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 serving Polk County and beyond, transforms students’ lives through the power of teaching and lifelong learning by providing access to affordable associate and baccalaureate degrees, career certificates, and workforce employment programs, delivered through various modalities and innovative technologies and 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 Two: Application of Research-Based Instructional Practices.
• Demonstrate Florida Reading Endorsement Competency Four: Foundations and Applications of Differentiated Instruction.

G. Integration of the Reading Components
2.G.1 Apply comprehensive instructional practices, including writing experiences that integrate the reading components.
2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g. text coding such as INSERT, two-column notes).
2.G.3 Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).
2.G.4 Use research-based guidelines for selecting literature and domain- specific print and digital text appropriate to students’ age, interests, and reading proficiency (e.g., young adult literature, informational texts).
2.G.6 Triangulate data from appropriate reading assessments to guide instruction.

Reading Endorsement Competency Four (Foundations and Applications of Differentiated Instruction)
Upon successful completion of this course, the student is able to:
4.1 Identify and apply information related to socio-cultural, socio-political, and psychological variables to differentiate reading instruction for all students.
4.2 Identify 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 Evaluate and apply current theories of second-language acquisition to differentiate instruction for English Language Learners of diverse backgrounds and various levels of prior education.
4.4 Identify factors impeding students’ 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 development, cognitive development, and reading acquisition in individuals of different age groups (i.e., primary, intermediate, and secondary levels) and abilities.
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 texts, 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 students’ reading progress and differentiating instruction.
4.13 Monitor students’ 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 abilities.
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 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.

Additional Course Outcomes and Competencies to be Reinforced:
Florida ESOL Endorsement Competencies

Upon successful completion of this course, the student 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

a. History and Laws of Special Education
b. Service Delivery Models
c. Documentation for Special Needs and 504 Students

2. Responsibilities of the Inclusion Classroom Teacher

a. Identifying Students with Special Needs
b. Meeting the Requirements of the IEP
c. Modifications and Accommodations for ESE Students

3. Integration of Reading Components

4. Foundations and Applications of Differentiated Reading Instruction

a. Research Supporting Differentiated Instruction
b. Providing Choices in the Classroom
c. Multiple Pathways to Learning

5. Flexible Groupings to Maximize Student Learning

6. 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 Textbooks” button on the PASSPORT schedule of classes.

College-Level Communication and Computation Skills

State Rule 6A-10.030 does not apply to this course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Each student is encouraged to seek assistance from the professor. To further the educational process, the Learning Resources Centers, comprised of the campus Teaching/Learning and Computing Centers (TLCCs), JDA Student Success Center, and campus libraries, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote 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. The 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

A student may officially withdraw from a course during any given term, provided he or she follows the appropriate policy and procedure. Following the conclusion of the Drop period, students may officially withdraw without receiving a grade from any course, provided they do so no later than the published withdrawal 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; these guidelines are listed in the specific program handbooks. 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 third attempt. Limited admission programs may have specific guidelines regarding repeating courses that vary from this policy; these guidelines are listed in the specific handbooks. 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 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 or 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. More specific information can be found in the Course Syllabus.

Information Technology Access/Use Policy

The information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State Local Area and Wide Area Networks, and the Internet) must be used 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 and Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881
Office: WAD 227
Telephone: (863) 292-3602
e-mail: 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 Coordinator or Director 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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