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Special Education (SPCED) 464: Classroom Diagnostics and Classroom Planning


Syllabus
Spring, 2000, Mondays, 1-3:45 p.m. (3 credit hours)
Education Classroom Building, rm. 212

Instructor: Julia Scherba de Valenzuela, Ph.D.
Office: Education Office Building, rm. 203
Phone: 277-1406
Fax: 277-8679
E-mail: devalenz@unm.edu
Web site: http://www.unm.edu/~devalenz/
Office Hours: Mondays & Tuesdays 4-6:30 on a drop-in basis

Course Description:
The purpose of this course is to expose students to a variety of assessment methods appropriate for individuals with exceptionalities. This course will explore a range of assessment techniques, based on an ecological model of assessment which recognizes the impact of the assessment context on student performance. Emphasis will be on those instruments and assessment methods which provide direction for instruction as well as diagnosis, including, but not restricted to: traditional psychometric instruments, curriculum-based assessment, clinical observation, interviews, dynamic assessment, criterion-referenced assessment, and other alternative assessment techniques.

Rationale:
The mission of the College of Education is to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces and prepare students for participation in a complex and challenging society. In carrying out this mission, the College explicitly values diversity in people and perspectives, relationships of service, accountability, collaboration, and advocacy, and innovation in teaching, technology, and leadership. This course will address this mission by preparing students to participate in the assessment of special needs students by understanding is as necessarily thoughtful and individualized process, rather than simply as a technical one.

The vision of the Special Education program is to facilitate the development of supportive and culturally responsive environments for individuals with special needs and their families. By relying on an ecological model of assessment, this course will go beyond simple identification of disabilities to assessment of the learning environment.

This course supports the College of Education and Special Education Program frameworks by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.

Course Objectives:
The objectives of this course are to prepare and develop teachers and other leaders who:

  • understand that handicaps are a result of the interactions between individuals with disabilities and their environments;
  • can align curriculum, instruction, and assessment;
  • value and support multiple perspectives in issues facing individuals with exceptionalities and their families and communities;
  • are able to enable the voices of all children, in all their intelligences;
  • use instruction, materials, and management techniques specific to special education that are challenging, relevant, interesting, and involving, and that affirm the dignity and humanity of all children;
  • work with and have the skills to work with individuals with exceptionalities and their families; and
  • can integrate research and teaching, such that the students in this course are supported in their roles as teacher-researchers.

    • Required Readings:
    No textbook is required for this class - any readings will be provided for students in the form of handouts.

    Course Design:
    This course is designed so that students will interact actively with the course material -- small group projects and in-class activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class prepared to engage actively with the course materials. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Students’ ability to participate appropriately during in-class discussions and small group work will also factor into their final grade. Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from the Learning Support Services Center (277-6670).


    Specific Course Requirements
    (Descriptions of and criteria for grading each assignment will be handed out in class. Extra copies can be obtained from the instructor's course home page.) Evaluation Procedures:
    Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown: Written directions for all assignments will be provided, along with the criteria for determining point values. Extra copies of assignments will be available at the instructor’s web site at: http://www.unm.edu/~devalenz/

    Class participation will be determined by instructor- and self-administered evaluations, copies of which will be distributed at the beginning of the semester and available on the web site. Students' conduct that contributes to their own learning and that of the others in the class will be evaluated. Behaviors that are considered to be conducive to learning (of the student him/herself or others) include: arriving to class on time and well-prepared, paying attention to instructor and/or other students when they are speaking, use of appropriate or non-offensive language during class or in written class assignments, demonstrating cooperation and respect for the instructor and peers during class discussions, and showing consideration for other students' need for alternative teaching strategies. Class attendance is mandatory and considered part of class participation - 1 point will be deducted for every unexcused absence or arriving more than 15 minutes late.


    Class Schedule:

    January 24, 2000 (class #1)
    Topic: Introduction - Instructor’s vision, expectations (circle of voices), assignments & grading criteria, web site and Saturday tutorials, SCEC service learning project, and beginning to define assessment
    Activity: brainstorm all the things you want to learn about your students and how you can get this information
    QW: What is assessment and how does it fit into what we do in the classroom?

    January 31, 2000 (class #2)
    Topic: Interpreting standardized test results
    Activity 1: statistical concept treasure hunt
    Activity 2: Analyze Terman statement on individuals with mental retardation
    QW: Why does it matter whether we know about statistical concepts or not?

    February 7, 2000 (class #3)
    Topic: Understanding psychometric criteria: reliability & validity
    Activity 1: sentence formation activity
    Activity 2: Analyze Terman statement on the intelligence of diverse individuals
    QW: Why are the concepts of reliability and validity so important?

    February 14, 2000 (class #4)
    Topic: Digging in standardized tests - Pros and Cons
    Activity: Meet by Liz and Julia's office to look through actual tests
    ** mid-semester class evaluation

    February 28, 2000 (class #5)
    Topic: Curriculum-based assessment
    Activity: develop a CBA in small groups
    QW: How can CBA be integrated with your instructional activities?

    March 6, 2000 (class #6)
    Topic: Criterion-referenced assessment
    Activity: develop a CRA in small groups
    QW: How can CRAs be integrated into your instructional activities?

    March 13, 2000 (class #7)
    Topic: Interviews
    Activity: develop an interview questionnaire in groups
    QW: What are some of the strengths and limitations of interviews?

    March 20, 2000 (class #8)
    Topic: Observations and ABA
    Activity: guest presenter Dr. Bonnie Kraemer
    QW: What are some of the strengths and limitations of observations?

    May 1, 2000 (class #9)
    Topic: Work samples and portfolios
    Activity: develop a portfolio assessment plan for your students in small groups
    Due: assessment plan statement in portfolio and class participation self-evaluation

    May 8, 2000 (class #9)
    Portfolio Exhibition


    The vision of the College of Education:
    Excellence and diversity through people, ideas, and innovation.

    Our mission is the study and practice of education through teaching, research, and service. We

     In carrying out our mission we value

    The vision of the Special Education Program is to facilitate the development of supportive, effective, and culturally responsive environments for individuals with special needs and their families.

    The mission of the Special Education Program at the University of New Mexico is to improve educational opportunities and services for the following individuals and their families:

    The mission is accomplished by the study and practice of education through teaching, research, and service in a variety of multicultural environments. In carrying out our mission we remain consistent with the College of Education in valuing

    Instructor's vision and mission statement

    VISION: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.

    MISSION: To facilitate the collaborative construction of the above learning environment via attention to the following:

    whole and small group dynamics;
    increased literacy in academic discourse (comprehension and production, oral and written); and
    opportunities for active engagement with course content and materials.
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    Last updated: January 21, 2000