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Prather-Jones, Spring 2010 EDS 360,

Northern Kentucky UniversityCollege of Education and Human Services

EDS 360, Students with Exceptionalities in the Schools2 undergraduate semester hours credit – Spring Semester, 2010

"Committed to the Development of All Learners"

Committed to the Development of All Learners is the theme that undergirds the Conceptual Framework for all professional education programs in the College of Education and Human Services (COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the missions of the university and the college and used by faculty to continuously assess and update the curricula of the initial and advanced programs. The COEHS created its Conceptual Framework after input from its constituents: education and arts and science faculty, candidates, staff, and community members. The graphic depicts a framework of continuously assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders, and school counselors must have to facilitate student learning and academic achievement. KERA InitiativesAs students complete and implement projects and assignments throughout their education programs they will address all components of the KERA initiatives: Kentucky Learning Goals and Academic Expectations, the Kentucky Program of Studies, and the Core Content for Assessment.

EPSB Themes All NKU professional education programs address and affirm the value of diversity in education, the importance of helping all children develop reading and literacy skills, attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for closing identified achievement gaps. This course will provide students an opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme(s) of: diversity and closing the achievement gap.

The work you do in this course is subject to the NKU Student Honor Code: http://www.nku.edu/~deanstudents/codes_and_policies/index.php.

Students in the education programs must also adhere to the education programs’ Code of Ethics: http://coehs.nku.edu/docs/COEHS_code_ethics_20.doc and the KY Code of Ethics: http://www.kyepsb.net/legal/ethics.asp.

Students with DisabilitiesStudents with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Room 101, or call 859-572-6373 for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations.


Professor: Bianca Prather-Jones, Ed.D. Office Location: BEP 273Office Hours: Monday 12:00 – 2:00 Telephone Number: 859/572-5813

Wednesday 8:30 – 10:00 & 12-2:30 E-mail: [email protected]

Textbook: Heward, W.L. (2009). Exceptional children: An introduction to special education. (9th Ed.) Upper Saddle, NJ: Pearson. eText available at www.coursesmart.com for $82.00. ($103.00 Used in bookstore.)

Student Activities, Evaluation, and Grading Policy: Students are expected to attend all class meetings, read assigned materials prior to class discussion, and participate in class discussion and related group activities. In addition, students will complete the following assignments/activities:

Activity Point Value Activity Point Value3 Quizzes (30 pts each) 90 Reading Assignments (9@ 10pts ea) 90Project 1: Portrayal of Disabilities in Film 40 Points for Printing Course Documents 10Project 2: Poster Presentation & Brochure 65 Attendance/Participation 30Project 3: Service Learning 75 Total Possible Points = 400

Grading Scale: Grade Percent (approx.) Course Points Grade Percent (approx.) Course PointsA 94 - 100% 376 - 400 C+ 79 - 81% 316 - 327A- 92 - 93% 368 - 375 C 76 - 78% 304 - 315B+ 89 - 91% 356 - 367 C- 72 - 75% 288 - 303B 85 - 88% 340 - 355 D+ 69 - 71% 276 - 287B- 82 - 84% 328 - 339 D 66 - 68% 264 - 275

Less than 264 points is an F.

*Please note: C minus grades do not meet the criteria of C or better for continuing in the education program.**Please note: Final point totals will be rounded to the nearest whole number and the corresponding grade will be the grade earned. Please do not ask what you can do to earn “one more point,” in order to get bumped up a grade. If you are determined to earn an A, then be sure to earn at least 375.5 points. 375.4 points earns an A-.

Grading Policies: The College of Education will use the following criteria for grades in undergraduate courses:A Superior: Exceptional performance for undergraduate students. Understanding of terms and concepts

thoroughly demonstrated; ideas clearly and thoughtfully presented; activities effectively completed; competence clearly demonstrated in performance and knowledge areas; appropriate English usage and spelling.

B High Achievement: High achievement; clearly very good but not outstanding performance for undergraduate students. Understanding of terms and ideas well demonstrated; ideas clearly presented; activities completed; competence well demonstrated in performance and knowledge areas; appropriate English usage and spelling.

C Adequate: The minimum expected of undergraduate students. Understanding of terms and concepts adequately demonstrated; ideas adequately presented; activities completed; competence demonstrated in performance areas; written materials readable, with a few English and/or spelling errors.

D Unsatisfactory: Understanding of terms and concepts only vaguely demonstrated; competence in performance areas not clearly demonstrated; English usage and spelling marginal or below average.

http://www.coursesmart.com/


F Unacceptable: Not acceptable for undergraduate credit.Class Absences: A high caliber of performance is expected in this class. Good attendance is necessary for maximizing your performance and is also a reflection of your commitment and interest in your professional preparation. You will earn points by participating in each class session; if you are absent, you cannot earn these participation points, regardless of the reason for your absence. In addition, you will receive a failing grade for the course if you miss more than three classes. NO EXCEPTIONS!

If you are absent: (1) Be sure to get class notes and any missed class assignments from a colleague. All assignments are still due by the established due date. (2) If you miss a quiz you must contact the instructor within 48 hours to schedule a make-up quiz, which must occur prior to the next class meeting. After one week, the quiz will no longer be available and a zero will be recorded. (3) If you miss a class on a day an assignment is due, it must still be submitted by class time on the due date (via email, a colleague, etc.). Late penalties apply to all work submitted after class start time on the assignment’s due date. Assignments/projects submitted late are penalized one point for each day late. Materials should only be submitted via email (as WORD or Rich Text files) if you will be absent from class. Reading assignments can not be made up.

***If at any time you have questions or concerns about your performance or other aspects of this course, please contact me for an appointment. I am here to help you. Please do not hesitate to ask for assistance when needed!

Please Note: Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Suite 320 or call 859-572-6373 for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations. Visit the Disability Services website at www.nku.edu/~disability/. Please make me aware of your required accommodations at the beginning of the semester.

Course Description and Objectives:

This course examines the nature and needs of students with exceptionalities. It provides an overview of educational programming and legal issues in special education. EDS 360 addresses skills related to the following Initial Level Kentucky Teacher Standards (means of assessment noted in boldfaced):

Standard 1 The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.1.1 Communicates concepts, processes, and knowledge. (Class Observation; Reading Assignments;

Quizzes; Project: Brochure)

Standard 3 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.Performance Criteria:3.3 Values and supports student diversity and addresses individual needs (Class Observation; Quizzes;

Projects: Brochure, Service learning).

Standard 4 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.4.2 Implements instruction based on diverse student needs and assessment data (Project: Service Learning).


Standard 5 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.5.4 Describes, analyzes, and evaluates student performance data to determine progress of individuals and

identify differences in progress among student groups (Project: Service Learning).

Standard 6 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.Performance Criteria:6.1 Uses available technology to design and plan instruction. (Projects: Brochure; Portrayal of Disabilities

in Film).6.5 Demonstrates ethical and legal use of technology. (Project: Brochure).

Standard 7 The teacher reflects on and evaluates specific teaching/learning situations and/or programs.7.1 Uses data to reflect on and evaluate student learning (Project: Service Learning).7.2 Uses data to reflect on and evaluate instructional practice (Project: Service Learning).

Additionally, the following course objectives are specifically related to the CEC Knowledge and Skills for Beginning Special Education Teachers taken from What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators (5th Edition). The EDS 360 student will demonstrate knowledge and skills in the following areas:

Models, theories, and philosophies that form the basis for special education practice. (CClK1) Relationship of special education to the organization and function of educational agencies. (CClK3) Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to

exceptional learning needs. (CC1K4) Issues in definition and identification of individuals with exceptional learning needs, including those from

culturally and linguistically diverse backgrounds. (CC1K5) Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of

services. (CC1K6) Impact of the dominant culture on shaping schools and the individuals who study and work in them. (CC1K9) Definitions and issues related to the identification of individuals with disabilities. (GC1K1) Models and theories of deviance and behavior problems. (GC1K2) Historical foundations, classic studies, major contributors, major legislation, and current issues related to

knowledge and practice. (GC1K3) The legal, judicial, and educational systems to assist individuals with disabilities. (GC1K4) Continuum of placement and services available for individuals with disabilities. (GClK5) Principles of normalization and concept of least restrictive environment. (GC1K8) Typical and atypical human growth and development. (GC2K1) Educational implications of characteristics of various exceptionalities. (CC2K2) Similarities and differences of individuals with and without exceptional learning needs. (CC2K5) Similarities and differences among individuals with exceptional learning needs. (CC2K6) Effects an exceptional condition(s) can have on an individual’s life. (CC3K1) Impact of disabilities on auditory and information processing skills. (GC3K1) Effects of cultural and linguistic differences on growth and development. (CC6K1) Screening, pre-referral, referral, and classification procedures. (GC8K3) Importance of the teacher serving as a model for individuals with exceptional learning needs. (CC9K2)


COURSE REQUIREMENTS AND PROJECT GUIDELINES (Rubrics for all Projects are attached to this syllabus.)

Class Attendance (30 points)Student participation is needed in order to improve the quality and interest of the class. Examples of student participation include providing ideas, questions for discussion, suggestions to peers and instructor, and engaging in dialogue and group work. Regular attendance is necessary in order for these modes of participation to occur. Therefore, students will receive 2 participation points for each day of class attendance. If there are fewer than 15 class meetings, additional points may be awarded for consistent punctuality (to bring total to 30 points). Note that consistent late arrivals/early dismissals may result in a loss of attendance points.In addition, STUDENTS WILL RECEIVE A FAILING GRADE FOR THE COURSE IF THEY MISS MORE THAN THREE CLASS MEETINGS DURING THE SEMESTER – NO EXCEPTIONS.

Reading Assignments (90 points)In order to encourage student reading of the text book and preparation for class, reading “quizzes” are posted on BlackBoard (under “Assignments”) for each of the assigned readings (9 assignments worth 10 points each). Students must complete these quizzes by the beginning of class on the day each reading assignment is due. The quiz must be taken before class time on the established due date, even if a student is absent on that particular date. READING ASSIGNMENTS CANNOT BE MADE UP, SO BE SURE TO KEEP TRACK OF WHEN THEY ARE DUE

Project 1 – Portrayal of Disabilities in Film (40 points)

Select an area of interest and view at least one film from the popular media on that topic. Some topics to select from include: Autism, Visual Impairments, Brain Damage, Cerebral Palsy, Deaf-Blind, Down Syndrome, Dyslexia, Emotional/Behavioral Disabilities, Mental Illness, Learning Disabilities, Mental Retardation, and Speech Impairments. Films which are acceptable include: My Left Foot, I am Sam, Charly, Rainman, Tic Code, Freaks (1932), The Elephant Man, Mask, The Miracle Worker, A Patch of Blue, Butterflies are Free, Children of a Lesser God, Dominick & Eugene, Benny & Joon, Shine, Mr. Holland's Opus, The Other Sister, Simon Birch, What's Eating Gilbert Grape, Freak the Mighty, and Radio as well as other films depicting the lives of individuals with exceptionalities. In order to gain the maximum benefit from this assignment, you should select a movie that you have not seen previously. Once selected, the film must be approved (unless it is listed above) by the instructor before it can be accepted for credit.

View your selection and write a three – four page reflective paper. Your paper must include a section on: a. how the person with the exceptionality was portrayed (as pitiful or brave or in some way a hero or a villain) and if this portrayal was accurate (Note: use your text and/or Internet to assess accuracy);b. whether "person first" language was used, citing specific examples; andc. your overall evaluation of the film and your personal reaction to it. See the grading rubric (attached) for more information. I recommend that you use the rubric as your writing outline, using the listed criteria as the headings for your paper. You should also self-evaluate your paper using the rubric prior to submission.

***NOTE: You may complete this assignment as a group, with up to four members. Your group members do not need to watch the movie together (although that would probably be fun), but all members do have to meet together at least once, after everyone has viewed the film, to share and discuss their thoughts. See attached scoring guide for additional details.


Project 2 – Poster Presentation & Brochure (65 points)

You may choose to do this assignment on your own, or with one partner. Select one specific topic of interest from the various disabilities and exceptionalities listed below (you must sign up for a topic – I suggest you do a bit of preliminary research before choosing).Topics should receive prior approval by the instructor if not on the list. Explore your topic through an examination of the professional literature and through interviews with professionals currently working in that field (optional). This information will be used to create a tri-fold poster AND a handout/brochure that includes:

a. basic facts about the disability including prevalence rates, causes, and common characteristics,b. information about how the disability is diagnosed and categorized,c. the psychosocial impact of the disability, including myths, stereotypes, prejudices, attitudes, etc. d. the implications of the disability on the life chances of an individual (health, relationships, vocational

options, independent living, etc) e. treatment options and approaches,f. impact of the disability on a student in the context of a P-12 classroom, including tips for teachersg. where to get more information, i.e., a bibliography of some sort that lists books, journals, websites, and

other sources of information on the disability. This bibliography must clearly identify & differentiate the specific sources used in the creation of your handout/brochure, and

h. other (other interesting facts, related symptoms or characteristics, items that you discover that are not covered in a-f).

We will have poster session style presentations during which you will present your information to the members of our class. You will need to have 5 copies of your brochure/handout to distribute to members of your audience. You will also need to post your brochure on BlackBoard so that other students who wish to obtain a copy may do so. Please note that the handout/brochure must include all of the applicable information listed above, while the poster may highlight what you feel are the most interesting aspects of the information you learned. I would highly recommend incorporating relevant visual elements into your poster. See the grading rubric (attached) for more information.

!!CAUTION – Brochures/Handouts that are found to have been simply copied from an Internet source will receive a failing grade and a record of plagiarism will be entered into your student file. Of course, you may use these sources to gather information, but only to develop your own original brochure. Be sure to put all information into your own words and to clearly cite every resource.

Possible Brochure Topics include:

Auditory Processing DisorderBipolar DisorderBorderline Personality DisorderChild-onset SchizophreniaChildhood Disintegrative DisorderChildhood Post-traumatic Stress DisorderConduct Disorder Conversion DisorderDeaf-BlindnessChildhood DepressionDyscalculiaDysgraphia DyslexiaEncopresisEnuresisFetal Alcohol Spectrum Disorder

Fragile-X SyndromeGeneralized Anxiety DisorderKlinefelter SyndromeNonverbal Learning DisorderObsessive-Compulsive DisorderOppositional Defiant DisorderPrader-Willi SyndromeReactive Attachment DisorderRett Syndrome Sensory Integration (Processing) Disorder (Dysfn.)Somatization DisorderSmith-Magenis SyndromeTourette SyndromeTraumatic Brain InjuryVisual Processing (or Perceptual) Disorder Williams Syndrome

Topics not on this list must be approved by instructor!


Project 3 – Service Learning (75 points)

Each student enrolled in EDS 360 must complete a Service Learning project. Service Learning is a course-based, credit-bearing educational experience in which students: participate in an organized service activity that meets a community need, and reflect on their service activity as a means of gaining a deeper understanding of course content, a broader and

enhanced appreciation of the discipline, an enhanced sense of civic responsibility, and/or greater interest in and understanding of community life. (From Bringle, R. and Hatcher, J. A. (1995). Service learning curriculum for faculty. The Michigan Journal of Community Service Learning. 112-122.)

There are two options that you may select from to complete this requirement:

Option #1 is to volunteer at one of the many local social service agencies in Kentucky, Ohio, or Indiana that have programs which serve children and/or adults with disabilities. This option requires you to volunteer in your selected setting for a minimum of 10 hours across the 15-week semester. The goal of this assignment is to learn about the individuals with disabilities that your selected agency serves, while simultaneously providing a service to that organization. Services you might provide include one to one or small group tutoring and/or mentoring; assisting related service personnel who are delivering specialized services like physical or occupational therapy, recreational therapy, art or music therapy; assisting residents of group homes with outings into the community such as personal shopping or a recreational activity; or volunteering for Special Olympics. See the class Bb site for contact information related to several service learning opportunities in our area.

Option #2 is to complete the service learning project within the school or schools district where you are completing your practicum experience (if you are also enrolled in your admission practicum this semester). If you prefer this option, contact either your cooperating teacher or the building principal to set up a minimum of 10 hours (above the hours required for your practicum) of contact with students with disabilities in that school. Projects might include one to one or small group tutoring or mentoring; assisting related service personnel who are delivering specialized services like physical or occupational therapy, recreational, art, or music therapy; assisting teachers and students who are engaged in community based instruction/learning activities and need additional supervision; assisting teachers and students with special projects in the arts or any new initiative where your time and energy would help the project to succeed.

In both options, direct contact with students, residents, or clients (in other words, people with disabilities of some type) is a fundamental requirement of this experience. Ideally you will have the opportunity to meet interesting and unique people who are different from you and from your life experiences thus far. To that end, if you have a relative or friend with a disability and know a great deal about their life, please select a service learning experience with a different population and expand your knowledge. Most importantly, enjoy your experience!

Grades on the service learning project will be based on the following two components: 1. completion of a time sheet that is signed and dated and verifies your hours of service, and 2. a 4-5 page written reflection of your experiences that addresses all of the components as described on the grading rubric (attached).

Questions about the Service Learning project for EDS 360 should be addressed to the instructor early in the semester so that any necessary special accommodations can be approved and completed in a timely manner. If you are not sure which option you want to complete or have an idea for another option – then please see me so that we can discuss your ideas. Hopefully, in all cases, EDS 360 students will have service learning experiences that they both enjoy and as a result of the project gain new knowledge and insights.

**Please Note: You must receive a passing grade (69% or better) on each of the 3 projects in order to receive a passing grade for the course.


Reminders:

Students will receive a failing grade for the course if they miss more than three class meetings during the semester.

Late assignments/projects will be penalized one point for each day they are submitted late, unless otherwise arranged with the instructor.

Late reading assignments cannot be made up. These quizzes “close” at class start time on their established due date.

While collaboration with your peers is encouraged throughout this course, all submitted work must clearly be the original work of the individual. Plagiarism, copying, or cheating of any kind will result in, at minimum, a zero for the relevant assignment, and could potentially result in an "F" for the course and recommendation for dismissal from the program.

Work should only be submitted to the instructor via email due to class absence or late submission. All other work should be submitted via hard copies at the indicated class meeting. “Inability to print” is not an acceptable reason to email class assignments. If work is emailed in lieu of submitting a hard copy, the assignment will be considered a late submission (even if sent prior to class time). Please plan accordingly (i.e. do not wait until right before class to try to print your work).

Bibliography:Beattie, J., Jordan, L., & Algozzine, B. (2006). Making inclusion work: Effective practices for all teachers.

Thousand Oaks, CA: Corwin Press.Blatt, B., & Kaplan, F. (1966). Christmas in purgatory: A photographic essay on mental retardation. Boston:

Allyn & Bacon. http://archives.syr.edu/collections/faculty/blatt/christmas.htmlCouncil for Exceptional Children. (2005). Universal design for learning: A guide for teachers and educational professionals. Arlington, VA: CEC.Gregory, G. & Chapman, C. (2002). Differentiated instructional strategies: One size doesn’t fit all. Thousand

Oaks, CA: Corwin Press.Hallenback, M.M. & McMasters, D. (1991). Disability simulation for regular education students. Teaching

Exceptional Children, 23, (3) 12-15. Jones, M.M., & Carlier, L.L. (1995). Creating inclusionary opportunities for learners with multiple disabilities: A

team-teaching approach, Teaching Exceptional Children, 27, (3), 23-27.Karten, T. (2005). Inclusion strategies that work: Research-based methods for the classroom. Thousand Oaks,

CA: Corwin Press.Lewis, R.B. & Doorlag, D.H. (1999). Teaching special students in general education classrooms (4th Ed.).

Columbus, OH: Merrill.O’Shea, D.J., O’Shea, L.J., Algozzine, R., & Hammittee, D.J. (2001). Families and teachers of individuals with

disabilities: Collaborative orientations and responsive practices. Needham Heights, MA: Allyn and Bacon.

Pugach, M.C., & Johnson, L.J. (2002). Collaborative practitioners / collaborative schools. (2nd Edition). Denver: Love Publishing Company.

Stainback, W., Stainback, S., & Stefanich, G. (1996). Learning together in inclusive classrooms: What about the curriculum? Teaching Exceptional Children, 28, (3), 14-19.

Tomilinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.Winebrenner, S. (2006). Teaching kids with learning difficulties in the regular classroom: Ways to challenge and

motivate struggling students to achieve proficiency with required standards. Minneapolis, MN: Free Spirit Publishing.

http://archives.syr.edu/collections/faculty/blatt/christmas.html

PROJECT #1: Disabilities in Film Scoring Rubric

Name: ____________________________________

Film Title & Release Date

Date Approved & Instructor Initials (if not on list) /

**Please attach a copy of this rubric to the front of your report prior to submission.**

For grading purposes, your report must include each of the following components to be considered complete. Use the three bold faced headings below to identify each section of your reflection.

*1. ACCURATE AND REALISTIC PORTRAYAL: Does the representation of the person with a disability/exceptionality appear to be an accurate and realistic portrayal of the disability? What are some specific examples of realistic and unrealistic portrayals? Compare and contrast how your textbook and/or Internet resources (cite the sources you use) describe the disability to what you saw depicted in the film. (@ 1- 1.5 pages)

___/12*2. PERSON FIRST and OTHER USES OF LANGUAGE: Does the language used in the film degrade, humiliate, or give unrealistic status to the person(s) with a disability? Are there examples or nonexamples of people first language (review article on People First Language from Bb)? How does the language used in the film affect the overall emotional impact of the film? Give several specific examples of language used in the film to reference a disability or a person with a disability, including examples of when PFL is and/or is not used. Discuss how and what the language (including, yet beyond, PFL) used in the film conveys regarding persons with disabilities. (@ 1 page)

___/83. *MY REACTION:

Keeping in mind that these films may not always give an accurate view of the disability, give your reaction to the film in relation to what you previously thought or felt about the type of disability depicted in the film. Your reflection should include what new knowledge or understanding was acquired and what impact this new knowledge or perspective might have in your classroom teaching. (@ 1-1.5 page)

___/12

Appropriate film (on list or approved by instructor AND not previously seen by student) was viewed. Reflection is three – four full pages in length (please do not go over 5 full pages), double-spaced with 1 inch margins, and written in size 12 Times New Roman font. Headings listed above were used to identify each section of the paper. Scoring guide attached to the front of the report when submitted. ___/8*Group papers may extend these sections by ½-1 page each.

TOTAL POINTS EARNED / 40

If you completed the film assignment as a group, complete the following and submit it with the rubric. A group submission will not be accepted if this form is not completely filled out and signed.

Group Members (up to four):__________________________________________

__________________________________________

__________________________________________

__________________________________________

Post-viewing Group meeting:We ALL met to discuss the film on: ________________________________________________________ We shared our thoughts and ideas regarding (need to be able to check off all of the following):Accurate portrayal: _____Use of language, including people first language _____Our reactions: _____

Some interesting things that came out in our discussions were:

Read and sign:Each group member listed above attended the movie discussion meeting(s) and participated in the discussions, making it clear that he/she had read the necessary material. Each group member contributed equally to the submitted paper, and all group members deserve credit for this paper.

Sign here if you agree with the above statement. If all members do not agree, do not submit a group paper.

_____________________________________

_____________________________________

_____________________________________

_____________________________________

PROJECT #2: Poster Presentation and “Brochure” Scoring Rubric

Name Topic:

**Please attach a copy of this rubric to the copy of the brochure or handout that you submit to the instructor.**

I. Brochure/Handout:Includes basic facts about the disability including prevalence rates, causes, and common characteristics.

___/5Includes information about how the disability is diagnosed and categorized and addresses commonly used treatment options and approaches.

___/5Addresses the psychosocial impact of the disability, including myths, attitudes, prejudices, etc., as well as the implications the disability has for the life chances of an affected individual (ongoing healthcare, relationships, vocational options, independent living, etc.).

___/5Addresses the impact of the disability on a student in the context of a P-12 classroom, and includes tips for teachers working with these individuals.

___/5Provides at least 5 high-quality resources (print AND Internet AND organizations) that can provide additional information on the disability. Books must include all publishing info, Web sites must be annotated, and organizations must list addresses and telephone numbers. (Note: The Heward text may be used to help with this assignment, but it does not count as one of the 5 required resources or as one of your 4 references.)

___/5Is based on at least 4 reliable references and clearly cites ALL information. Listing a reference as one of your recommended resources (above) is not enough (although it is okay to list it in the resources section as well.). Each reference must be clearly linked (via endnotes, footnotes, in-text citations, etc.) with the information it provided. References must include at least one recent (post-2000) journal article.

___/10Handout/brochure is neat, well-organized, easy to read/follow and contains instructional graphics and illustrations. Scoring rubric is submitted with brochure/handout.

___/10The brochure/handout is an original creation – it paraphrases information and clearly cites where information was found. (Absolutely NO copying and pasting verbatim from Web sites!) Yes ______

No ______ (If it is determined that the brochure is not your original creation, you will receive a 0 for this assignment.)

II. Poster & Presentation:

The information was provided in a professional manner and presenter appears knowledgeable about topic.

___/5Poster highlights key information from brochure. Poster is looks professional, is well-organized, easy to read, and includes color and instructional visual elements.

___/105 copies (in addition to copy for submission to instructor) of the handout/brochure were brought for distribution to audience members. A copy of the brochure was also posted on the BB Discussion Board prior to class time on the assigned due date. ___/5

Total Earned/Total Possible: / 65

PROJECT #3: Service Learning Report Scoring RubricName Date

Your Service Learning Report will have two (2) parts. The first is a completed time sheet (attached) and the second is a 4-5 page written reflection of your experiences that discusses the specific areas noted in this rubric. When preparing your written report, use the “Element” headings for Parts #2 - #5 to identify these sections in your paper. Attach a copy of this rubric to your report and time sheet prior to submission.

ELEMENT Does Not Meet Expectations(1- 8 points)

Marginally Meets Expectations

(9 points)

Meets Minimum Expectations(11 points)

Meets/Exceeds Expectations(12 points)

Part 1: The Time Sheet**Must be signed & dated by you & by the person who coordinated your service experience.

Logs less than 7 hours. Logs 7- 10 hours across less than 5 weeks.

Logs 10 hours of Service Learning across 5 + weeks.

Logs more than 10 hours of Service Learning across 5-10 weeks.

Part 2: Project DescriptionA detailed description of the context in which you conducted your project, as well as a detailed account of your roles and specific activities you were involved in. (@1 page)

Description missing or it is impossible to understand the project or role of the student from the description.

Provides a very basic description of the service learning project.

Provides a complete description of the service learning project with some context & explanation roles.

Provides a thorough description of the service learning project with clear context and a clear explanation of roles & responsibilities.

Part 3:A detailed description of one Significant Event that occurred at any point during the Service Learning project and a thorough explanation of why it was significant to you. (@ 1 page)

Description of the event is missing or sufficiently vague as to make it difficult to judge the significance of the event.

An event is described and information provided on why it was significant. Some description is provided to give the reader an idea of the situation being shared.

A specific event is thoroughly described and information is provided on why it was significant. Enough description is provided to give the reader a visual picture of the situation being shared.

A specific event is clearly & thoroughly described and the significance behind it is discussed in detail. Enough description is provided to give the reader a clear visual picture of the situation being shared and a clear understanding of its meaningfulness.

Part 4: A description of What You Learned from the Service Learning Project & what questions still exist.(@ 1-1.5 pages)

Description is not provided or only a shallow description is provided and no additional questions are noted.

A basic description of what was learned and/or gained from the Service Learning Project and at least one question that you still have in relation to the experience is listed.

A description of what was learned and gained from the Service Learning Project and 2 or more questions that you still have in relation to the experience are discussed.

A complete and detailed description of what was learned and gained from the Service Learning Project and 2 or more questions that you still have in relation to the experience are thoroughly discussed.

Part 5:A description of How this Experience will Influence your Future Work as a Teacher (@ 1 page)

A discussion of the impact of the experience is missing or only superficially addressed.

The impact of the experience is discussed with general references to how it will influence future work as a teacher.

The impact of the experience is thoroughly explained with a description of how it will influence future work as a teacher.

The impact of the experience is thoroughly explained with a detailed and specific account of how it will influence future work as a teacher for students with and without disabilities.

Part 6:Format &Surface Features

Format: Report should be double-spaced with 1 inch margins, use standard spacing, and use size 12 Times New Roman font.

Report is less than 3 pages in length &/or uses incorrect format. Headings &/or Scoring guide missing.Writing is difficult to understand &/or multiple errors in spelling or grammar.

Report is at least 3 pages in length and/or uses incorrect format. Required Headings were used to identify each section. Scoring guide attached to the front.Several errors in spelling or grammar.

Report is at least 4 pages in length & has minor or no errors in format. Required Headings used & Scoring guide attached. Acceptable writing style with few errors in spelling or grammar.

Report is 4-5 pages in length & uses correct format. Required Headings used to identify each section. Scoring guide attached to the front.Clear writing style with virtually no errors in spelling or grammar.

Time Sheet completed, signed, & submitted on time with report: +3 pointsTotal Points Earned /75

SERVICE LEARNING TIME AND EFFORT LOGYour Name: _________________________________ Service Learning Site: ____________________________________

“Coordinator” Name & Title: ______________________________ Coordinator Phone # or Email: _______________________

DATE BEGIN END HRS/MIN DESCRIPTION/ACTIVITY

Your signature verifying accuracy of the time log Date signed

“Coordinator’s” signature verifying accuracy of the time log Date signed