Teaching of Reading to the Exceptional Child - SED 404

Reading for Exceptional Children
SED 404
Westminster College

 

Professor:          Amy Camardese, Ph.D.
                           Old Main 301B
                           Phone: 724-946-7183 (H)
                                       330-759-1395 (H)
  Email:  camardah@westminster.edu
Text:                  Carnine, Douglas W., Silbert, Jerry, Kame’enui, Edward J., Tarver, Sara G., Jungjohann, Kathleen. Teaching Struggling and At-Risk Readers, A Direct Instruction Approach.
ISBN 0-13-170732-9
Johns, Jerry L., Lenski, Susan Davis. Improving Reading.  ISBN: 978-0-7575-1453-1
Rationale:          This course is designed to provide potential special educators the theory and skills necessary for success in teaching reading to exceptional students.  A wide variety of methods and techniques will be explored for teaching reading to students who have had difficulty learning to read through traditional teaching methods.
Reading for Exceptional Children will address the following Pennsylvania State Standards:
ID. Characteristics of cognitive, behavior, physical/health disabled students and the impact of their disability on academic and educational function
   Related assignments:  Quizzes
                                        Book Talk
G.  Selection, administration, evaluation and interpretation of formal and informal assessment tools and methods for determining individual profiles of students including: (a) ecological inventories, (b) norm-referenced assessments, (c) functional assessments, (d) curriculum-based assessment, occupational and transition-related assessments.
  Related assignment:  Curriculum-based Measurement
.H. Development and implementation of the Individual Education Program (IEP) and the Individual Transition Plan (ITP) that integrates assessment data with the genereal education curriculum.
  Related assignment:  Mock IEP
J.  Selection and implementation of instructional and assistive technologies that support the teaching and learning proces
Related assignments:  Mock IEP, Quizzes,  Tutoring
.A.  Developing and implementing systems that monitor student understanding of content including: formative and summative assessments, providing feedback to students and parents, modifying instructional strategies
  Related assignments:  Curriculum-based Measurement and Tutoring
I.C.  Planning instruction that promotes problem analysis, creativity, decision making and self determination based upon assessment data, academic content, students,community, Pennsylvania Academic Standards, and the general education curriculum.
  Related assignments:  Mock IEP
Co-Teaching/Collaboration Project
.D.  Creating an instructional environment that communicates challenging learning expectations to students while utilizing and modifying instructional strategies/resources/technologies to meet learning needs.
  Related assignments:  Mock IEP, Co-Teaching/Collaboration Project and Tutoring
F. .  Managing the educational environment to maximize opportunities for communication and interaction
Related assignments:  Mock IEP,  Tutoring, and   Co-Teaching/Collaboration Project
IIG Communicating and collaborating with Partners
  Related assignment:  Co-Teaching/Collaboration Project
I .B.  Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations
I ID  Establishing and maintaining collaborative relationship with basic and higher education colleagues, families and the community agencies to meet the needs of diverse learners
Related assignment:  Practicum experienc and Mock IEP

Course objectives:
The student will:

  • Identify individual differences that exist in student learning
  • Identify general techniques in which a teacher can adjust to individual differences in students, particularly those that develop problems in reading.
  • Identify instructional techniques in re-mediating minor reading difficulties.
  • Identify, administer and score achievement tests, diagnostic reading tests, and informal reading inventories.
  • Develop reading goals and short-term objectives based on the assessment results which will be used as a part of a child’s IEP
  • Implement teaching strategies to enhance phonemic awareness instruction
  • Identify a sequence of essential advanced word-reading skills.
  • Implement strategies for building student reading fluency using repeated readings and other research-based methods.
  • Identify the key components of an effective vocabulary curriculum.
  • Describe the knowledge and skills students need to comprehend narrative and expository text
    Disability Policy

Students who desire some form of accommodation for diagnosed learning disability or physical problem must inform their instructors at the beginning of each semester (within two weeks) as to the nature of the disability and type of accommodation requested.  If the disability or physical problem is diagnosed during the semester, students should inform their instructors immediately of the problem and accommodations needed.  Student with disabilities should also inform the Disabilities Coordinator in the Office of Student Affairs, who is available to assist in evaluating the disability and to facilitate communication between the College and the student in considering special accommodations.  The type of accommodation provided will depend on the needs of the student, the circumstances of the student’s classes, and the resources of the College.  Because of limited resources, final determination of whether an accommodation can be provided will be at the discretion of the College.

Required Assignments:
1.
.    Participation (50 points) Learning is not passive.  We will depend on each other for learning through discussion, debate, and questioning. Be prepared to actively participate in class discussions and activities.  Active participation is essential and will be evaluated in the following way:

    • Excellent – proactive participation: leading, originating, informing, challenging contributions that reflect in-depth study, thought, and analysis of the topic under consideration.  This does not mean dominating discussion or using a lot of words to say little.
    • Satisfactory  - reactive participation: supportive, follow-up contributions that are relevant and of value, but rely on the leadership and study of others, or reflect opinion rather than study, thought, and contemplation.
    • Minimally acceptable  - passive participation: present, awake, alert, attentive, but not actively involved.
    • Unsatisfactory - uninvolved: absent, present but not attentive, sleeping, irrelevant contributions that inhibit the progress of the class, discourteous, disruptive behavior.

 Quizzes (100 points). Five 20 point quizzes will be given.
Book Talk (30 points) -  Select a book from the attached list and prepare for a book talk that will be discussed in class.  See attached rubric.
Reading lessons/tutoring  (50 points) – You will tutor a student with a reading disability.  Develop five lessons that address the needs of the student
Curriculum Based Measurement (30 points) – During your practicum experience you will administer curriculum based measurement under the supervision of your cooperating teacher.
Co-Teaching/Collaboration Project (40 points) – During your practicum experience you will collaboratively plan and micro-teach a lesson with either your cooperating teacher or another teacher candidate from the elementary education program.
  Final (100 points) – Mock IEP