and Culture so determine which of these elements are the most interesting to you or the ones you feel will best prepare you for future students.

Disability Statement: Brescia University is committed to providing equal access to

education for all students. Reasonable accommodations are available for students with

a documented disability. If you have a documented disability and need accommodations

to participate fully in this course, please contact Mr. Dwight Ottman (Office 411 on the

fourth floor of the Science Building). All academic accommodations must be approved in

advance through his office. Please drop by or call 270-686-4281 to make an

appointment, or contact him by email at dwight.ottman@brescia.edu.

Academic Integrity Statement: An act of deliberate academic dishonesty, including

plagiarism, purchasing or copying another’s work and using it as your own, will not be

tolerated. (Brescia University Catalog p.44) Such acts will be reported to the Academic

Dean for disciplinary action.

Cell phone policy: To avoid distraction to the teaching and learning process and as a courtesy to all, cell phones will be turned off during class sessions. No texting allowed. A warning will be issued the first time and then a possible Discipline Alert will be issued to the Dean of Academic Affairs. Late Assignment Policy Late assignments receive a 20 points deduction for each day they are late. Assignments that are more than 3 days late will not be accepted. In addition, no assignment will be accepted after the last day of class. All assignments are to be typed and double spaced and follow APA Style Manual

(6th ed. 2nd printing) guidelines.

A Word about Attendance: Education is a collegial enterprise where we learn from one another. Teaching is a lifetime endeavor, and habits formed during your teacher preparation program will sustain you in your work. Attendance is expected and necessary for the success of the class, both for you and for the other members. Poor attendance will negatively affect your performance, lower your grade, and deprive us of your unique perspective. If a candidate isn’t committed to attending and actively engaging in class, why would one expect that candidate to be committed to good attendance and engagement once they are a teacher?

Course Objectives: Readings, simulations, and reflections throughout the semester lead candidates to examine their understanding of, expand their awareness of, and develop an empathetic stance toward a variety of persons with exceptional needs and other elements of diversity that may place them at-risk or interfere with their potential success in learning. In addition, at the completion of this course, the candidate will have demonstrated both an understanding of and the ability to critically discuss at least the following topics: 1. The history of the development of legislation, litigation, services and attitudes toward

persons with exceptional needs; 2. The major issues associated with special education and their relationship to regular

education, professional organizations, and advocacy; 3. The impact of cultural and linguistic diversity (upon those who deliver and those who

receive specially designed instruction and awareness of resources in the Implementation Manual of the Program of Studies; (ESL/ELL)

4. The impact of other elements of diversity e.g. gender, socioeconomic status, sexual orientation, and family structures, etc.

5. The terminology of special education and the types of educational services available;

6. The characteristics of a variety of exceptionalities and their educational and psychosocial impact upon the P-12 student, the student's peers, teachers, and family;

7. The procedures for accessing and the provision of appropriate administrative and educational services, adaptations, and advocacy for persons with exceptional needs;

8. The role of related services in special education and procedures for accessing them; 9. The goal of ensuring access to the general curriculum for all students with

exceptional needs [i.e., exploration of Kentucky’s curricular documents – Learner Goals & Academic Expectations, Program of Studies, Core Content for Assessment, Implementation Manual];

10. The exploration of strategies, intervention techniques and technologies which have been shown to be effective best practice in helping students with exceptional needs access and participate in the general curriculum.

Activities and Means of Evaluation: The learning activities employed during this course will include but are not be limited to the following: 1. Participating in class including active listening; group and individual discussion;

simulation activities; demonstration of understanding of text, digital experiences, and lecture.

2. Remaining current in your reading of the text (CCR-R1, CCR-R10). 3. Creating, implementing and participating during in-class activities that simulate a

variety of disabilities, and submission of written reflections on the experiences (CCR-R3, CCR-R7, CCR-W2, CCR-W3, CCR-W4, CCR-W6).

4. Compiling a researched-based resource file synthesizing each of the following federally approved categories of exceptionalities: IDD, LD, ADHD, EBD, ASD, CD, DHH, Blind/Low Vision, Low-incidence, Multiple & Severe, PD & OHI, G&T Each category folder must contain the following elements: regulatory definition,

educational and/or behavioral characteristics, research (evidence)-based teaching/intervention suggestions [specific to your anticipated teaching/clinical field], services and resources local, state, national and international levels for P-12 learners/families/professional colleagues [must evidence ability to locate credible resources beyond those included in the text]. The final product will be in the format of one (1) of the following: parent-colleague pamphlets, a Word file, a PowerPoint slide show, or a web site and may be augmented by other material. Consult with your instructor if you want to propose an alternate format. (CCR-R1, CCR-R2, CCR-R7, CCR-W2, CCR-W4, CCR-Wi6i, CCR-W7, CCR-W8).

5. Reading and creating a book report - review of one book in the attached Listing of Disability-Related Literature for Book Review/Report options list (CCR-R1, CCR-R2, CCR-R3, CCR-W1, CCR-W2).

6. Participation in a minimum of 20 hours of field experience over a minimum of 7 weeks and maintenance of a daily log and a descriptive and reflective field journal (CCR-W2, CCr-W4, CCR-W10).

7. Completion of chapter quizzes for Chapters 1-15. 8. Completion of two written examinations – midterm (Ch. 5-9) final (Ch.10-15). 9. Diversity Celebration sharing of impact and personal motivation.

Means of Evaluation: The candidate will be evaluated upon the following: Assignments and Products Points

Possible Points

1. Attendance, preparation for, and participation in class 100

2. Chapter quizzes (15 @ 10 pts. each) 150

3. Collaborative simulation and activities for a chapter 50

4. Resource File (Signature Assignment) 300

5. Book Report-Review 100

7. a. Field experience (log of required 20 hours) 20

b. Field experience (descriptive & reflective journal) 60

8. Exams (two at 100 points each) . . . Exam #1 100

. . . Exam #2 9.Diversity Celebration presentation

100 20

_________

Total Points Possible 1000 Grading Scale: A = 930 and above B = 840 through 929 C = 770 through 839 D = 700 through 769

F = 699 and below

Evidence of Activities Designed to Address Brescia's Educational Outcomes, Educational Studies Program Conceptual Model,

and Kentucky Teacher Standards Linkage to Brescia’s Educational Outcomes: School of Education majors are expected to perform the following:

1. Brescia University graduates will demonstrate the ability to think critically,

analyze information, and communicate effectively.

2. Brescia University graduates will attain competence in and apply a field of study

in readiness for graduate school or a career in an appropriate field.

3. Brescia University graduates will possess the capacity to adapt to diverse

environments.

4. Brescia University graduates will understand and apply ethical standards in promoting justice and service to others.

Linkage to School of Education Conceptual Model

Brescia University teacher education students are challenged to become

professional educators committed to ethics, advocacy, service and lifelong learning.

Before future educators can instill these values in their students, they must gain experience in these endeavors. The following matrix identifies which of this

course’s objectives and activities could, at a minimum, provide an opportunity for such experiences:

Conceptual Model Component

Course

Objective #

Course

Activity #

Professional Educator

1, 2, 3, 4, 5, 6, 7, 8 Content/pedagogy

1, 3, 4, 7, 8

Ethics

1, 2, 3, 7, 8, 9 4, 5

Advocacy

2, 3, 4, 6, 8, 9, 10 4,5

Service

10 Field Experience

5, 6

Lifelong Learning

1-10 Remaining current

2, 4, 5

Kentucky Teacher Standards: Each pre-service teacher candidate in Kentucky is expected to demonstrate competence in the Kentucky Teacher Standards for P-12 or IECE. The following represent some of the Standards and accompanying Performance Criteria which are addressed in this course:

Linkage of Course Components to Kentucky P-12 Teacher Standards

Kentucky Teacher Standards Components

1. The Teacher Demonstrates Applied Content Knowledge The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

Course objectives 1, 2, 3, 4, 5, 6, 7, 8 and Activities 1, 2, 3, 4, 7, 8 will help prepare new teachers

2. The Teacher Designs and Plans Instruction The teacher designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Course objectives 3, 4, 5, 7, 8, with field experience and related requirements help prepare new teachers

3. The Teacher Creates and Maintains Learning Climate The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

Course objectives 3, 5, 8; and Activities 2, 3, 6, will help prepare new teachers

4. The Teacher Implements and Manages Instruction The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Activities 4 (synthesis) & 6 (field participation and related activities) will help prepare new teachers

5. The Teacher Assesses and Communicates Learning Results The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

NA

6. The Teacher Demonstrates Implementation of Technology The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

Course objectives 9 and 10; and Activities 2, 4, 5, 8, 9 will help prepare new teachers

7. Reflects on and Evaluates Teaching and Learning The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

Activities 3 (simulations), 6, (daily log and descriptive field journal) will help prepare new teachers

8. Collaborates with Colleagues/ Parents/Others The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Course objectives 1, 2, 3, 4, and 6; and Activities 1, 3, 4, 5, and 6 will help prepare new teachers

9. Evaluates Teaching and Implements Professional Development The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a professional development plan.

NA

10.Provides Leadership within the School/Community/Profession

NA

Linkage of Course Components to Kentucky IECE Teacher Standards:

KENTUCKY TEACHER STANDARDS Course

Objective

Course

Activity #

1 Designs/Plans Instruction

The Interdisciplinary Early Childhood Education (IECE)

educator designs and plans experiences and instruction

that support the development and learning of infants,

toddlers, preschool children, and kindergarten children,

including those with disabilities.

Course

objectives

3, 4, 5, 7, 8

Activities 3, 4

with field

experience

and related

requirements

help prepare

new teachers

2. Creates/Maintains Environments

The IECE educator creates and maintains learning

environments in a variety of settings that support the

development and learning of infants, toddlers, preschool

children, and kindergarten children, including those with

disabilities.

Course

objectives

3, 5, 8

Activities 2, 3,

6 will help

prepare new

teachers

3. Implements Instruction

The IECE educator introduces, implements, and facilitates

experiences and instruction that support development and

learning for infants, toddlers, preschool children, and

kindergarten children, including those with disabilities

Activities 4

(synthesis) &

6 (field

participation

and related

activities) will

help prepare

new teachers

4. Assesses & Communicates Learning Results

The IECE educator, in collaboration with others, assesses

the development and ongoing learning of infants, toddlers,

preschool children, and kindergarten children, including

those with disabilities, and communicates the results with

partners, including families.

NA

5. Reflects/Evaluates Professional Practices

The IECE educator reflects on and evaluates professional

practices that support the development and learning of

infants, toddlers, preschool children, and kindergarten

children, including those with disabilities.

Activities 3 (simulations), 6, (daily log and descriptive field journal) will help prepare new teachers

6. Collaborates with Colleagues/Families/Others

The IECE educator collaborates and consults with team

members including colleagues, families, primary caregivers,

agency personnel, and other service personnel to design

and implement experiences and instruction that support the

development and learning of infants, toddlers, preschool

children, and kindergarten children, including those with

disabilities

Course

objectives

1, 2, 3, 4,

and 6;

Activities 1, 3,

4, 5, 6 and 9

will help

prepare new

teachers

7. Engages in Professional Development

The IECE educator engages in self-evaluation of

professional practices and implements a professional

development plan to improve his/her performance.

NA

8. Supports Families

The IECE educator supports families through family-

centered services that promote independence and self-

determination, programs that develop student abilities to

use communication skills, apply core concepts, become

self-sufficient individuals, become responsible team

members, think and solve problems, and integrate

knowledge.

Course

objectives

1, 2, 3, 4, 5,

6, 7, 8

Activities 4, 9

9 Demonstrates Implementation of Technology

The IECE educator uses technology to support instruction;

access and manipulate data; enhance professional growth

and productivity; communicate and collaborate with

colleagues, families, and community agencies; and conduct

research.

Course

objectives 9

and 10

Activities 2, 4,

5, 8, 9 will

help prepare

new teachers

10. Provides Leadership within

School/Community/Profession

The teacher provides professional leadership within the

school, community, and education profession to improve

student learning and sell-being.

NA

CEC Initial Level Special Educator Preparation

CEC Initial Preparation Standard 1: Learner Development and Individual Learning Differences

1.0 Beginning special education professionals understand how exceptionalities may interact with

development and learning and use this knowledge to provide meaningful and challenging learning

experiences for individuals with exceptionalities.

Key Elements

1.1 Beginning special education professionals understand how language, culture, and family background

influence the learning of individuals with exceptionalities.

1.2 Beginning special education professionals use understanding of development and individual

differences to respond to the needs of individuals with exceptionalities.

CEC Initial Preparation Standard 2: Learning Environments

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning

environments so that individuals with exceptionalities become active and effective learners and develop

emotional well-being, positive social interactions, and self-determination.

Key Elements

2.1 Beginning special education professionals through collaboration with general educators and other

colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with

exceptionalities in meaningful learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional interventions to teach

individuals with exceptionalities how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with

individuals with exceptionalities in crisis.

CEC Initial Preparation Standard 3: Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general3 and specialized curricula4 to

individualize learning for individuals with exceptionalities.

Key Elements

3.1 Beginning special education professionals understand the central concepts, structures of the

discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge,

integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with

exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content

knowledge for teaching across curricular content areas to individualize learning for individuals with

exceptionalities.

3.3 Beginning special education professionals modify general and specialized curricula to make them

accessible to individuals with exceptionalities.

CEC Initial Preparation Standard 4: Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data-sources in

making educational decisions.

Key Elements

4.1 Beginning special education professionals select and use technically sound formal and informal

assessments that minimize bias.

4.2 Beginning special education professionals use knowledge of measurement principles and practices

to interpret assessment results and

guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals in collaboration with colleagues and families use multiple

types of assessment information in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward

quality learning and performance and provide feedback to guide them.

CEC Initial Preparation Standard 5: Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based

instructional strategies6 to advance learning of individuals with exceptionalities.

Key Elements

5.1 Beginning special education professionals consider an individual's abilities, interests, learning

environments, and cultural and linguistic factors in the selection, development, and adaptation of

learning experiences for individual with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment,

planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative

communication systems and a variety of assistive technologies to support the communication and

learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and

communication skills of individuals with exceptionalities.

5.5 Beginning special education professionals develop and implement a variety of education and

transition plans for individuals with exceptionalities across a wide range of settings and different

learning experiences in collaboration with individuals, families, and teams.

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as

critical thinking and problem solving to individuals with exceptionalities.

CEC Initial Preparation Standard 6: Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and the their

professional Ethical Principles and Practice Standards to inform special education practice, to engage in

lifelong learning, and to advance the profession.

Key Elements

6.1 Beginning special education professionals use professional Ethical Principles and Professional

Practice Standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge and current

issues influence professional practice.

6.3 Beginning special education professionals understand that diversity is a part of families, cultures,

and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong learning and

participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as

advocacy and mentoring.

6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors,

and volunteers.

CEC Initial Preparation Standard 7: Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service

providers, individuals with exceptionalities, and personnel from community agencies in culturally

responsive ways to address the needs of individuals with exceptionalities across a range of learning

experiences.

Key Elements

7.1 Beginning special education professionals use the theory and elements of effective collaboration.

7.2 Beginning special education professionals serve as a collaborative resource to colleagues.

7.3 Beginning special education professionals use collaboration to promote the well-being of individuals

with exceptionalities across a wide range of settings and collaborators.

CEC Initial Level Special Educator Preparation Standards Addressed in Edu 255

Standard Indicators

1 1.0 1.1 1,2

2 2.0 2.3

3 3.0 3.3

4 4.0 4.1 4.2 4.3 4.4

5 5.0 5.2 5.3 5.4 5.5

6 6.1 6.2 6.3

7 7.0 7.1 7.3

CEC Standards Addressed in Chapters

Chapter 1 – 1.2, 6.2, 6.3

Chapter 2 – 3.0, 4.0, 4.2, 4.4, 5.0, 5.2, 5.5, 6.1, 6.2, 7.0

Chapter 3 – 1.1, 1.2, 2.0, 4.1, 6.2, 6.3, 7.0, 7.1

Chapter 4 – 1.1, 4.3, 5.5, 6.3, 7.0, 7.3

Chapter 5 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.5, 6.2, 7.0

Chapter 6 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.5, 6.2, 7.0

Chapter 7 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.5, 6.2, 7.0

Chapter 8 – 1.0, 1.2, 2.0, 2.3, 3.3, 4.0, 5.0, 5.5, 6.2, 7.0

Chapter 9 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.3, 5.4, 6.2, 7.0

Chapter 10 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.5, 6.2, 7.0

Chapter 11–1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.2, 5.3, 5.4, 6.2, 7.0

Chapter 12 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.3, 5.4, 6.2, 7.0

Chapter 13 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.2, 5.3, 5.4, 6.2, 7.0

Chapter 14 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.2, 5.3, 5.4, 6.2, 7.0

Chapter 15 – 1.0, 1.2, 2.0, 3.3, 4.0, 5.0, 5.5, 6.2, 7.0

CEC Initial Level Gifted Educator Preparation Standards

Standard 1: Learner Development and Individual Learning Differences Beginning gifted education professionals understand the variations in learning and development in cognitive and affective areas between and among individuals with gifts and talents and apply this understanding to provide meaningful and challenging learning experiences for individuals with exceptionalities.

1.1 Beginning gifted education professionals understand how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with exceptionalities.

1.2 Beginning gifted education professionals use understanding of development and individual differences to respond to the needs of individuals with gifts and talents.

Standard 2: Learning Environments Beginning gifted education professionals create safe, inclusive, and culturally responsive learning environments so that individuals with gifts and talents become effective learners and develop social and emotional well-being.

2.1 Beginning gifted education professionals create safe, inclusive, culturally responsive learning environments that engage individuals with gifts and talents in meaningful and rigorous learning activities and social interactions.

2.2 Beginning gifted education professionals use communication and motivational and instructional interventions to facilitate understanding of subject matter and to teach individuals with gifts and talents how to adapt to different environments and develop ethical leadership skills.

2.3 Beginning gifted education professionals adjust their communication to an individual’s language proficiency and cultural and linguistic differences.

2.4 Beginning gifted education professionals demonstrate understanding of the multiple environments that are part of a continuum of services for individuals with gifts and talents, including the advantages and disadvantages of various settings.

Standard 3: Curricular Content Knowledge Beginning gifted education professionals use knowledge of general1 and specialized curricula2 to advance learning for individuals with gifts and talents.

3.1 Beginning gifted education professionals understand the role of central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and use their understanding to organize knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions within and across grade levels.

3.2 Beginning gifted education professionals design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains.

3.3 Beginning gifted education professionals use assessments to select, adapt, and create materials to differentiate instructional strategies and general and specialized curricula to challenge individuals with gifts and talents.

3.4 Beginning gifted education professionals understand that individuals with gifts and talents demonstrate a wide range of advanced knowledge and performance levels and modify the general or specialized curriculum appropriately.

Standard 4: Assessment Beginning gifted education professionals use multiple methods of assessment and data sources in making educational decisions about identification and learning.

4.1 Beginning gifted education professionals understand that some groups of individuals with gifts and talents have been underrepresented in gifted education programs and select and use technically sound formal and informal assessments that minimize bias.

4.2 Beginning gifted education professionals use knowledge of measurement principles and practices to differentiate assessments and interpret results to guide educational decisions for individuals with gifts and talents.

4.3 Beginning gifted education professionals collaborate with colleagues and families in using multiple types of assessment information to make identification and learning progress decisions and to minimize bias in assessment and decision-making.

4.4 Beginning gifted education professionals use assessment results to develop long- and short-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and other factors related to diversity.

4.5 Beginning gifted education professionals engage individuals with gifts and talents in assessing the quality of their own learning and performance and in setting future goals and objectives.

Standard 5: Instructional Planning and Strategies Beginning gifted education professionals select, adapt, and use a repertoire of evidence-based instructional strategies3 to advance the learning of individuals with gifts and talents.

5.1 Beginning gifted education professionals know principles of evidence-based, differentiated, and accelerated practices and possess a repertoire of instructional strategies to enhance the critical and creative thinking, problem-solving, and performance skills of individuals with gifts and talents.

5.2 Beginning gifted education professionals apply appropriate technologies to support instructional assessment, planning, and delivery for individuals with gifts and talents.

5.3 Beginning gifted education professionals collaborate with families, professional colleagues, and other educators to select, adapt, and use evidence-based strategies that promote challenging learning opportunities in general and specialized curricula.

5.4 Beginning gifted education professionals emphasize the development, practice, and transfer of advanced knowledge and skills across environments throughout the lifespan leading to creative, productive careers in a multicultural society for individuals with gifts and talents.

5.5 Beginning gifted education professionals use instructional strategies that enhance the affective development of individuals with gifts and talents.

Standard 6: Professional Learning and Ethical Practice Beginning gifted education professionals use foundational knowledge of the field and professional ethical principles and Program Standards4 to inform gifted education practice, to engage in lifelong learning, and to advance the profession.

6.1 Beginning gifted education professionals use professional ethical principles and specialized program standards to guide their practice.

6.2 Beginning gifted education professionals understand how foundational knowledge, perspectives, and historical and current issues influence professional practice and the education and treatment of individuals with gifts and talents both in school and society.

6.3 Beginning gifted education professionals model respect for diversity, understanding that it is an integral part of society’s institutions and impacts learning of individuals with gifts and talents in the delivery of gifted education services.

6.4 Beginning gifted education professionals are aware of their own professional learning needs, understand the significance of lifelong learning, and participate in professional activities and learning communities.

6.5 Beginning gifted education professionals advance the profession by engaging in activities such as advocacy and mentoring.

Standard 7: Collaboration Beginning gifted education professionals collaborate with families, other educators, related-service providers, individuals with gifts and talents, and personnel from community agencies in culturally responsive ways to address the needs of individuals with gifts and talents across a range of learning experiences.

7.1 Beginning gifted education professionals apply elements of effective collaboration.

7.2 Beginning gifted education professionals serve as a collaborative resource with colleagues.

7.3 Beginning gifted education professionals use collaboration to promote the well-being of individuals with gifts and talents across a wide range of settings and collaborators.

CEC Initial Level Gifted Educator Preparation Standards Addressed in Edu 255

Standard Indicators

1 1.1 1,2

2 2.2 2.4

3 3.1 3.4

4 4.1

5 5.1

6 6.1 6.2 6.3

7 7.1

PROPOSED and PROBABLE CALENDAR EDU 255 -- Teaching Diverse Populations of Children and Youth

Fall 2015

Date Class Content Due Items

Thursday Aug. 20

Introduction; Syllabus, KFETS field hours Complete Field Hour Form and turn into Mr. Britton Hibbitt in CRC.

Tuesday Aug. 25

Share RFAD/name plate motivator, participate in Alike and Different activity, orientation to Getting to Know You written assignment

Name plate/ RFAD/diversity motivator

Thursday Aug. 27

Chapter 1—Exceptionality and Special Education: Examine Field & Journal Expectation

Getting to Know You

Tuesday Sept. 1

Chapter 2—Current Practices for Meeting the Needs of Exceptional Learners

Chapter 1 Quiz

Thursday Sept. 3

Chapter 3—Multicultural and Bilingual Aspects of Special Education Chapter 4—Parents and Families

Chapter 2 Quiz Field Hour placement details complete?

Tuesday Sept. 8

Chapter 5—Learners with Intellectual and Developmental Disabilities

Chapter 3 Quiz

Thursday Sept. 10

Chapter 5 continued Chapter 4 Quiz

Tuesday Sept. 15.

Chapter 6 --Learners with Learning Disabilities Chapter 5 Quiz

Thursday Sept. 17

Chapter 6 continued

Tuesday Sept. 22.

Chapter 7 – Learners with Attention Deficit Hyperactivity Disorder

Chapter 6 Quiz

Thursday Sept. 24

Chapter 7 continued

Tuesday Sept. 29.

Independent or group work session on Book Review/Repot or Research-based Resource File

Chapter 7 Quiz

Thursday Oct, 1

Chapter 8 — Learners with Emotional or Behavioral Disorders

Tuesday Oct. 6

Chapter 8 continued

Date Class Content Due Items

Thursday Oct, 8

Chapter 9 – Learners with Autism Spectrum Disorders

Chapter 8 Quiz

Tuesday Oct.13

Chapter 9 continued

Thursday Oct. 15 – Monday Oct. 19

FALL BREAK

Tuesday Oct. 20

Book Report/Review presentations Chapter 9 Quiz Book report/review submitted

Thursday Oct. 22

Midterm Exam Chapters 5-9 will be included

Tuesday Oct. 27

Chapter 10 – Learners with Communication Disorders

Thursday Oct.. 29

Chapter 10 continued

Tuesday Nov. 3

Chapter 11 – Learners Who are Deaf or Hard of Hearing

Chapter 10 Quiz

Thursday Nov. 5

Chapter 11 continued

Tuesday Nov. 10

Chapter 12 – Learners with Blindness or Low Vision Chapter 11 Quiz

Thursday Nov. 12

Chapter 12 continued

Tuesday Nov. 17

Chapter 13, Learners with Low Incidence, Multiple, and Severe Disabilities

Chapter 12 Quiz Resource File Due

Thursday Nov. 19

Chapter 13 continued

Tues. Nov. 24

Chapter 14 – Learners with Physical Disabilities and Other Health Impairments

Chapter 13 Quiz

Wednesday, Nov, 25 –Sunday, Nov. 29

Thanksgiving Break

Date Class Content Due Items

Tuesday Dec. 1

Chapter 15—Learners with Special Gifts and Talents All Field Experience hours completed and Journal Due Chapter 14 Quiz

Thursday Dec. 3

Celebration of Diversity Chapter 15 Quiz

Monday Dec. 7 –

Wednesday Dec. 9

FINALS WEEK Chapters 10-15 will be included on the Final Exam.

NOTE: Instructor retains rights to make adjustments to this proposed calendar. Input from all members of the class will be sought prior to final determination of any changes. Approved options for the assignment: Read a book and create a book review/report are listed below. If you wish to propose another option, please schedule a time to discuss with instructor before engaging in the activity.

Listing of Disability-Related Literature for Book Review/Report NOTE: Some, but not all, are located in the CRC or the BU Library. Abeel, Samantha (2000). My Thirteenth Winter. Memoirs from a young girl who was

both gifted and identified with a specific learning disability; this particular disability is called “dyscalculia” (math disability); together with difficulties with telling time and recognizing patterns.

Albom, Mitch (2003). The Five People You Meet in Heaven. A fictional account of one

man’s trip to the afterlife. Axline, Virginia M. (1964). Dibs, In Search of Self. Personal account, emotional

disturbance. Ashton-Warner, Sylvia (1963). Teacher. Personal account of teaching with Australian

and New Zealand “aborigines”. Ashton-Warner, Sylvia (1979). I Passed This Way. Personal account of her life as a

teacher with Maoris, and the development of a unique language-based curriculum. Bettelheim, Bruno (1950). Love is Not Enough. Account of a school and program for

children with emotional and/or behavioral problems (rather old).

Blatt, Burton (1966). Christmas in Purgatory. Photo-journalistic essay/expose' of

institutions. [must combine with one "Part" of Souls in Extremis Blatt, Burton (1973). Souls in Extremis. Essays, mental retardation and institutions;

any three (3) "parts". Bolander, Anne & Renning, Adair (2000). I was #87. Gallaudet University Press. First

person account of young woman who is deaf and had been incorrectly diagnosed as mentally retarded (and institutionalized); some “hard things” to read, but she persevered.

Brown, Christy. Down All the Days. Personal life story of young author with cerebral

palsy -- later became the movie My Left Foot. Burch, J.M. (1988) They Cage Animals at Night. New American Library. First person

account of a boy abandoned in an orphanage and shuttled among many foster placements.

Cleaver, Eldridge. Soul on Ice. Personal account of racism. Craig, Eleanor (1973). P.S. You’re not listening. Personal account, classroom for

children with behavior disorders. Craig, Eleanor (1978). One, Two, Three - Story of Matt, a Feral Child. Personal

account, dysfunctional family leading to emotional disturbance. D'Ambrosio, Richard (1970). No Language but a Cry. Personal account, child abuse. Derksen, Wilma (1991). Have You Seen Candace? The true story of Wilma Derksen’s

thirteen year old daughter who never made it home from school. Dowling, Colette (1981). The Cinderella Complex. A theory about women’s hidden fear

of independence. Eareckson, Joni (1976). Joni. Personal account, autobiography, acquired physical

disability & resultant depression. Fedullo, Mick (1992). Light of the Feather. Personal account of an "Anglo" teaching

among the "native Americans" on the Reservations. Gibbons, Kaye (1987). Ellen Foster. The story of a girl who survives an abusive father . Gibson, William (1956). The Miracle Worker. Historical drama, dual sensory

impairment, story of Annie Sullivan and Helen Keller.

Grandin, Temple (1995). Thinking in Pictures. Personal account of growing up with autism and finding success in spite of it; a journey into or through her mind.

Grandin, Temple (1986). Emergence: Labeled Autistic. A true story of living with autism. Greenberg, Joanne (Hannah Green) (1964). I Never Promised You a Rose Garden.

Fictionalized personal account, mental illness and issues of institutionalization. Greenberg, Joanne. In This Sign. A novel about deaf parents with a hearing daughter. Handler, Lowell (1998). Twist and Shout, A Touretter’s Tale. New York: Penguin

Putnam, Inc. First person account of living with (his own) Tourette ’s syndrome. Harris, Thomas A. (1967). I’m OK You’re OK. This book translates psychological

theories into easily understood language. Hayden, Torey (1994). Ghost Girl. Avon Press. Teacher’s account of a student who

has experienced incredible personal difficulties. Hocken, Sheila (1977). Emma and I. Personal account, autobiography, visual

impairment. Itard, Jean-Marc-Gaspard & Lane, Harlan. The Wild Boy of Aveyron. Itard's account of

working with Victor, the “wild boy” of Aveyron, France. Jamison, K. R. (1996). An Unquiet Mind: A Memoir of Moods and Madness. New York,

Alfred A. Knopf. Incredibly fascinating personal account of this clinical psychologist’s own lifelong struggle with manic-depressive illness (her term, as opposed to “bipolar disorder”)

Jones, Beverly & Hart, Jane (1968). Where’s Hannah? Personal account and

handbook for parents of children with severe learning disabilities. Kaufman, Barry Neil (1976). Son Rise. Personal account, child with infantile autism. Kaufman, Christmas Carol (1960). For one Moment, A boy who grew up in Nazi

Germany. Keller, Helen Adams (1954). The Story of My Life. Personal account, autobiography,

dual sensory impairment. Killilea, Marie (1952). Karen. Personal account, cerebral palsy, family issues. Lee, Joanna, & Cook, T.S. (1978). Mary Jane Harper cried last night. Novel, child

abuse. Lee, Laurel (1977). Walking Through the Fire. The true story of a woman with Hodgkin’s

disease.

Lusseyran, Jacques (1987). And There Was Light. Personal account of growing up blind in France during WWII; truly unique "look" at blindness.

MacCracken, Mary (1976). Lovey, a Very Special Child. Personal account, classroom

for children with emotional and behavior disorders; environmental deprivation. Massie, Robert, & Massie, Suzanne (1973). Journey. Personal account, hemophilia. Maurice, Catherine (1993). Let Me Hear Your Voice: A Family’s Triumph Over Autism.

New York: Fawcett Columbine. First person account of a family’s struggles to identify autism and to discover and employ educational interventions with their children with autism.

McCullers, Carson (1940). The Heart is a Lonely Hunter. Novel, classic, hearing

impairment in one of the central characters. McGovern, George (1996). Terry: My Daughter’s Life and Death Struggle with

Alcoholism. George McGovern a U. S. Senator from South Dakota, tells about his daughter’s fight with alcoholism.

Nasar, Sylvia (1998). A Beautiful Mind: The Life of Mathematical Genius and Nobel

Laureate John Nash. New York: Touchstone. O’Neill, Jasmine Lee (1999). Through the Eyes of Aliens: A Book About Autistic

People. Philadelphia, PA: Jessica Kingsley Publishers. A first person description of autism and its characteristics and impact on a person’s life; as told by a person who is an “autistic savant with elective mutism; and also a poet and artist”

Orenstein, M. (2001). Smart But Stuck: Emotional Aspects of Learning Disabilities and

Imprisoned Intelligence. Binghamton, NY: The Haworth Press. An examination of adults with previously “undiagnosed” learning disabilities; combination of reports of telephone conversations and person-to-person interviews, together with “reflections” on the results.

Pelzer, Dave (1995). A Child Called “It”. Health Communications. A first person

account of a survivor of child abuse who was rescued by teachers. Pelzer, Dave (1997). The Lost Boy: A Foster Child’s Search for the Love of a Family.

Health Communications. A first person account of a survivor of child abuse and the foster family system.

Pelzer, Dave (1999). A Man Named Dave: A Story of Triumph & Forgiveness. NY, NY:

A Plume Book of Penguin Putnam, Inc. First person account of the adult impact of his own history of child abuse and time in the foster care system.

Perske, Robert (1995). Deadly Innocence. Historical account, young immigrant with mental retardation, implicated in murder, victim of family's ignorance and society's prejudicial expectations, death row.

Quinn, Tom (1999). ADHD Eddie, Intergalactic Ladies’ Man! Dunvegan Publishing, Inc.

Written by an author diagnosed with ADHD, this is a fictionalized account of a teenager working through ADHD.

Ridley, M. (1999). Genome: The Autobiography of a Species in 23 Chapters. New

York: Perennial, an Imprint of Harper Collins Publishers. Rodis, P., Garrod, A., & Boscardin, M.L. (2001). Learning Disabilities & Life Stories.

Boston, MA: Allyn & Bacon. Introductions and 13 autobiographical essays by persons who have learning disabilities; read at least seven of the essays.

Schmitt, A. [as told to Mary Lou Hartzler Clemens] (1994). Brilliant IDIOT: An

Autobiography of a Dyslexic. Intercourse, PA: Good Books. Personal account of growing up both as a rural Mennonite and as a young man with dyslexia.

See, Lisa (2005). Snow Flower and the Secret Fan. A fictional account of growing up in

nineteenth century China. Sellin, B. (1995). I don’t want to be inside me anymore: Messages from an Autistic

mind. New York, NY: Basic Books, A Division of Harper Collins Publishers. The facilitated communication writings of a young man with autism.

Shattuck, Roger (1994). The Forbidden Experiment: The Story of the Wild Boy of

Aveyron. Historical account and translation of Itard's work; mental retardation and hearing impairment.

Simpson, Eileen (1979). Reversals. Personal account, autobiography, "overcoming"

dyslexia. Spradley, T.S., Spradley, J.P., & Spradley, L. (1985). Deaf Like Me. Washington, D.C.:

Gallaudet University Press. A father’s description of his family’s and his daughter’s movement from an oral approach to working with deafness to a more nearly “deaf culture” approach – paints fairly grim picture of the oral approach.

Walls, Jeannette (2005). The Glass Castle. Personal account of a child of an alcoholic Willey, L.H. (1999). Pretending to be Normal – Living with Asperger’s Syndrome.

Philadelphia, PA: Jessica Kingsley Publishers. Personal account; describes her own coping with Asperger’s Syndrome, a “mild” or high-functioning form of autism or autism spectrum disorder.

Bibliography Cartledge, G. Y., Gardner III, R. & Ford, D. Y. (2009). Diverse learners with

exceptionalities:Culturally responsive teaching in the inclusive classroom. Upper Saddle River, NJ: Pearson Education, Inc. Cook, B. G. & Tankersly, M.G. (2013). Research-based practices in special education. Upper Saddle River, NJ: Pearson Education, Inc. Coyne, M. D., Carnine, D. W., & Kame’enui, E.J. (2010). Effective teaching strategies that

accommodate diverse learners. (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Friend, M. (2014) Special education: Contemporary perspectives for school professionals. (4th

ed.). Upper Saddle River, NJ: Pearson Education, Inc. Gargiulo, R. M. & Metcalf, D. Teaching in today’s inclusive classrooms: A universal design for

learning approach. (2nd ed.). Belmont, CA: Wadsworth, Cengage Learning. Hardman, M. L., Drew, C. J., & Egan, M. W. (2014). Human exceptionality: School, community,

and family. (11th ed.). Belmont, CA: Wadsworth, Cengage Learning. Heward, W. L. (2013). Exceptional children: An introduction to special education. (10th ed.).

Upper Saddle River, NJ: Pearson Education, Inc. Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating exceptional children. (14th ed.).

Belmont, CA: Wadsworth, Cengage Learning. Miller, S. P. (2009). Validated practices for teaching students with diverse needs and abilities.

(2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Rosenberg, M. S., Westling, D. L., & McLeskey, J. M. (2011). Special education for today’s

teachers: An introduction. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Smith, D. D., & Tyler, N. C. (2014). Introduction to contemporary special education: New

horizons. Upper Saddle River, NJ: Pearson Education, Inc. Turnbull, A. A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2016). Exceptional lives:

Special education in today’s schools (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2013) Teaching students who are exceptional,

diverse, and at risk in the general education classroom. Upper Saddle River, NJ: Pearson Education, Inc.

Edu 255 Rubric for Book Report -Review Assignment

RATINGS

ELEMENTS

Exemplary

(15-20)

(9-10)

Accomplished

(10-14)

(6-8)

Developing

(5-9)

(3-4)

Insufficient

(0-4)

(1-2)

Summary

___/20pts

Exemplary

Summary

consists of a

discussion on

why book was

chosen, and

brief synopsis

of major

themes, ideas

and at least 4

excerpts from

the work. It

combines new

ideas from the

book into new

sentences using

your own

words.

Accomplished

Summary

consists of a

discussion on

why book was

chosen, and

brief synopsis

of major

themes, ideas

and at least 3

excerpts from

the work. It

combines new

ideas from the

book into new

sentences using

your own

words.

Developing

Summary

consists of a

discussion on

why book was

chosen, and

brief synopsis

of major

themes, ideas

and at least 2

excerpts from

the work. It

combines new

ideas from the

book into new

sentences using

your own

words.

Insufficient

Summary is

mostly an

outline of the

book and does

not discuss why

the book was

chosen. Lacks

brief synopsis

element(s).

Lacks excerpts

or Fails to

combine new

ideas from the

book into new

sentences using

your own

words.

Quotes

___/10pts

Exemplary

5 direct quotes

are noted by

citing page

numbers e.g.

(48). Quotes

demonstrate

analysis and/or

synthesis that

enhances and/or

expands a clear

point

Accomplished

2 or 3 direct

quotes cited

appropriately

or quotes

overused.

Quotes are

integrated well

and aid in

making a clear

point.

Developing

1 or 2 direct

quotes cited

appropriately.

Quote(s) used

primarily to

satisfy element

requirement and

are not well

integrated to

make a clear

point.

Insufficient

Direct quotes

not cited

appropriately

or quotes not

cited at all.

Quotes used

primarily to

satisfy element

requirement but

not connected

to make a point.

Critique

___/20pts

Exemplary

The review

provides a clear

critique

statement and

offers great

insights into the

book. The

critique is

supported with

3-5 examples

from the book.

Critique

discusses 2 of

the 4 pillars of

the SOE

Conceptual

Framework

with great detail

and depth at

analyzing or

creating level.

Accomplished

The review

provides a clear

critique

statement and

offers insights

into the book.

The critique is

supported with

only 1-3

examples from

the book.

Critique

discusses 2 of

the 4 pillars of

the SOE

Conceptual

Framework

with some detail

and depth at

applying level.

Developing

The review

provides a

critique

statement and

insights into the

book that are

not well

developed. The

critique is

supported with

only 1 example

from the book.

Critique

discusses 1- 2

of the 4 pillars

of the SOE

Conceptual

Framework

with little detail

and depth at

understanding

level.

Insufficient

The review does

not provide a

clear critique

nor insight into

the book. It

does not

provide

adequate

examples from

the book for

support.

Critique does

not discuss 2 of

the 4 pillars of

the SOE

Conceptual

Framework

with any detail

and depth at

remembering

level.

Recommen-

dation

___/20pts

Exemplary

Advanced

Accomplished

Developing

Insufficient

Exemplary

Connections to

2 professional

knowledge base

and 2

dispositions

very clearly

demonstrate

how reading

and reviewing

the book has

impacted you

with respect to

the field of

education &

students with

exceptional

needs.

Accomplished

Connections to

2 professional

knowledge base

and 2

dispositions

demonstrate

how reading

and reviewing

the book has

impacted you

with respect to

the field of

education &

students with

exceptional

needs.

Developing

Connections to

1 professional

knowledge base

and 1

disposition

weakly

demonstrate

how reading

and reviewing

the book has

impacted you

with respect to

the field of

education &

students with

exceptional

needs.

Insufficient

Connections to

1-2 professional

knowledge base

and 1- 2

dispositions are

missing or do

not demonstrate

how reading

and reviewing

the book has

impacted you

with respect to

the field of

education &

students with

exceptional

needs.

Organization

___/10 pts

The main

characters are

listed and

described.

Relationships

between

characters are

clear.

The main

characters are

listed and

described.

Characters are

listed, but there

seems to be too

many or not

enough.

Description of

characters is

minimal and/or

confusing.

Characters'

names are

listed, but no

additional

information is

provided.

Excellent

Advanced tructure

Formatting For the

review has been

ollowed exactly as

guidelines stated.

Accomplished

Formatting

was followed

with only 1-2

errors

Developing

Formatting

was followed

with 2 or more

errors.

Insufficient

Format was not

followed

Mechanics

___/10pts

Exemplary

Structure of the

review flows;

easily read with

smooth

transitions from

paragraph to

paragraph and

section to

section. The

sequence of

topics is in

logical order.

Summary,

Critique and

Recommen--

dations are at

evaluating level

and clearly

identified.

Exemplary

Review has

been proofread

and revised; no

errors in

spelling,

mechanics and

or grammar

Accomplished

Structure of the

review flows

and is easily

read but some

transitions are

faulty or

missing. The

sequence is not

logical or is

mixed up in

order.

Summary,

Critique and

Recommen-

dations are at

analysis level

and are clearly

identified.

Accomplished

Review has

been proofread

and revised;

1-2 errors in

spelling,

mechanics and

or grammar

Developing

Structure of the

review lacks

flow and is not

easily read.

Transitions are

faulty or

missing. The

sequence is not

logical nor is it

cohesive.

Summary,

Critique and

Recommen-

dations included

are at applying

level and/or not

clearly

identified.

Developing

Review has

been proofread

and revised;

3 or more errors

in spelling,

mechanics and

or grammar

Insufficient

Structure is

lacking. Flow is

lacking and

transitions are

missing. The

sequence is

missing and

there is no

cohesion.

Summary,

Critique and

Recommen-

dations not

included or are

at remembering

or

understanding

level and/or not

identified.

Insufficient

Review has not

been proofread

and revised;

many errors in

spelling,

mechanics and

or grammar

APA Format

___/10pts

Exemplary

Formatting for

the review has

been followed

exactly as

presented in

sample review

provided

Summary

___/20 pts

Quotes

___/10pts

Critique

___/20pts

Recommen-

dation

___/20 pts

Organization

___/10 pts

Mechanics

___/10 pts

APA Format

___/10 pts

TOTAL

POINTS

____/100 pts

Accomplished

Formatting was

followed as

presented in

sample review

provided with

only 1-2 errors

Developing

Formatting was

followed as

presented in

sample review

provided with 3

or more errors

Insufficient

Formatting as

presented in

sample review

provided was

not followed

Candidate: ____________________________________

Term/Year: Fall _______ or Spring ________

Course Instructor: _______________________________

Comments: