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Special
Education 593 (331):
Teaching
Students with Intensive Communication Needs
Syllabus
Summer Session #2 (July 3-28, 2000), Monday-Friday
9:20-11:20 a.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 & Wednesdays
11:40-1:40
on a drop-in basis (no appointments
needed) |
Co-Presenter: Greg Blalock
E-mail: mortimer@unm.edu |
The
following information is included in this syllabus:
Course
Description:
This course will explore the following questions:
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What is communication?
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What is an 'intensive communication need'?
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Who have these needs?
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What best practices are currently recommended
for supporting and developing communicative competence?
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How can the communicative competence of individuals
with intensive communication needs best be assessed?
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What array of accommodations and supports is
available to facilitate communication with individuals with intensive communication
needs?
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What level of supports would be accepted in
different ethnic and cultural communities?
This course is designed to prepare future teachers
and researchers to interact with others regarding these concepts in an
articulate and informed manner.
Rationale:
The mission of the College of Education
is to advance the quality of the educational experience for all learners
and to educate professionals who can facilitate human growth in schools,
homes, communities, and workplaces. In carrying out this mission, the College
explicitly values diversity in people and perspectives. The rationale for
the Mental Retardation and Severe Disabilities Program is supported by
a shift in the major paradigm in mental retardation, severe disabilities,
and bilingual special education from a solely trait-based conceptualization
toward thinking about disabilities as an interaction between individuals
with severe limitations in intellectual functioning, their environments,
and needed supports. This new way of thinking forces reanalysis of structures
designed to assist individuals in creating for themselves satisfying lives
and challenges traditional notions of disabilities and handicaps.
This course supports the College of Education
and Mental Retardation and Severe Disabilities 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.
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Course
Objectives:
To prepare and develop teachers and other
leaders who:
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understand that handicaps are a result of the
interactions between individuals with disabilities and their environments;
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understand the relationship of special education
to the broader social, political and educational context;
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value and support multiple perspectives in issues
facing individuals with mental retardation and severe disabilities and
their families and communities;
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are advocates for students and families;
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recognize individuals with mental retardation
and other disabilities as life-long learners;
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support individuals with disabilities in their
efforts to create for themselves personally satisfying lives; and
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recognize the unique multicultural environment
of New Mexico.
Competencies
Addressed
This course is designed to addess the following
New Mexico State Department of Education Competencies for Licensure in
Special Education, K-12:
10.1 Professional Knowledge
10.1.2 Parent/Professional Communication
Skills
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10.1.2e. The teacher demonstrates knowledge
of and sensitivity to cultural, social, environmental and ethnic dynamics
in interpersonal and group interactions with students, parents, paraprofessionals
and professionals.
10.1.3 Exceptionalities - To plan
and implement effective programs
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10.1.3b. The teacher identifies the cognitive,
physical, cultural, social, emotional, and sensory needs of each exceptionality;
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10.1.3c. The teacher discusses general characteristics,
etiologies, and learning styles of each exceptionality; and
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10.1.3d. The teacher describes current theories
and research for education of exceptional students.
10.2 Human Growth and
Development
10.2.1 Motor, Language, Social-emotional,
Sensory and Cognitive Development
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10.2.1a. The teacher describes the developmental
stages/milestones of normal motor, language, social-emotional, sensory
and cognitive development; and
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10.2.1b. The teacher discusses the impact of
socio-economic, cultural, and physiological aspects on human development.
10.2.2 Medical and Health Needs
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10.2.2b. The teacher identifies and describes
programs and assistive technologies that could enhance functioning.
10.3 Assessment/Evaluation
10.3.1 Screening, Referral, Evaluation,
Eligibility and Re-Evaluation Procedures
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10.3.1a. The teacher describes screening, referral,
evaluation
and eligibility procedures;
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10.3.1b. The teacher utilizes various types
of assessment procedures, informal and non-standardized tests, norm-referenced
and criterion referenced tests; and
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10.3.1d. The teacher demonstrates skill in various
formal and informal observation techniques.
10.4 Curriculum and
Development
10.4.2 Instructional Strategies
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10.4.2a. The teacher demonstrates knowledge
of data based approaches to instruction, including assessment, assistive
technology, direct instruction, monitoring, and evaluation;
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10.4.2b. The teacher describes and demonstrates
various methods for individualizing instruction;
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10.4.2c. The teacher designs and implements
appropriate lesson planning and methods for managing individuals, small
groups, large groups, and inclusive groups, and individual instruction;
and
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10.4.2d. The teacher collects and analyzes instructional
data for effectiveness of programs.
10.4.3 Materials
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10.4.3a. The teacher selects and matches instructional
materials to the learning needs and styles of individual students;
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10.4.3b. The teacher evaluates commercial materials
and technological products commonly used in special education programs;
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10.4.3c. The teacher selects appropriate materials
for targeted curriculum classroom instruction; and
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10.4.3d. The teacher adapts commercial materials
and technological products for use with specific populations.
10.5 Technology
10.5.1 Basic Computer and Technology
Operations and Concepts -The teacher uses computer systems to: run
software, access, generate, and manipulate data; and publish results. The
teacher evaluates performance of hardware and software components of computer
systems and applies basic troubleshooting strategies as needed. The teacher...
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10.5.1b. Uses terminology related to technology
appropriate to the teaching field in written and oral communication;
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10.5.1c. Uses terminology related to technology
appropriate to the teaching field in written and oral communication;
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10.5.2c. Uses computer-based technologies including
telecommunications to access information and enhance personal and professional
productivity;
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10.5.2d. Uses computers to support problem solving,
data collection, information management, communications, presentations,
and decision making;
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10.5.2e. Demonstrates awareness of resources
for adaptive assistive devices and software for students with special needs;
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10.5.2f. Demonstrates awareness of resources
for culturally and linguistically diverse students; and
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10.5.2g. Demonstrate knowledge of equity, ethics,
legal, and human issues concerning use of computers and technology.
10.5.3 Application of Technology to
Support Teaching and Learning -The teacher applies computers and related
technologies to support teaching and learning in the grade level and subject
areas. The teacher integrates a variety of software, applications, and
learning
tools in the teaching and learning process. Lessons developed must reflect
effective grouping and assessment strategies for diverse populations. The
teacher...
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10.5.3a. Explores, evaluates, and uses technology
resources including applications, tools, educational software, and assorted
documentation; and
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10.5.3d. Designs learning activities that foster
equitable, ethical, and legal use of technology by students.
10.6 Diversity
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10.6.3 The teacher is aware of and can apply
current research findings regarding individual differences such as linguistically
backgrounds, developmental levels, exceptionalities, and gender;
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10.6.4 The teacher identifies stereotypes
in curriculum materials and adapts instruction appropriately;
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10.6.5 The teacher helps students develop critical
perspectives on biased materials; and
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10.6.6 The teacher identifies and develops appropriate
responses to differences among language learners.
10.7 Classroom
Management
10.7.2 Environment
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10.7.2c. The teacher implements adaptations
for that are appropriate for students with special needs.
Required
Text (at UNM Bookstore)
A. M. Wetherby, S. F. Warren, & J. Reichle
(Eds.), Transitions in prelinguistic communication (pp. 233-259).
Baltimore, MD: Paul H. Brookes.
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Required
Readings (Packet available at COE Publications Center)
Beukelman, D. R., & Mirenda, P. (1998).
Augmentative
and alternative communication: Management of severe communication disorders
in children and adults (2nd ed.). Baltimore, MD: Paul H. Brookes. (Chapter
13)
Carter, M., & Maxwell, K. (1998). Promoting
interaction with children using augmentative communication through a peer-directed
intervention. International Journal of Disability, Development and Education,
45 (1), 75-96.
Griffith, P. L., & Ripich, D. N. (1999).
Definitions of language disorders: Who can be served? In D. L. Rogers-Adkinson
& P. L. Griffith (Eds.), Communication disorders and children
with psychiatric and behavioral disorders (pp. 1-37). San
Diego, CA: Singular Publishing Group.
Johnson, J. M., Baumgart, D., Helmstetter,
E., & Curry, C. A. (1996). Augmenting basic communication
in natural contexts. Baltimore, MD: Paul H. Brookes. (Chapter 1)
Koppenhaver, D. A., Pierce, P. L., Steelman,
J. D., & Yoder, D. E. (1995). Contexts of early literacy intervention
for children with developmental disabilities. In M. E. Fey, J. Windsor,
& S. E. Warren (Eds.), Language intervention: Preschool
through the elementary years (pp. 241-274). Baltimore,
MD: Paul H. Brookes.
McLean, L. K., & McLean, J. E. (1994).
Communication intervention for adults with severe mental retardation. In
K. G. Butler (Ed.), Severe communication disorders: Intervention
strategies (pp. 67-80). Gaithersburg, MD: Aspen.
Ochs, E. (1986). Introduction. In B. B. Schieffelin
& E. Ochs, (Eds.), Language socialization across cultures (pp.
1-13). Melbourne, Australia: Cambridge University Press.
Paul, R. (1997). Facilitating transitions
in language development for children using AAC. Augmentative and Alternative
Communication, 13, 141-148.
Reichle, J. (1997). Communication intervention
with persons who have severe disabilities. The Journal of Special
Education, 31 (1), 110-134.
Recommended
Texts:
Adamson, L. B., & Romski, M. A. (1997).
Communication
and language acquisition: Discoveries from atypical development. Baltimore,
MD: Paul H. Brookes.
Cole, K. N., Dale, P. S., Thal, D. J. (Eds.)
(1996). Assessment of communication and language. Baltimore,
MD: Paul H. Brookes.
Fey, M. E., Windsor, J., & Warren, S.
F. (Eds.) (1995). Language intervention: Preschool through the
elementary years. Baltimore, MD: Paul H. Brookes.
McLean, L. K., Brady, N. C., & McLean,
J. E. (1996). Reported communication abilities of individuals with severe
mental retardation. American Journal on Mental Retardation, 100 (6),
580-591.
Rogers-Adkinson, D., & Griffith, P. (Eds.)
(1999). Communication disorders and children with psychiatric
and behavioral disorders. San Diego: Singular.
Course
Design:
This course is designed so that students
will interact actively with the course material -- whole and small group
discussion, rather than instructor lecture, will make up the bulk of in-class
sessions. Therefore, it is imperative that students arrive at each class
having read all of the assigned readings. Graded assignments are designed
to be instructional as well as providing a means of arriving at a final
grade for each student. Therefore, emphasis will be placed on assignments
that rely on interpretation of course materials and development of critical
thinking.
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
Assignments:
Points Possible:
1) key concept definition
20
2) intervention description
20
3) quick writes (2 points each)
20
4) final exam
25
5) final exam drafts (2)
7 each
The total points possible for all of the
above assignments add up to 99 points. The final point will be added to
the student's grade at the instructor's discretion for any assignment that
goes significantly above and beyond the work of other students. This allows
the instructor to assign a grade of 'A+' only in the case of the student
fulfilling the stated requirements for all assignments, attending all class
sessions (or making up those missed) AND performing clearly superior
work on at least one assignment.
Evaluation
Procedures and Policies
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Grading System:
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:
A+ = 100
C = 74-77
A = 94-99
C- = 70-73
A- = 90-93
D+ = 68-69
B+ = 88-89
D = 64-67
B = 84-87
D- = 60-63
B- = 80-83
F+ = 58-59
C+ = 78-79
F = below 57
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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/. All written assignments will be expected
to be typed and follow the American Psychological Association Manual
(4th ed.) format, unless otherwise specified. A brief guide to APA
is also available on the instructor's web site, under the "handouts" link.
Late Paper Policy:.Late
assignments will receive a one (1) point deduction for every day late,
with a limit of seven days allowed. If assignments are not turned in within
1 week of the assigned date, they will not be accepted, except in the case
of significant illness (doctor's note required) or family emergency.
If you will be not be able to be in class, please arrange for a friend
to turn in your assignment during class, have the assignment faxed to the
special education office by the time/date due, or have it handed in in
person to either Terri Montoya or Jo Sanchez in the Special Education office
(Hokona Hall 273) prior to 5 p.m. on the date due. If your assignment will
be turned in at the Special Education office, please make sure that
the time and date it is received are documented by the staff. Do not
put late assignments under my office door, unless you want them accepted
as turned in on the day I find them, which may or may not be the same day
as you turned them in.
Class Attendance
& Participation Policies: .Class
attendance is mandatory - 5 points will be deducted for every absence
that is not made up. No more than 4 class sessions in a semester can be
made up. Students who miss more than 4 class sessions will be dropped from
the course. Missed class sessions can be made up with the following, turned
in no later than 3 days (class sessions) after the missed class:
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a typed summary of all assigned readings for
the class missed, including a response to all reading questions,
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a copy of a colleague's notes from the missed
class, and
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a typed response to the assigned quick write
(available on the instructor's web site, under 'class outlines').
Late arrivals to class interrupt the learning
of all students. Therefore, a point will be deducted for arriving more
than 15 minutes late to class. Arriving more than 45 minutes late will
be considered a class absence and will need to be made up, as indicated
above.
Class participation that is conducive to
the learning of all course participants is expected. Behaviors that
are considered to be conducive to learning (of the student him/herself
and others) include:
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arriving to class on time and well-prepared,
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paying attention to instructor and/or other
students when they are speaking,
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use of appropriate and non-offensive language
during class and in written class assignments,
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demonstrating cooperation with and respect for
the instructor and peers during class discussions,
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and showing consideration for other students'
need for alternative teaching strategies.
A rubric indicating the instructor's expectations
for appropriate classroom participation will be distributed at the beginning
of the course. Students who repeatedly violate these expectations will
be dropped from the course.
Class
Schedule:
Week
1
July
3, 2000 (#1)
Topic: Introduction - Instructor’s
vision, expectations and classroom norms, assignments & grading criteria,
and web site orientation
QW: "What is communication?"
July
4, 2000
No
class -- national holiday
July
5, 2000 (#2)
Topic: What
is communication?
Read: Johnson,
et al
July
6, 2000 (#3)
Topic: Defining
language disorders
Read: Griffith
& Ripich
July
7, 2000 (#4)
Topic: Cultural differences in the
development of communication
Read: Ochs
.
Week
2
July
10, 2000 (#5)
Topic: Coordinating
attention
Read: text, chapter 2 (Adamson
& Chance)
Due: key concept definition
July
11, 2000 (#6)
Topic: Gesture
as communication
Read: text, chapter 4 (Iverson
& Thal)
July
12, 2000 (#7)
Topic: Gesture
as communication, cont.
Read: text, chapter 6 (Mundy
& Willoughby)
July
13, 2000 (#8)
Topic: 'non-intentional'
vs. 'intentional' communication
Read: text, chapter 8 (Lifter &
Bloom)
Due: 1st draft of final exam
July
14, 2000 (#9)
Topic: 'non-symbolic'
vs. 'symbolic' communication, cont.
Read: text, chapter 9 (Wetherby,
Reichle, & Pierce)
**mid-semester class evaluation
Week
3
July
17, 2000 (#10)
Topic: Assessment
issues
Read: text, chapter 10 (Coggins)
July
18, 2000 (#11)
Topic: Assessment
issues, cont.
Read: text, chapter 11 (Crais &
Calculator)
July
19, 2000 (#12)
Topic: augmentative
and alternative communication (AAC)
Read: text, chapter 17 (Reichle,
Halle, & Drasgow)
July
20, 2000 (#13)
Topic: augmentative
and alternative communication (AAC), cont.
Read:
Carter & Maxwell AND Paul
.Due:
2nd draft of final exam
July
21, 2000 (#14)
Topic: Literacy & AAC
Read: Beukelman & Mirenda
Week
4
July
24, 2000 (#15)
Topic: Literacy, cont.
Read: Koppenhaver,
et al.
Due: intervention description assignment
July
25, 2000 (#16)
Topic: Intervention
Read: text, chapter 15 (Warren &
Yoder)
July
26, 2000 (#17)
Topic: Intervention
Read: text, chapter 16 (Wilcox &
Shannon)
July
27, 2000 (#18)
Topic: Intervention
Read: McLean & McLean
July
28, 2000 (#19)
Topic: Intervention
Read: Reichle
Due: final exam
The
vision
of the College of Education:
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Excellence and diversity through people,
ideas, and innovation.
Our mission is the study and practice
of education through teaching, research, and service. We
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address critical education issues;
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test new ideas and approaches to teaching and
learning;
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educate professionals who can facilitate human
growth and development in schools, homes, communities, and workplaces,
and
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prepare students for participation in a complex
and challenging society.
.
In carrying out our mission
we value
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excellence in all that we do;
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diversity of people and perspectives;
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relationships of service, accountability, collaboration,
and advocacy;
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the discovery, discussion, and dissemination
of ideas, and innovation in teaching, technology, and leadership
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:
positive whole and small group dynamics;
increasing student literacy in academic
discourse (comprehension and production, oral and written); and
providing opportunities for active engagement
with course content and materials.
College
of Education's Conceptual Framework:
Professional Understandings, Practices,
and Identities
The College of Education at the University
of New Mexico believes that professional education should seek to help
individuals develop professional understandings, practices, and identities.
These understandings, practices and identities frame the life-long learning
of professional educators and reflect the values articulated in our Mission
Statement and in state and national standards and competencies.
Understandings frame the identity
and practice of educational professional. We seek to help you better understand:
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Human Growth and Development
Patterns in how individuals develop physically,
emotionally, and intellectually. How to provide conditions that promote
the growth and learning of individuals from diverse cultural and linguistic
backgrounds, including those with special learning needs.
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Culture and Language
The nature of home, school, community, workplace,
state, national, and global contexts for learning. How social groups develop
and function and the dynamics of power within and among them. How language
and other forms of expression reflect cultural assumptions yet can be used
to evoke social change. How one's own background and development shape
understanding and interaction.
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Content of the Disciplines
The substance of the disciplines you teach
-- the central organizing concepts and factual information -- and the ways
in which new information is created, including the forms of creative investigation
that characterize the work of scholars and artists.
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Pedagogy
Theory and research on effective educational
practice. How to create contexts for learning in and across the disciplines.
How to assess student learning and design, plan, and implement instruction
to meet the needs of learners. How to evaluate educational practice.
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Technology
Effects of media and technology on knowledge,
communication, and society. How to critically analyze and raise awareness
of the impact of media and technology. How to use current technology.
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Professional Issues
The social and political influences on education,
both historically and currently. Local, state, and national policies, including
requirements and standards. How to critically analyze and participate in
the formation of educational policy. Strategies for leadership, collaboration,
and research.
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Nature of Knowledge
How knowledge is constructed within social
contexts, including the academic disciplines. The differences and connections
among the knowledge constructed in different social contexts. How to conduct
inquiry into the nature of knowledge within and across the disciplines.
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These understandings enable you, as a professional,
to value and engage in practices that embody the following qualities:
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Learner-Centered
Students' past experiences, cultural backgrounds,
interests, capabilities, and understandings are accommodated in learning
experiences. Routines promote learner risk-taking and allow learners to
take increasing control of their own learning and functioning.
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Contextual
Experiences engage learners in ways of thinking,
doing, talking, writing, reading, etc., that are indicative of the discipline(s)
and/or authentic social contexts. Ideas and practices are presented with
the richness of their contextual cues and information. Learners are provided
with models and opportunities to reflect on their experiences and to relate
their learning to other social contexts.
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Coherent
Learning experiences are organized around
the development of concepts and strategies that learners need in order
to participate in other similar situations. Learners are assessed on what
they had to opportunity to learn.
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Culturally Responsive
Diversity is valued, and learners are helped
to become aware of the impact of culture on how they and others perceive
the world.
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Technologically Current
Available technology facilitates learning.
Learners are helped to understand the effect of media
on their perceptions and communication.
.
Developing a professional identity
is central to lifelong growth as a professional educator. The University
of New Mexico College of Education will help you to develop the following
attributes of a professional:
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Caring
Attentive to learners, willingness to listen
and withhold judgment, and ability to empathize while maintaining high
expectations for learner success.
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Advocacy
Committed to ensuring equitable treatment
and nurturing environments for all learners.
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Inquisitiveness
Habitual inquiry into the many, ever-changing
ways in which knowledge is constructed, how people learn, and how educators
can support learning.
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Reflection-in-Action
Able to analyze, assess and revise practice
in light of student learning, research and theory, and collegial feedback.
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Communication
Skilled in speaking, writing, and using
other modes of expression.
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Collaboration
Able to work cooperatively with students,
parents, community members, and colleagues.
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Ethical Behavior
Aware of and able to work within the ethical
codes of the profession.
Last updated: June
30, 2000