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Teaching Language Arts to Students with Disabilities SPED 5311

Fall 2021

 

Instructor:                 Cathy Newman Thomas, Ph.D.

thomascat@txstate.edu

Location:                    ED 2128

Date/Time:                 Thursdays from 6:30 to 9:20

Office Hours:             TBD via Zoom and by appointment

 

Course Description

 

This course provides evidence-based instructional practices designed to improve the reading outcomes of students with disabilities. Key course content includes classroom adaptations to provide students with access to the curriculum, instructional strategies, interventions, and characteristics of effective teaching. The topics, assignments, and activities include Grades K-

  1. One purpose of this course is to prepare pre-and inservice teachers for the Science of Teaching Reading Exam required for certification in Texas. See https://tea.texas.gov/academics/early-childhood-education/reading-practices-faq#str

 

Required Texts

 

Oakhill, J., Cain, K., & Elbro, C (2015). Understanding and Teaching Reading Comprehension: A Handbook. Routledge.

 

O’Connor, R. E. (2014). Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties (2nd Edition). Guilford Press.

 

Additional articles on Canvas

 

Assigned multimedia, including websites, modules, and podcasts.

 

Course objectives are identified and aligned to meet important professional standards. For this course, relevant standards include:

  • Council for Exceptional Children High Leverage Practices (HLP)
    • https://highleveragepractices.org/about-hlps/
  • Council for Exceptional Children Initial Preparation Standards
    • https://exceptionalchildren.org/standards/initial-special-education-preparation- standards
  • Texas HB3, Texas Education Agency Science of Teaching Reading (STR)
    • https://tea.texas.gov/texas-educators/certification/educator-testing/the-science-of- teaching-reading-str-exam
  • Texas Education Special Education Standards (TEA)
    • https://tea.texas.gov/sites/default/files/Special%20Ed%20EC-12_0.pdf
  • National Reading (2000). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Washington DC: National Institutes of Health.
  • https://nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/re port.pdf

Course Objectives

Standards

Learning Objective

STR

Develop knowledge regarding the contribution of early language development to reading and writing

IPS3

TEA Standard XI STR

Develop knowledge about the Science of Teaching Reading

NRP

Prepare lessons that address all five components of reading

CEC HLP 4, 5, 6,

12, 13

IPS4

TEA Standard V

Use assessment data to develop lessons based on student needs

HLP 16

STR

Implement an explicit instructional approach to teaching literacy

HLP 15

Implement scaffolds within instruction based on student needs

HLP 22

Provide positive and constructive feedback to promote learning

HLP 18

Use strategies to promote active student engagement

HLP 14

Explain strategies for integrating reading and writing instruction

HLP 16

Demonstrate reading strategies for your classmates

HLP 19

TEA, Standard VII

Develop knowledge and skills regarding assistive technology to support reading development

IPS3

TEA Standard XI

Read, reflect, and synthesize textbook chapters and articles

 

Access and discuss effective online resources that provide

effective (and free) instructional practices and classroom resources.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

COURSE POLICIES and REQUIREMENTS

Monday Memo: Each Monday during this semester, you will receive a Monday Memo by email. Monday Memos will also be stored in Canvas in the Course Resources Section.

Syllabus Changes: You are responsible for being aware of and responding to changes to this syllabus announced in class or via CANVAS.

CANVAS: All course information, documents, assignments, and class announcements will be posted on Canvas. Students are expected to check the CANVAS course site regularly for important information, feedback on assignments, and other course information. You must have a Texas State user ID to participate.

Attendance: Students are expected to attend all class meetings. The departmental attendance policy is in effect as attendance and punctuality are evidence of your commitment to your chosen profession. Therefore, you will receive a one letter grade reduction if you are absent 3 or more times. Four or more absences will result in a second letter grade reduction. Tardiness and early exits will be counted as absences.

Communication: Please be professional in all electronic communications with your instructor. Before emailing, please see if your question can be answered by checking your syllabus, our CANVAS site, or with a classmate. If it is urgent, please indicate this in the subject line. The instructor will do his/her best to respond to student email within 24 hours.

Dispositions: In this course, we will participate in the College of Education Dispositions reporting. We will reflect upon, complete, and report the attitudinal survey twice during this class.

  • The Texas State Educator Preparation Program is using an instrument for assessing and developing students’ dispositions for teaching. Dispositions for teaching reflect your growth as a professional. Although highly complex, fluid, and relational, dispositions are often described as “Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities” (NCATE, 2001).

Exams: Exams in this class consisting of objective questions. To prepare for these exams, you are responsible for all assigned readings and online activities. Exams are not comprehensive. Exams must be taken on the assigned day and time and make-up exams will not be  offered.

Assignments:

  • Unless otherwise specified, all assignments will be due Wednesdays at 11:59 p.m.
  • All assignments will be turned in by uploading to Canvas in the Assignments
  • Assignments are not accepted by email
  • Written assignments are expected to be correct in terms of spelling, punctuation, grammar, and other mechanics.
  • Written assignments should be typed in Times New Roman 12-point font and double-spaced with 1-inch margins.
  • Your name and date should appear of each page of the assignment in the
  • Label your documents LastName_FirstName_Assignment_Date. For example, for a Disability Awareness Assignment, I labeled my docum3 ent Thomas_Cathy_DAW_6-1-2020.
  • Late work is not accepted, except in extenuating circumstances
  • The Capstone Paper should be written using the conventions from the Publication Manual of the American Psychological Assignments, Seventh Edition (2020). While this text is not required for our course, it is a recommended text for all graduate students majoring in special

Religious Holidays: Missing class for religious observation is permitted. Please notify the instructor

in advance about this matter.

Students with Disabilities: Texas State University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student’s responsibility to register with the Office of Disability Services (ODS; http://www.ods.txstate.edu/; 512-245-3451) and contact the faculty member in a timely manner to arrange for appropriate accommodations.

Our Mission: Texas State University is a doctoral-granting, student-centered institution dedicated to excellence and innovation in teaching, research, including creative expression, and service. The university strives to create new knowledge, to embrace a diversity of people and ideas, to foster cultural and economic development, and to prepare its graduates to participate fully and freely as citizens of Texas, the nation, and the world.

Our Shared Values: In pursuing our mission, we, the faculty, staff, and students of Texas State University, are guided by a shared collection of values:

  • Teaching and learning based on research, student involvement, and the free exchange of ideas in a supportive environment;
  • Research and creative activities that encompass the full range of academic disciplines— research with relevance, from the sciences to the arts, from the theoretical to the applied;
  • The cultivation of character, integrity, honesty, civility, compassion, fairness, respect, and ethical behavior in all members of our university community;
  • A diversity of people and ideas, a spirit of inclusiveness, a global perspective, and a sense of community as essential conditions for campus life;
  • A commitment to service and leadership for the public good;
  • Responsible stewardship of our resources and environment; and
  • Continued reflection and evaluation to ensure that our strengths as a community always benefit those we

Violations of University Policies: Violations of university policies will result in a grade of F for the course, and a report to the Honor Code Council.

·       Plagiarism and Academic Dishonesty

·       University Courteous Behavior Policies (PPS 4.02):

·       Distribution of Course Materials:

4

Emergency Resources: In the event of an emergency, students, faculty, and staff should monitor

https://safety.txstate.edu for all safety and emergency communications. This page will be updated

 

with the latest information available to the university, in addition to providing links to safety resources and emergency procedures.

 

In addition, here are some resources for support that may benefit you!

 

Bobcat Bounty: This is our on-campus Food Bank. https://bobcatbounty.txstate.edu

 

COVID Response: https://www.txstate.edu/coronavirus

Paws Alert: If you are experiencing extenuating circumstances that are impacting your academic experience and you need support. Students and professors may submit requests for help. https://www.studentsuccess.txstate.edu/PAWSalert.html

Student Emergency Services: The Dean of Student’s Office also provides support for students who are experiencing extenuating circumstances that are impacting their academic experience and need support. The Dean’s office can help to negotiate and navigate resources during an emergency. https://www.dos.txstate.edu/services/emergency.html

Counseling Center:   The Counseling Center Services include brief individual, group, and couples counseling, consultation and crisis response, and workshops about coping with stress and other mental health topics.There are no additional fees for Counseling Center services which are confidential and provided by trained professionals to currently enrolled Texas State students while classes are in session.

https://www.counseling.txstate.edu

Extenuating Circumstances: If you have extenuating circumstances that will impact your performance in this course, please reach out to me via email and I will work with you.

Assignments

Points

Pretest: Teacher Knowledge of Reading

15

Dispositions (2 x 15)

30

In Class & Asynchronous Activities (15 x 10)

150

Website Presentation

20

Lesson Plans (3 x 20)

60

Reader Reflection (2 x 25)

50

Strategy Presentation

50

Final Take-Home Exam

50

Literacy Capstone Paper

100

Post-Test: Teacher Knowledge of Reading

15

Science of Reading Practice

20

Attendance/Participation

40

Total

600

Grading Scale

A = 540-600

B = 480-539.75

C = 420-479.75

D = 360-419.75

F < 359.75

Course Calendar

Date

Topic

1.     8/26/21

Course Overview

2.     9/2/21

The Science of Reading

3.     9/9/21

Early Language Development

4.     9/16/21

Phonemic Awareness Instruction/Intervention

• Identification

• Segmentation

• Substitution/Manipulation

• Blending

Phonemic Awareness Assessment

5.     9/23/21

Phonics Instruction/Intervention

• Review

• Blending

Phonics Assessment

6.     9/30/21

Fluency Instruction/Intervention

Fluency Assessment

7.     10/7/217

Vocabulary Instruction/Intervention

Vocabulary Assessment

8.     10/14/21

Reading Comprehension Instruction/Intervention

Reading Comprehension Assessment

9.     10/21/21

Strategy Instruction in Reading

• Peer mediated reading

• SQ3R

Content Area Reading

10.  10/28/21

Functional Reading

Assistive Technology for Reading

11.  11/4/21

Writing Instruction/Intervention

Writing Mechanics

Writing Assessment

12.  11/11/21

Capstone Presentations

13.  11/18/21

Capstone Presentations

14.  11/25/21

Thanksgiving

15.  12/2/21

Course Review

Science of Teaching Reading Exam

 

 

 (Links to an external site.)

Course Summary:

Course Summary
Date Details Due