From bb 8/30/2013

Learning Environments for Children with Disabilities (3)

I. Class Syllabus: SPE 732-01 Fall 2013

Robin M. Smith, Ph.D., Associate Professor of Special Education OMB,103d smithrm@newpaltz.edu

Office Hours: Tue & Thur. 2-4, after class or by appointment other days.

Department phone: 257-2830, -31; office 257-2918

Notice of weather related class cancellation will be posted on 257-4636 and the SUNY website by 2:00; you should also consult the Blackboard course site for

information relating to canceled classes.

SUNY New Paltz

Professional Education Unit

CONCEPTUAL FRAMEWORK

(School of Education, Art Education Department, Communications Disorders Department

& School Counseling Program

Preparing Caring, Critical and Reflective Professionals to Maximize Student Success

Through coursework, field experiences, and clinical practice, School of Education/Professional

Education Unit faculty, staff and administrators aim to prepare caring, critical, and reflective

professionals who are committed to:

Critical Inquiry and Intellectual Development Candidates inquire and reflect critically on

sociological, historical, and other aspects of educational practice and policy, engage in data -

informed decision-making processes, demonstrate the ability to employ evidence-based practices,

and continually develop disciplinary and pedagogical knowledge and skills oriented towards high -

quality teaching and learning standards.

Professional Skills and Disposition Candidates develop respectful relationships with students,

families, communities and colleagues, practice an ethically informed philosophy, and participate

effectively in institutional change.

Culturally Responsive Practice and Social Justice Education Candidates understand and apply

practices that promote respect, inclusion and equity in teaching, learning, and student development

based on social identity markers including, but not limited to, race, gender, class, sexual

orientation, disability, language, religion, culture, national origin, epistemology, and family life

Democratic Citizenship and Student Advocacy Candidates respect education as a human right

and a foundation to active inclusion and participation in public life, and aspire to be agents o f

change in response to persistent barriers to equal educational opportunity.

Faculty, staff, and administrators strive to model, as well as nurture and cultivate the four

dimensions in the candidates they serve. Guided and informed by these dimensions, candidates are

prepared to maximize their students' success.

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II. Catalogue Description

This course will focus on planning and implementing safe, positive, supportive and universally designed learning environments. Teaching pro-

social skills, and employing evidence-based best practices for including childhood learners with disabilities in general education settings will be included.

Using texts, online media, in-class activities and assignments, this course

provides you with opportunities to learn about evidence-based and promising practices and the principles of universal design for learning. Through an exhaustive search of educational research literature, relevant experience-based

knowledge, and current policy, faculty have identified these practices and principles as ones that are based on sound educational theory and are likely to

enhance educational outcomes for students, families, and educators. This course also provides you with field experiences that allow you to identify and implement these practices and principles, and to collect practice-based evidence to

determine and reflect on the extent to which these interventions work effectively and efficiently.

III. Course Learning Outcomes

The following objectives meet the New York State standards set for Special Education teachers. The labels in parenthesis key the objectives to the

School of Education mission statement. Upon completion of this course the learner will be able to understand and describe:

Theories, laws, regulations, evidence-based best practices and curricula for effective management of teaching and learning environments for teachers and parents. (Critical Inquiry & Intellectual Development)

Ethical considerations inherent in classroom management. (Professional

Skills & Dispositions; Democratic Citizenship & Student Advocacy)

Teacher attitudes and behavior that positively or negatively influence student behavior. (Democratic Citizenship & Student Advocacy;

Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social Justice Education)

Social skills needed for educational and functional living and working environments and effective evidence-based instruction in the development of social skills. (Democratic Citizenship & Student Advocacy;

Evidence-based strategies for crisis prevention and intervention. (Intellectual growth; Inquiry; Culturally Responsive Practice & Social

Justice Education)

Evidence-based strategies for preparing individuals to live harmoniously

and productively in a multi-class, multiethnic, multicultural, and multinational world. (Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social Justice Education)

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And students will be able to

Create a safe, positive, universally designed and supportive learning

environment in which diversities are valued. (Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social

Justice Education)

Use evidence-based and universally designed strategies and

techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings. (Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social

Justice Education)

Demonstrate a variety of effective evidence-based and universally

designed behavior management techniques appropriate for learners with and without exceptional learning needs across subjects and activities. (Critical Inquiry & Intellectual Development; Culturally

Responsive Practice & Social Justice Education)

Implement the least intensive intervention consistent with the needs

of the individuals with exceptionalities. (Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social Justice

Education; Democratic Citizenship & Student Advocacy)

Modify the learning environment (schedule and universally designed physical arrangement) to:

o Manage inappropriate behaviors. Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social Justice

Education; Democratic Citizenship & Student Advocacy)

o Identify and monitor realistic expectations for personal and social behavior in various settings. Critical Inquiry & Intellectual

Development; Democratic Citizenship & Student Advocacy o Integrate social skills into the curriculum. Critical Inquiry &

Intellectual Development; Culturally Responsive Practice & Social Justice Education; Democratic Citizenship & Student Advocacy (Intellectual growth)

o Demonstrate evidence-based procedures to increase the individual’s self-awareness, self- management, self-control, self-

reliance, and self-esteem in school, family, and community environments. Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social Justice Education;

Democratic Citizenship & Student Advocacy

o Prepare individuals with exceptional learning needs to exhibit self-

enhancing behavior in response to social attitudes and actions. (Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social Justice Education; Democratic

Citizenship & Student Advocacy)

o Plan an effective evidence-based behavior change program using

techniques of positive behavioral support and support-based progress-monitoring. Critical Inquiry & Intellectual Development;

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Culturally Responsive Practice & Social Justice Education; Democratic Citizenship & Student Advocacy

REQUIRED TEXTS:

Sapon-Shevin, M. (2010).Because we can change the world. Thousand

Oaks, CA: Corwin Press, Inc.

Janney, R., & Snell, M. (2008). Teachers guide to inclusive practices: Behavioral support (2 ed.). Baltimore: Paul H. Brookes Publishing Co.

Taylor, B. (2007). ADHD and me: What I learned from lighting fires at the dinner table. Oakland CA: New Harbinger.

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A.Course topics Class Reading

Essential Question: What are the optimal conditions for supporting

flourishing students?

Assignments

Aug. 29 1.

Overview of prevention, teaching & responding

strategies; Learning & Behavioral Diversity;

intro socio-emotional learning

Read and bring to class: “Contemporary approaches to classroom

management & challenging behavior” The syllabus

Bring unanswered questions

about the syllabus.

Go to

http://iris.peabody.vanderbilt.

edu/resources.html and

learn to navigate the site.

Download to smartphone or

laptop: Socrative Student;

bring to class

Sep. 5 Rosh Hashana no class

September 12 2. Attitude &

assessment: competence-oriented, student

centered, solution focused;

the power of your language

SEL skills

Download from Blackboard Words Can Shape the Destiny of Children in

the RTI Process

By Mary Ruth Coleman CEC Immediate Past President

and

Tips to Help New Teachers with Classroom Management by Diane King

Smith, R. (2010) PBS modules Solution focused Positive Behavioral Support: Introduction; and

#1. Assume competence: the difference between solution-focused and problem focused support.

Reaction 1: Due on BB by Monday 11:59pm September 9. Reaction

memo for discussion: Summarize your establishment of key

universally designed classroom rules & routines that promote (or will be

tweaked to promote) solution-focused thinking, planning and behavior?

Apply examples from your classroom (current, past, and/or future).

Max 1.5 pages—bulleted format is OK

Be prepared to begin Smith-module 1 activities in class

Bring to class a written

unanswered question.

Sep. 19 3. Relationship

Building in Learning Communities & solution-focused

supports. FBA

Fostering belonging & positive peer relationships

Sapon-Shevin. Intro. and chapter 1 Smith, R. (2010) PBS module #2

Steps in creating a support plan or the solution may not be obviously related to the problem. And

Module #3 Finding the spark : the collaborative profile.

Janney & Snell ch. 1 Positive Behavior Support & ch. 2 School-wide PBS

Executive Summary: Integrating Mindfulness

Outside Community Builder #1 Due.

Create a profile for yourself in this class. Bring to class. What are your objectives,

etc. Bring to class a written

unanswered question.

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Training into K-12 Education: Fostering the Resilience of Students and Teachers. Journal of

Mindfulness (DOI 10.1007/s12671-012-0094-5) (find in Mindfulness folder in Blackboard)

Sep 26 * 4. Rewards vs.

Rewarding extrinsic & intrinsic

motivation, & PBS Circle of Courage:

Intrinsic e.g., rewarding experience of

mastery, independence, belonging;

leadership & service roles

Sapon-Shevin Ch. 2 Beyond Rewards (Hall, 2009)

“The Risks of Rewards” (Kohn, May 1990. Health, p. 28-30)) “How not to Get Control of a Classroom" & “A

Classroom of Their Choosing” in Kohn (1996) Williams, W. (2008). "Circle of courage": A

philosophy and conceptual framework for fostering school inclusion: Department of Education, University of Vermont.

J&S chapter 5 Designing, Using & Evaluating Individualized PBS

The IRIS Center for Training Enhancements. (2009). Functional Behavioral Assessment:

Identifying the Reasons for Problem Behavior and Developing a Behavior Plan.

Online discussion--Post a

reaction in the class 4

discussion forum re how you

can integrate the core

concepts in the IRIS FBA

module and the J&S

readings, and the circle of

courage reading in your own

teaching. Be specific with

examples from the reading

and your experience.

Respond substantively to at

least one other post.

Oct 3 5. Curriculum

considerations & FBA

Taylor, B. (2007). ADHD and me: What I learned

from lighting fires at the dinner table.

Oakland CA: New Harbinger.

Sapon-Shevin Ch. 3

Janney & Snell ch 3 Selected Interventions for Students at Risk for Behavior Problems

& ch 4 Individualized PBS: Conducting a FBA

Due 11:59 on blackboard.

Parts 1.1 & 1.3 of PBS

project (upload the profile &

the first-person) name the

file: profile- lastname. (This

is for ungraded feedback

only)

Create and bring to class a

profile of Blake Taylor

Review the IRIS FBA

module and the J&S

chapters, jot notes as you

think about what the FBA

might look like for Blake

We’ll discuss it in class.

.

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Oct. 10

6. Motivation

(con’t) DRO

(Differential reinforcement of behaviors);

fading Intrinsic &

Extrinsic e.g. Positive Re-enforcement &

Consequences

Sapon-Shevin Ch. 4

Gongola, L. C., &Daddario, R. (2010). A

practitioner's guide to implementing a differential reinforcement of other behaviors procedure. TEACHING

Exceptional Children, 42(6), 14-20.

Sebag, R. (2010). Behavior management through self-advocacy: A strategy for high

school students with learning disabilities. TEACHING Exceptional Children, 42(6), 22-29.

Self-Management: An Evidenced-Based

Intervention for Autism Spectrum... Article/discussion Started by Lee A. Wilkinson, PhD, Psychologist

http://bestpracticeautism.blogspot.com/2012/08/self-management-evidenced-based.html?goback=.gde_2251479_member

_154101078

Reaction 2 online (BB).

Compare & contrast the

approaches in the two

TEACHING Exceptional

Children articles (DRO and

BMSA). Include motivation,

limitations & possibilities of

each. Venn diagram is OK. To

what extent are each of the

three articles solution-focused?

Discuss what you would and

would not use. Responses to

others are optional but

interesting. You may do this in

teams.

Oct. 17 (midpoint)

7.

Positive Behavioral Support

Competence oriented/streng

th based

"Support-Based Assessment” (Jackson & Panyan, 2002, pp. 163-middle of 181)

Sapon-Shevin Ch. 5

The IRIS Center for Training Enhancements.

(2005). Addressing disruptive and noncompliant behaviors (part 1): Understanding the acting-out cycle. Retrieved

on [month day, year,] from http://iris.peabody.vanderbilt.edu/bi1/cresource.htm

Comm. Builder 2 due

Reaction 3 online: Addressing

the teacher in the IRIS behavior

examples, give solution focused

advice on handling the situation

with Mark at various points in

the crisis (aka acting out) cycle.

You may do this in teams.

Include possible barriers & UDL

solutions

Oct. 24

8. PBS

Cultural considerations

Culturally responsive assessment &

practice

Sapon-Shevin ch.6 & 7

“Racial and Cultural Perspectives on Student Behavior” in Obidah & Teel (2001)

The IRIS Center for Training Enhancements. (2003). Who's in charge? Developing a

comprehensive behavior management system: p. 2 Cultural Influences on Behavior. Retrieved from

http://iris.peabody.vanderbilt.edu/parmod/chal

Evaluating Practice assignment

due on Blackboard 11:59.

Blackboard Reaction 4:

Describe examples of cultural

factors that can enhance or

disrupt learning & motivation in

your own classroom? (Be

personal & specific)

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cycle.htm….

Henfield, M. S. (2011). Black male adolescents navigating microagression in a traditionally white

middle school. Journal of multiculural counseling and development: A qualitative study, 39(3), 141-155.

Unanswered questions?(Max

1.5 pages).

Oct. 31

9. PBS (cont.)

"Support-Based Assessment”, cont. (Jackson

& Panyan, 2002, middle p 181-195) Sapon-Shevin ch.8

In class: Support Project Peer Consultations

Behavior Support Project: bring

draft to share with peers. This is

not to hand in but bring as much

as you have so far to consult

about progress monitoring and

support.

Nov 7* 10.

PBS (cont.)

Routines, rules,

structures as UDL prevention

strategy

Watch Restraint and Seclusion: hear Our Stories (Habib, D. 2012) at

http://stophurtingkids.com/the-film/ Download the discussion guide.

Click on View Restraint & Seclusion Laws and Policies by State and Look at NY policies

Explore the resources tab at stophurtingkids.com. Recommend one of the

articles or resources to your peers and say why. Come to class prepared to discuss applications from Watson. And from the

articles

Be prepared to discuss the UDL aspects of learning environments and PBS.

Online discussion: Answer at

least ONE question online from

each section of the discussion

guide. Respond substantively to

at least one other student.

Include a recommended

resource from the website. Read

the responses of your peers.

Bring an insight, burning

question, and action step to the

next class for the opening

discussion.

Nov. 14

11.

Universal

Design & PBS

Comm. Bldg.

and discipline

approaches

Reading:

Guardino, c. A., & Fullerton, E. (2010). Changing

behaviors by changing the classroom

environment. TEACHING Exceptional Children,

42(6), 8-13

Snider, V. E. and R. Battalio (2012). "Application

of academic design principles to social skills

instruction." Beyond Behavior 21(1): 10-19.

Excerpts from Watson’s Learning to Trust(see

blackboard)

Come to class prepared to discuss

applications from Watson. And

from the articles

Be prepared to discuss the UDL

aspects of learning environments

and PBS.

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Morrissey, K. L., Bohanon, H., &Fenning, P.

(2010). Teaching and acknowledging

expected behaviors in an urban high

school. TEACHING Exceptional

Children, 42(5), 26-35.

Gougeon, N. A. (2009). "Sexuality education for

students with intellectual disabilities, a critical

pedagogical approach: outing the ignored

curriculum." Sex Education 9(3): 277-291.

Recommended: Positive psychology and PBIS

readings on BB

Nov. 21 12. Crisis

Intervention and SEL

Read on BB NYS Procedural safeguards and regs.

Couvillon, M., Peterson, R. L., Ryan, J. B., Scheuermann, B., & Stegall, J. (2010). A review of crisis intervention training programs

in schools. TEACHING Exceptional Children, 42(5), 6-17.

Recommended: Daly, P. M., & Ranalli, P. (2003). Using countoons to teach self-monitoring skills. TEACHING

Exceptional Children, 35(5), 30-35.

Behavior Support Project part I, II, III & IV due on blackboard by 11:59 Nov 20. [proof to make

sure names of places and individuals are changed). Logs with real names should be

emailed separately—filename should be lastname-pbslog)

Nov. 28 Thanksgiving

Dec 5 13. Collaborating

with families; Bullying&

Micro-aggression

Review bullying sections of Sapon-Shevin Read & Explore: New NYS legislating mandating anti-bulling

policy and training: http://nyscenterforschoolsafety.org/files/filesystem/thedignityactfaq.pdf

http://www.p12.nysed.gov/technology/internet_safety/documents/cyberbullying.pdf

http://www.stopbullying.gov/videos/2011/12/bullying-in-indian-country.html PSA and

explore resources there. Explore bullying activities at Teaching

Tolerance website: http://www.tolerance.org/activities?keys=bully&level=6&keyword=31

Prepare for class discussion – Drawing on the bullying

resources, we will discuss/design a lesson you can use in your class or your school

or share ideas how you can infuse ideas and concepts into your curriculum.

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Dealing with Bullying

Carolyn Hornik http://teachersnetwork.org/NTNY/nychelp/manage/bullying.htm

Frederickson, N. (2010). Bullying or

befriending? Children’s responses to

classmates with special needs. British Journal of Special Education, 37(1), 4-12.

Bullying and Students with Disabilities

14. 12/12/13* fieldwork

TBA

Dec. 3-12

15. Dec. 18

Complete SEI. Final Exam Week/ TBA Special topics TBA

Last class-attendance required

Some topics may require more discussion time than assigned, some less. I

reserve the right to change the above schedule.

GRADING POLICY

The grades shall be determined according to the following percents: A = 94 – 100 A- = 90 - 93

B+ = 87 - 89 B = 86 - 88 B- = 83 - 85 C+ = 80 - 82 C = 77 - 79 C- = 74 - 76 D+ = 71 - 73 D = 68 - 70 D- = 65 - 67

F = Below 65

Students will have the opportunity to give input into the course to ensure that it meets their needs.

Re-write and re-do policy If you receive an unsatisfactory grade (B or less) on the PBS project, you can re-

do it and turn it in the following week. It must be retyped with changes yellow-highlighted, and you must turn in the old version and the old scoring rubric along with a detailed cover letter documenting the changes you made. Your new

grade will be an average of the old and new grade but less than an A. Accessibility and Commitment to compliance with section 504 of the Rehabilitation Act of 1973: Students with documented physical, learning,

psychological and other disabilities are entitled to receive reasonable

accommodations. If you need classroom or testing accommodations, please contact the Disability Resource Center, Student Union Building, Room 210, 257-

3020. The DRC will provide forms verifying the need for accommodation. As soon as the instructor receives the form, you will be provided with the appropriate accommodations Students are encouraged to request accommodations as close

to the beginning of the semester as possible.

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Students who may need special consideration because of any sort of disability should make an appointment to see the instructor.

This class seeks ways to become a working and evolving model of inclusion and

universal design for all participants. Individuals with disabilities of any kind (including learning disabilities, ADHD, depression, health conditions), who require instructional, curricular, or test accommodations are responsible for

making such needs known to the instructor as early as possible. Every possible effort will be made to accommodate students in a timely and confidential manner.

Individuals who request accommodations must be registered with the Office of Disability Services which authorizes accommodations for students with disabilities.

I assume that all of us learn in different ways, and that the organization of any

course will accommodate each student differently. For example, you may prefer to process information by speaking and listening, so that some of the written handouts I provide may be difficult to absorb. Please talk to me as soon as you

can about your individual learning needs and how this course can best accommodate them. If you do not have a documented disability, remember that

other support services, including the Writing Center are available to all students. Certification. Remember, it’s your responsibility to complete the requirements

for certification, but help is available from our Certification Assistance Web site, which has detailed guidelines, timelines, and answers to all your questions:

www.newpaltz.edu/schoolofed/certification.html

Grading `rubrics will include or paraphrase the following criteria: Full credit Partial credit Little or no credit

Organization Includes all elements of

assignment guidelines; deviations explained or negotiated

Includes some

elements of assignment guidelines with

evidence of understanding

Unexplained

deviations from

guidelines; hard to

follow

Theory & practice links

Direct and APA cited links between reading and personal experience,

opinion, or observation.

Clear but uncited links between reading and personal experience,

opinion, or observation.

No links

Effectiveness -Jargon-free; necessary

jargon explained in plain talk; -Engages reader with

relevant, thoughtful, well supported points -Uses descriptive

language; interpretive language is defined

Takes a position with

supporting points; Uses descriptive

language; interpretive language is defined

Rambles;

Undefined

interpretations

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Mechanics -Excellent grammar & syntax

-Free of spelling errors and typos (<3) -Follows APA guidelines

A few errors but shows understanding

and is easy to understand

Many errors of

spelling, grammar,

syntax

PLAGIARISM: Plagiarism will not be tolerated. Any assignment found to contain

plagiarized material will receive a failing grade. The crime of plagiarism is a serious breach of academic ethics and personal ethics and must not be

acceptable behavior for any individual entering a profession. Plagiarism is not only the copying of material from a book or journal, it also includes copying the work of a classmate or using work from another class without documented

consent from the instructor.

V. ASSIGNMENTS

All assignments are to be turned on the day they are due. All out-of-class assignments are to be typed and conform to A.P.A. guidelines. Failure to follow

these guidelines will result in a lower grade than the paper would have otherwise received (e.g., an A paper earning an A- or B+). In-class assignments and tests

taken in class do not have to follow these guidelines. Late assignments will have 5 POINTS deducted for each day they are late. Extensions for field-based assignments must be requested one week in advance of the deadline and in

writing (or email).. Extra copies: Please post copies of major assignments on Blackboard in

doc format. Rubrics: Please turn in a rubric with each assignment, check the parts you

accomplished.

1. Community Building (Democratic Citizenship & Student Advocacy; Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social

Justice Education) 1.1 In Class Community Builder

Each student, along with a partner or partners will prepare and conduct a community builder for the class to last 10-15 minutes. This can be an activity, a

game or a participatory song. The community builder should have an instructional objective related to our class content for that week and a social objective. It should conform to the principles of universal design. You ma y adapt

a community builder from Sapon-Shevin. Prepare a one-page (max) description of the community builder with the

rationale, the instructional and social objectives, and the steps. Make enough copies for all the students to keep for reference and to adapt for their own use. Be sure to include your names, the date, and relevant APA style references.

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1.2 Outside Class Community Builders

Try out at least two of the community builders from Sapon-Shevin on friends,

family, or students. These may be either related to social or academic goals or can be both. Write a narrative reflection that includes,

a) a brief description of the activity and its participants (including grade/ages), the source, and why you chose this activity, b) what went well,

c) what would make it better, d) what you learned,

e) how this activity would support learning and pro-social behavior in your classroom f) how you might adapt/universally design this activity to include children with

disabilities (use examples). Format: use the above letters and subheadings. Remember to include

descriptive details to support your conclusions. Quality is more important than quantity: maximum of 3 pages. You are encouraged to do more than two community builders; I will record the two highest grades. Do them one at a time so you can receive feedback on the first one before turning in the second. At least one should be in a classroom.

Both the in-class and field-based community builders enable you to practice and promote the following:

Creating safe, positive environments

Foster belonging & positive peer relationships

Intrinsic e.g., rewarding experience of mastery, independence, belonging etc.

Collaboration with student(s)

Student centered/strength based activity

Universal design for learning

2. Evaluating practice: Ethical issues in classroom management

(Democratic Citizenship & Student Advocacy; Critical Inquiry & Intellectual Development; Culturally Responsive Practice & Social

Justice Education)

This assignment will help you assess if a practice will help you to: Achieve an inclusive services model. (For those of you in segregated settings,

inclusive principles still apply.)

Educate students with disabilities in the general education setting

Promote critical thinking and full citizenship

Promote a positive classroom and school climate

Enhance inclusive and universally designed instructional programs

Build trust

You are to evaluate classroom management tips and techniques that you find on the internet. Search terms would include classroom management tips,

behavior, and bullying. If you’re interested in a particular issue, search for

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that. The glsen.org site also has good resources on gender identity. Teachingchannel is another good source.

Read through the tips for two ideas and choose one idea you would use and

one you would not use. Write a separate critique of each technique that includes

all of the following points for each idea (number them and use the underlined subheadings for each number). Keep in mind the ethical impact of this

technique/strategy. 1. Overview: Describe the idea or activity you are reviewing and cite the

source. Include targeted age group. 2. Review it for strengths and weaknesses; 3. Explain the approach to motivation (extrinsic/intrinsic; problem v

solution focused) and engagement 4. Identify the UDL principles you could apply.

5. What are the hidden messages of the process described? (The hidden social curriculum. Hidden messages answer these questions regarding what messages foster or inhibit citizenship and relationship.

6. -Who benefits? 7. -What is being taught by the process or interaction?

8. -Who has the power? 9. -Who has access to the process & benefits of the technique (think

about UDL compliance)

10. -What adult institutions value the desired behavior or value the process style? Prisons? Public or private sector? Businesses? Cooperatives?

NGOs? Other organizations and groups (formal and informal) -Does it promote critical thinking, social responsibility or social justice vs. conformity, following, or thoughtless compliance? Explain.

11. Recommendations: Would you recommend this idea to a fellow teacher? Why? Include why would you use or not use this

technique. Include how it can be improved to be more solution-focused — if possible.

Hand in the hard copy and POST YOUR EVALUATION ON

BLACKBOARD FOR USE BY CLASSMATES.

3. IRIS modules: In this course, you are asked to further develop your professional

knowledge and skills through the completion of three modules available from the

IRIS Center (iris.peabody.vanderbilt.edu). As evidence of completion, you are required to participate in online discussions reflecting on the modules

For each discussion posting, you must respond a minimum of two times, once to the discussion question and a second time to a classmate’s response. Responses should be a well-informed paragraph that provides an opinion, utilizes supporting

arguments (from outside resources), and includes implications for teaching. (Critical Inquiry and Intellectual Development; Professional Skills and Disposition)

Other IRIS modules are listed as suggested resources. If you are provided with the

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opportunity to complete an optional IRIS module, you are asked to select one not previously viewed as an assignment in another course. If you have already completed a

required IRIS module for this course, please notify the instructor before completing the assignment.

There are several other excellent IRIS modules in the classroom management section you may wish to explore that can be useful if you have not had a prior classroom management course.

The IRIS Center for Training Enhancements. (2005). Addressing disruptive and

Noncompliant behaviors (part 1): Understanding the acting-out cycle. Retrieved On [month day, year,] from http://iris.peabody.vanderbilt.edu/bi1/cresource.htm The first in a two-part series, this module discusses problem behavior in terms of the

stages of the acting-out cycle and suggests ways to respond to students in the cycle's different phases.

The IRIS Center for Training Enhancements. (2009). Functional Behavioral

Assessment:

Identifying the Reasons for Problem Behavior and Developing a Behavior Plan.

Retrieved on [month day, year,] from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm

This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described.

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3.

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4. Behavioral Support Project (Democratic Citizenship & Student Advocacy; Critical Inquiry &

Intellectual Development; Culturally Responsive Practice & Social Justice Education)

Each student will choose an individual for a possible change/support project. Although the report will be on one child, it is best to follow two children as one may become ill, move, or be transferred during the semester. The behavior may

be puzzling or challenging to adults and peers, or present social and/or academic difficulties.

This project will enable you to experience and integrate in a classroom setting what you have learned about:

Functional Behavior Analysis (FBA)

Culturally responsive assessment

Competence oriented/strength based Positive and Proactive Behavioral Support (PBS) (for individuals)

Prevention Strategies e.g., competence orientated assessment &

planning; avoiding triggers, contracts, quiet place; environmental & instructional strategies; universal design of classroom environment, academic and social curriculum

Teaching Strategies (think about how you can apply the principles of universal design to provide multiple ways to engage your students),

e.g., self-monitoring;

ABM (self-advocacy behavior management model); role play; stress

management skills; social skills

Responding Strategies e.g. calm response; crisis intervention Behavior Intervention Plan (BIP)

Pro-active

Solution-focused and competence-oriented Motivation

Extrinsic e.g. Positive Reinforcement and Consequences; DRO

(Differential reinforcement of behaviors); fading

Intrinsic e.g., rewarding experiences of mastery, independence,

belonging, generosity, etc.

Collaboration with student(s)

Student centered/strength based Peer-mediated Approaches and their potential place in a Behavior Intervention Plan.

Conflict Resolution

Circle of Courage quality of life assesment

Leadership & service roles

Group based interventions

The project must be competence-oriented/solution focused and have an

educative rather than merely remedial intent. Project guidelines are attached

below.

18

Before beginning the project you will turn in a jargon-free, teacher-friendly and parent-friendly draft profile of the student in your project. Include and credit

input you gathered from consultants but do not use typical IEP format (such as

doing something 80% of the time) or jargon; rather, use plain descriptive

language. Use the format provided. For the remainder, see the guidelines provided. This profile is a draft that will be modified while you complete your PBS project as you may not know the student well by the draft due-date. Incorporate

the ungraded feedback you receive as well as your new information into the required profile section of your PBS project.

POST THE COMPLETED PBS PROJECT ON BLACKBOARD FOR YOUR CLASSMATES. BE SURE TO USE PSEUDONYMS (give the student and other

adults new names, not an initial) FOR THE PERSON AND DISGUISE OTHER IDENTIFYING INFO. DOWNLOAD THE PBS GRADING RUBRIC AND TURN IT

IN FILLED OUT WITH YOUR PROJECT.

4. Class participation

(Inquiry; Professionalism; Professional growth): There will be a number of different formats used during class time. You will be expected to attend every

class and actively participate in discussions, debates, and class activities. You will be asked to lead some of the class activities. Failure to attend class may result in a 3-point deduction. Failure to be prompt to class will also result in a

point deduction. Please notify me if you must miss class due to health reasons. Brief Assignments and reaction papers

Periodic assignments and reaction papers will be given that relate to the readings and discussions. These will be graded and averaged to determine the earned points.

5. Final Reflection

(Inquiry; Professionalism)

a. Reflect on (a) your own growth in understanding and practice as a

teacher in this class, (b) discuss your still unanswered questions, and (c) discuss your needs for growth in this aspect of teaching,

and your next steps. Again, be descriptive and specific with examples.

b. Evaluate the class assignments. Include class highlights and any

ideas for improvement. (This helps me refine the class).

Summary a. Attendance & class & online participation,

Reaction memos (4x2 pts) 15

b. In-Class Community builder 5 Out of class Community builders

2@10 each 20 c. Evaluating Practice 15

19

Behavioral support project part I & II (FBA) 15 Behavioral support project part III (PBS) 15

Reflection & Synthesis Part IV 10 Final reflection 5

100

Some Reading Recommendations: Useful memoirs:

Fleishman, A., & Fleishman, C. (2012). Carly’s voice: Breaking through autism. New York: Simon & Shuster.

Kedar, I. (2012). Ido in autism land: climbing out of autism's silent prison.

Charlston SC, Ido Kedar. Kephart, B. (1998). A slant of sun: One child's courage. New York: Quill.

Taylor, B. (2007). ADHD and me: What I learned from lighting fires at the dinner table. Oakland CA: New Harbinger.

Bibliography (*highly recommended)

Agger, B. (2000). Public sociology: From social facts to literary acts . New York: Rowman& Littlefield Publishers, Inc.

Artesani, A. J. (2001). Understanding the purpose of challenging behavior: A

guide to conducting functional assessments. Upper Saddle River: Merrill. Artesani, A. J., & Mallar, L. (1998). Positive behavior supports in general

education settings: Combining person centered planning and functional analysis. Intervention in School and Clinic, 34(1), 33-38.

*Beane, A. L. (1999). The bully free classroom. Minneapolis: Free Spirit

Publishing. Glasser, W. (1992).The quality school. In R.A. Villa, J. S. Thousand, W.

Stainback & S. Stainback (Eds.), Restructuring for a caring and effective education. (pp. 61-72). Baltimore: Paul H.Brookes.

*Goleman, D. (2006). Emotional intelligence: Why it can matter more than I.Q.

(10th Anniversary ed.). New York City: Bantom Books.

Goode, D. A. (1989). Who's Bobby? Ideology and method in the discovery of a

Down syndrome person's competence. In P. M. Ferguson, D. L. Ferguson & S. J. Taylor (Eds.), Interpreting disability: A qualitative reader (pp. 197-212). New York: Teachers College Press.

Henfield, M. S. (2011). Black male adolescents navigating microagression in a traditionally white middlem school.Journal of multiculural counseling and

development: A qualitative study, 39(3), 141-155.

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*Hingsburger, D. (1996). "Behaviour Self": Using behavioural concepts to understand and work with people with developmental disabilities .

Eastman, Quebec: Diverse City Press.

*Jackson, L., & Panyan, M. V. (2002). Positive behavioral support in the

classroom: Principles and practices .Baltimire, MD: Paul H. Brookes.

Janney, R., & Snell, M. (2008). Teachers guides to inclusive practices: Behavioral support (2 ed.). Baltimore: Paul H. Brookes Publishing Co.

Jensen, E. (1994). Brain-based learning and teaching . P.O.B. 2551, Del Mar, CA 92014: Turning Point for Teachers.

Jensen, E. P. (1995). Superteaching: Master strategies for building student success ( 1 ed.). Del Mar, CA: Turning Point for Teachers.

*Jones, V. F., & Jones, L. F. (2009). Comprehensive classroom management:

Creating communities of support and solving problems ( 9th ed.). New York: Allyn & Bacon.

*Kohn, A. (1996). Beyond Discipline: From Compliance to Community . Alexandria, VA: Association for Supervision &Curriculum Development.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African

American children . San Fransisco: Jossey-Bass Publishers. *Lemov, D. (2010). Teach like a champion: 49 techniques that put students on

the path to college. San Francisco: Jossey-Bass. Leon, M. Z. (2002). Enhancing positive behavioral supports in the classroom.In L.

Jackson & M. V. Panyan (Eds.), Positive behavioral support in the classroom: Principles and practices (pp. 199-213). Baltimire, MD: Paul H. Brookes.

*Lovett, H. (1996). Learning to listen: Positive approaches and people with difficult behavior . Baltimore: Paul H. Brookes Publishing Co.

McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural

teacher education. Review of Educational Research, 70(1), 3-24. McDonnell, J., Thorson, N., McQuivey, C., & Kiefer-O'Donnell, R. (1997).

Academic engaged time of students with low-incidence disabilities in general education classes. Mental Retardation, 35(1), 18-26.

Meier, D. (1995). The power of their ideas . Boston: Beacon Press.

Obidah, J. E., & Teel, K. M. (2001). Because of the kids . NY: Teachers College Press.

*Paley, V., G. (1992). You can't say you can't play . Cambridge, Mass.: Harvard University Press.

Porter, G., & Collicott, J. (1992). New Brunswick School Districts 28 and 29:

Mandates and strategies that promote inclusive schooling. In R. A. Villa, J. S. Thousand, W. Stainback & S. Stainback (Eds.), Restructuring for a

caring and effective education. . Baltimore: Paul H. Brookes. Ruff, M. B., Higgins, C., & Glaeser, B. J. C. (1998). Positive behavioral support:

Strategies for teachers. Intervention in School and Clinic, 34(1), 21-32.

21

*Sapon-Shevin, M. (2010). Because we can change the world: A practical guide to building cooperative, inclusive communities. Thousand Oaks, CA:

Corwin Press,Inc. *Smith, R., Salend, S., & Ryan, S. (2001). Watch your language: Closing or

opening the special education curtain. Teaching Exceptional Children, 33(4), 18-23.

*Smith, R. M. (2002). Inscrutable or meaningful?Understanding and supporting

your inarticulate students.TEACHING Exceptional Children, 34(4), 28-33. *Sylwester, R. (2003). A biological brain in a cultural classroom: Enhancing

cognitive and social development through collaborative classroom management ( 2 ed.). Thousand Oaks: Corwin Press, Inc.

Tatum, B. D. (1997). "Why are all the black kids sitting together in the cafeteria?"

and other conversations about race . New York: Basic Books. Taylor, S. J., & Bogdan, R. (1989). On accepting relationships between

people with mental retardation and non-disabled people: Towards an understanding of acceptance. Disability, Handicap, & society, 4(1), 21-36.

*Watson, M., & Ecken, L. (2003). Learning to trust: Transforming difficult

elementary classrooms through developmental discipline . San Francisco: Jossey-Bass.*Zickel, J. P., & Arnold, E. (2001). Putting the I in IEP.

Educational Leadership, 59(3), 71-73.

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Collaborative Profile

Name (pseudonym) Grade and Age: Quarter: Classes (Schedule)

Specific Objectives (observable; measurable) for student in this class:

Areas of strengths [what the student is good at] & interests:

Learning Barriers (that call for UDL)

Successful learning strategies, universal design for learning applications & modifications or adaptations needed:

Communication Strategies (verbal & nonverbal by the student -- (how does

student ask for attention, ask for help, protest, desire tangible items, express discomfort, etc.) :

Positive behavior support strategies:

Grading accommodations:

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Important family/health information (need to know basis; respect privacy,

see FERPA)

Prepared by ____________________________ for draft assignment only: What questions do you have about full inclusion for this student? Other answered

questions? Other comments?

24

POSITIVE BEHAVIORAL SUPPORT PROJECT GUIDELINES

Each candidate will identify two individuals for a possible change/support project. Although the project will be on one child, it is best to follow and take

notes on two different children as one may become ill, move, or be transferred during the semester. The behavior may be social, challenging to adults and peers, or maladaptive socially and/or academically.

Various approaches (e.g., general classroom management, curriculum design,

supports for students with disabilities who have challenging behaviors) may be used that have in common looking at how environmental factors (physical, social, academic) affect the student. Use the ingredients from each approach that are

the most useful for your student and are consistent with the student's goals of education, growth, and full citizenship.

Your project will have 4 parts. Use the format and section numbering with titles below. See the scoring rubric below for quality guidelines. Download and type

into your digital copy of the assignment and tyoe your answers under each subheading to keep the structure of the guidelines and not forget something.

Part I 1.1 Profile -- As you get to know each student, create a student profile; your first

version will be a draft that will grow in depth as you learn about the student. Use the profile table format provided. The Profile form is designed to

ultimately assist the student’s various teachers to ensure your student’s full participation. It is a collaborative tool many find useful because it uses plain talk to introduce students. Respect confidentiality here by excluding

identifying information and using a pseudonym (give the student a new name).

1.2 “First person” statement -- student perspective: This is a separate page that

includes a) a one paragraph “first person” statement of how the student

experiences school, b) the basis for this statement (observation, conversations, interactions), and c) what the student is teaching you. This is

your idea of what is going on for the student whether or not the student is verbal or articulate. d) If possible, share the first person paragraph (first person statement) with the student and get feedback. If not feasible, write

why not and how you might get feedback if you could. Part II

2.1 Functional behavioral analysis (FBA). Use the forms provided by Janney & Snell for the FBA. You should download them from blackboard in Word format. If your school has an FBA form see me about using it instead. The

forms provided will help you identify the following common points in all FBAs regarding specific environmental events and conditions associated with

appropriate or inappropriate behavior. They include

25

(a) Quality of life assessment. Include a Circle of Courage assessment (assess the student’s integration of the four values mastery, belonging,

independence, generosity); (You’ll have to add this to the J&S forms)

(b) ABC Analysis: i. Antecedents to the behavior (events that occur prior to or with

the behavior; setting events; quality of life)

ii. Behavior associated with the event iii. Consequences of the behavior (events immediately following

the behavior that may serve to reinforce it and maintain it; not

just what happens next) iv. Hypothesis—what motivates the student to frequently engage in

this behavior?

(c) FBA tools: (Use the Janney& Snell forms) Comparison of the child’s behavior across variable conditions to learn the conditions under which the behavior occurs and does not

occur (e.g., amount of attention, difficulty or preference of tasks, activities, small or large group interaction, time of

day, etc.) to infer the consequences without reinforcing them. Often includes a Scatterplot or tally sheet to

identify graphically the times of day associated with the

behavior. e.g., transitions, mealtime, certain tasks, time of day, kinds of attention received.

(d) As you look at occurrence and non-occurrence of challenging behavior, determine times when the student does well and the factors that enable success.

Part III: PBS plan

3. Intervention/support plan framed as educative rather than remedial. Must be consistent with naturalized and feasible goals. a. Include the J&S prevention, teaching, & responding to crises.

b. Use the Jackson &Panyan forms Solution-Focused Behavior Intervention Planning for your narrative. You will find some overlap as you

pull info from your FBA to use here and your narrative will help you see the “big picture” in terms of quality of life as related to behavioral goals (means and ends).

Part IV. 4. *Reflective Evaluation (Use the following questions as headings)

A. Who is the child? What is the setting? What is your role in the child’s life? Why did you choose this child and what did you hope to accomplish?

B. What did you actually try and how did it work? (Explain the sequence of events; use descriptive examples)

C. What would you do differently, if anything? D. What are next steps for this student?

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E. What did you learn? Include at least five different explicit links between theory and practice in this section using APA citations.

Some of these questions may not have answers provided by supporting this child. Whether or not this is the case, draw from your

class, other LE assignments, the readings and discussions, and peer reviewed journals. Answer and number each question. Use the question as your subheading. [CEC Std 6.2]

1. What did you learn about creating evidence-based and universally designed learning environments for individuals with exceptional learning needs that 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.(CEC 2.0)

2. What did you learn about collaboration with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments to engage

individuals with exceptionalities in meaningful learning activities and social interactions. Include examples of your collaboration

and its outcomes. (CEC 2.1) 3. What did you learn about using motivational and instructional

interventions to teach individuals with exceptionalities how to

adapt to different environments. Include both high technology and low technology examples.(CEC 2.2)

4. What did you learn about how to intervene safely and appropriately with individuals with exceptionalities in

crisis.(CEC 2.3) If this was not applicable to this project then

write, with examples, what you would do if another student were in crisis.

5. What did you learn about how foundational knowledge and current issues influence your professional practice.

Foundational knowledge refers to evidence-based core

concepts and your ability to relate your practice to evidence; current issues will refer to cultural and social influences on your

practice such as cultural relevance and challenging social issues. (CEC 6.2)

6. Regarding the significance of life-long learning, professional

activities, and learning communities: i. Other insights from this project. This open-ended

question and the following question will show you as a reflective practitioner committed to lifelong learning.(CEC 6.4)

ii. What are your own next steps in learning how to support students with challenging behaviors? What specific

supports (professional resources, learning communities)

27

and principles of universal design will you seek to accomplish your next steps?(CEC 6.4)

*Speak with the professor if alternative evaluation format for any parts of this

assignment is required because you did not have the opportunity to try out your plan.

The assignment will meet the following CEC (rev. 2012) standards Unaccept-

able

Focus Accept-

able

Target

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.

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.

6.2 Beginning special education professionals

understand how foundational knowledge and

current issues influence professional practice.

6.4 Beginning special education professionals

understand the significance of lifelong learning and

participate in professional activities and learning

communities.

Ratings for CEC standards

Unacceptable: Discusses few or none of the concepts in the CEC element. Shows little or insufficient understanding of the stated core concepts and related evidence-based practices. Interpretive statements are unsupported and undeveloped.

Focus: Discusses some of the concepts in the CEC element. Shows some understanding

of the stated core concepts and related evidence-based practices. Many interpretive statements are unsupported and undeveloped.

Acceptable: Discussion of most key concepts in the CEC element is clearly developed.

Demonstrates understanding of the stated core concepts and related evidence-based practices. Interpretive statements are well supported.

Target: Discussion of all key concepts in the CEC element is consistent and well developed. Demonstrates mastery of the stated core concepts and related evidence-

based practices. All interpretive statements or generalized statements are supported by at least one example.