EEX3071 - Teaching Exceptional and Diverse Populations in Inclusive Settings

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality driven institution, transforms lives through the power of education by providing access to affordable associate and baccalaureate degrees, career certificates and workforce employment programs, delivered by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in career areas. This course focuses on the development of competencies related to the following program outcomes:

• Demonstrate Florida Educator Accomplished Practices (FEAPs).
• Demonstrate Competencies and Skills for Teacher Certification (C&S).
• Demonstrate Florida Reading Endorsement Competency Four: Foundations and Applications of Differentiated Instruction.
• Demonstrate Competencies for Florida ESOL Endorsement.

Upon successful completion of this course, the teacher candidate is able to:

1.E       Use a variety of data independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of lessons.

3.H      Differentiate instruction based on assessment of student learning needs and recognition of individual differences in students.

Competencies and Skills for Teacher Certification (C&S: Pre-K-3)

Upon successful completion of this course, the teacher candidate is able to:

Developmental Knowledge

1.3       Identify atypical development (e.g, social-emotional, cognitive, language, physical).

Professionalism and Foundations of Early Childhood Education

2.3       Identify and analyze the impact of federal and state laws on education in the classroom (e.g., laws regarding English for Speakers of Other Languages, and the Individuals with Disabilities Education Act).

Developmentally Appropriate Practices

3.4       Identify and analyze strategies for short- and long-term planning to set instructional goals in alignment with standards for developing teacher objectives.

3.5       Identify strategies for designing appropriate objectives and developing, implementing, and assessing lesson plans.

3.11     Analyze and evaluate the use of evidence-based practices to improve student achievement.

Developmentally Appropriate Intervention Strategies and Resources

5.1       Select and analyze evidence-based instructional strategies to adapt curricula for children with diverse needs.

5.2       Identify characteristics of children with diverse needs in order to support their learning.

5.3       Identify and select resources and procedures that support children with diverse needs and their families.

5.4       Identify characteristics of children at risk for school failure and select appropriate intervention strategies for these children.

5.5       Identify major trends in educating children with exceptionalities, and incorporate these trends in early childhood settings as appropriate.

5.7       Identify ways for accessing and appropriately using health information to monitor children’s medical needs (e.g., medications for allergies) and/or other health impairments.

Diagnosis, Assessment, and Evaluation

6.5       Identify procedures and legal requirements that provide for productive family conferences or home visits with regard to the assessment, education, and development of children, in accordance with due process (e.g., IEP, RtI) and confidentiality.

Florida Reading Endorsement Competency Four

Upon successful completion of this course, the teacher candidate is able to:

4.1       Study and apply information related to socio-cultural, socio-political, and psychological variables to differentiate reading instruction for all students.

4.2       Apply the stages of English language acquisition for English Language Learners (ELLs) and differentiate reading instruction for students at different levels of English language proficiency.

4.3       Study and apply current theories of second language acquisition to differentiate instruction for English Language Learners (ELLs) of diverse backgrounds and various levels of prior education. 

4.4.      Identify factors impeding student reading development in each of the reading components

(or the integration of these components).

4.5       Recognize how characteristics of both language and cognitive development impact reading proficiency.

4.6       Recognize the characteristics of proficient readers to more effectively differentiate instruction.

4.7       Compare language ability, cognitive tools, and reading acquisition in different age groups (i.e., primary, intermediate, and secondary levels) and the variance in abilities seen in these groups.

4.8       Select and use developmentally appropriate materials that address sociocultural and linguistic differences.                                                                                         

4.9       Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups.

4.10     Differentiate reading instruction for English Language Learners (ELLs) with various levels of first-language literacy.

4.11     Scaffold instruction for students having difficulty in each of the components of reading.

4.12     Implement a classroom-level plan for monitoring student reading progress and differentiating instruction. 

4.13     Monitor student progress and use data to differentiate instruction for all students.

4.14     Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary to differentiate instruction for all students.

4.15     Implement research-based instructional practices for developing students’ higher-order thinking skills.

4.16     Implement research-based instructional practices for developing students’ ability to read critically.    

4.17     Implement research-based instructional practices using writing to develop students’ comprehension of texts.         

4.18     Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan (IEP) or 504 Plan when differentiating instruction for students with disabilities.

4.19     Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to General Education instruction. 

Florida ESOL Endorsement Competencies

Through successful completion of this course, the teacher candidate is able to:

1.1.A   Apply contextual information related to cultural values and beliefs to the teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. 

1.1.D    Apply information related to the effects of racism, stereotyping, and discrimination to the teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels.      

1.1.E    Apply information about home and school connections to build partnerships with ELLs’ families (e.g., Parent Leadership Councils (PLC)).

1.1.F     Apply concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels.        

2.1.D   Demonstrate proficiency in English and model the use of appropriate forms of English for different purposes.

2.2.D   Apply information related to the role of individual learner variables in the process of learning English as a second language.

 

Course Content:

1. Overview

1. History and Laws of Special Education
2. Service Delivery Models
3. Documentation for Special Needs and 504 Students

2. Responsibilities of the Inclusion Classroom Teacher

1. Identifying Students with Special Needs
2. Meeting the Requirements of the IEP
3. Modifications and Accommodations for ESE Students

3. Foundations and Applications of Differentiated Instruction
   1. Research Supporting Differentiated Instruction
   2. Providing Choices in the Classroom
   3. Multiple Pathways to Learning
4. Flexible Groupings to Maximize Student Learning
5. Tiered Lessons

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbook” button on the PASSPORT schedule of classes.

The Gordon Rule

This is not a Gordon Rule course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Students are encouraged to seek assistance from the professor. To further the educational process, the campus Learning Resources Centers, comprised of the Teaching/Learning and Computing Center (TLCC) JDA Student Success Center, and library, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote students’ academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College website.

Withdrawing From a Course

Students may officially withdraw from course(s) during any given term, provided they follow the appropriate policy and procedure. Following the conclusion of the Drop/Add Period, a student may officially withdraw without academic penalty from any credit course, provided he or she has submitted the appropriate forms to the Student Services Office no later than the published deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited admission programs may have specific guidelines regarding course withdrawal that vary from this policy. Individuals should refer to the student handbook for that program for more information. If a student stops attending class, the grade earned, usually an F, is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, withdrawal from the course will have on his or her financial aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who has been penalized for academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the three attempts. Limited admission programs may have specific guidelines regarding repeating a course that vary from this policy. Individuals should refer to the student handbook for that program for more information. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course will have on his or her financial aid status.

Academic Dishonesty

Each student is responsible for his or her work. It is assumed that each student is honest and will abide by this standard; however, in the event that there is an indication or suspicion of cheating/plagiarism, the situation shall be dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. Students should also refer to the course syllabus for more specific information.

Information Technology Access/Use Policy

All individuals who employ the information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State College Local Area and Wide Area Networks, and the Internet) must use these resources for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding the non-discrimination policies:
Valparisa Baker
Director, Equity & Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881-4299
Office: WAD 227, 863.292.3602 Ext. 5378, vbaker@polk.edu.

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Student Services Office on either campus and speak with a Disability Services Advisor or the Coordinator of Disability Services. Note: Limited admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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