EDUC 2301 Introduction to Special Populations THE UNIVERSITY OF TEXAS AT BROWNSVILLE

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
EDUC 2301
Introduction to Special Populations
Spring 2012
Conceptual Framework & Knowledge Base
The conceptual framework contains four core concepts that are themes
through which we organize and deliver our programs; hence they are
central to our vision of professional educators and scholars.
These include:
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Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement
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To prepare highly skilled professionals to assume
roles and positions in teaching, research, educational
leadership, and human development.
To provide undergraduate and graduate programs based
on proven best practice, knowledge acquisition, reflective
inquiry, critical thinking, and respect for the culturally and
linguistically diverse learner.
To continuously develop a dynamic local, state, national, and
international, dimension that promotes innovations and contributes
to scientific educational, economic, and social change.
COE Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and
internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension
(language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators,
educational researchers, and professional at all levels, not only for the school system but for other economical and service
areas which require training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the University and will have
national prominence. It will be at the forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the
leadership and service they provide to the local, regional, and national educational communities in the previously
mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs.
You will receive one survey in the final semester prior to graduation regarding your program during your time here. A
second survey will occur within one year following graduation from or completion of a program, and will be sent to your
employer. This survey will focus on the preparation received at UTB. Please remember that your response to these
surveys is critical to UTB excellence.
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University of Texas at Brownsville
EDUC 2301
Introduction to Special Populations
Section 62
Spring 2012
Professor:
Email:
Phone:
Classroom:
Class days:
Class Time:
Kip Austin Hinton, Ph.D.
[email protected]
(956) 882 8979
M.R. Cardenas North 210
Mondays, Jan 23-May 14
4:25-7:05pm
Office:
EDBC 1.124 (Education Building)
Office hours: Mon 3:00-4:10pm
Tues 3:00-5:00pm
Wed 3:50-4:15pm; 7:05-8:45pm
and by appointment
Course materials
 Freeman, Y.S., Freeman, D.E., & Ramirez, R. (eds.) (2008). Diverse learners in the
mainstream classroom: Strategies for supporting all students across content areas. Portsmouth, NH: Heinemann.
[textbook available from UTB bookstore & amazon.com]
 Additional content on Blackboard
 NOTE: A Tk20 account may be required for this course. Your instructor will inform you of its necessity. Tk20 is
an electronic toolkit used by candidates and other school professionals to provide evidence that they have
mastered state and professional standards for the profession, as a necessary component of the College of
Education’s assessment program. Additional information regarding Tk20 is available at: https://tk20.utb.edu/
Course Description
This education course introduces students to issues related to characteristics of special needs populations as well as
classroom strategies for instruction of diverse populations. Students will also be introduced to the legal issues related to
students with special needs. Field experience required. Lec. 3, Cr. 3
Course Objectives
The purpose of this course is to help students understand the various needs of multicultural diversity and socioeconomic
diversity within school populations. By the end of this course, students will have a strong understanding of:
1. Students’ cultural differences
2. First- and second-language acquisition
3. Communication difficulties
4. Learning styles and differences
5. Behavioral issues
6. Physical and mobility issues
7. Gender and sexuality differences
8. Assistive technology
9. Legal issues related to instruction of special populations
Course Requirements and Method of Evaluation
Assignment
Assessment Weight
Classwork:
Attendance
5%
Daily participation
5%
Online Discussions
10%
Field Experience fieldnotes & log*
5%
Papers:
2
Reflective Essays (2)
Research paper 1st draft
Research paper final draft
Presentation: fieldnotes or research paper
Tests:
Quizzes (3)
Midterm
Final exam
10%
5%
15%
10%
10%
5%
20%
100%
Field Experience requires a minimum of 15 hours of field observations/experience. You must visit a PK-12 classroom.
You may observe and/or help the teacher as necessary, for 15 hours. Complete the field experience record log each time
you are there, and have the teacher sign it. Take notes on your observations, because you will deliver a presentation to the
class on your experience. Specific guidelines will be given before the due date.
*Though the fieldnotes and log are only 5% of the total grade, they are required to pass EDUC 2301. If you do not
submit fieldnotes and a log, you will receive an “I” (incomplete).
The Research paper will be about a topic from our readings, chosen by the student (you) and possibly based on an online
discussion. It will be 4 to 7 pages, supported by outside sources as well as our textbook.
The presentation will be in the form of a poster or a prezi/powerpoint. The format will be assigned, and the content will
explain either your field experience or your research paper. The presentation cannot be rescheduled. It will be part of a
small conference, called “Education for All,” which will happen during our normal class time on May 7.
Reflective Essays will cover topics from the readings and class. You will write three reflective essays. Each reflective
essay will be two pages in length. You will elaborate on your opinion of the material, and how the learned material has
impacted you as a human being and as a future teacher. You should refer to the readings, but your writing should focus on
your understanding and opinion about the topics.
Quizzes and the midterm will not be open-book, but they will be relatively short. If you are not in class during a quiz, you
receive a zero. If you know you will be absent ahead of time, it may be possible to arrange to take the quiz or midterm
early.
Classwork includes individual and group discussions, activities, and small presentations to complete during class time.
Students must be present in class. The grade received in those activities will be determined by the quality of the work
completed and the level of active participation. Classwork missed due to absence, arriving late, or leaving early cannot be
made up.
Online discussion writing is assigned once a week, after every class. You must respond to the discussion on Blackboard
before the next class meeting.
The final exam will be comprehensive, which means it includes material from the entire semester. You should be prepared
to write about concepts from all course readings. The final cannot be rescheduled.
Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves
the right to change any provisions herein, not covered by UTB Handbook of Operating Procedures or UT Regent Rule,
with notice if circumstances so warrant. Every effort will be made to keep students advised of such changes and
information about such changes will be available at all times from the instructor. It is the responsibility of each student to
know what changes if any, have been made to the provisions of this syllabus and to successfully complete the
requirements of this course. Questions regarding information on the syllabus and course requirements need to be
addressed by the students when the syllabus is received.
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Tentative Course Outline
Week Date
Activity
1
Jan 23
Course Introduction
Cultural Diversity
2
Jan 30
English Language Learners
Quiz
3
Feb 06
Bilingual Education
4
Feb 13
Reflective essay 1 due (ELLs and Bilingual Ed.)
Students with Disabilities
5
Feb 20
Gifted Students
Quiz
6
Feb 27
Multiple Intelligences
7
March 5
Technology for diverse students
March 12
Spring Break
8
March 19
Reflective essay 2 due (Multiple Intelligences and Technology)
Diversity in Early Childhood
Midterm
9
March 26
Mathematics and diverse learners
10 April 02
Literacy and diverse learners
Quiz
11 April 09
Social Studies and diverse learners
12 April 16
writing day
13 April 23
Research paper 1st draft due
14 April 30
Research paper final draft due
Class ends early
16 May 07
“Education for All” Undergraduate Conference (4:25-8:15pm)
Presentation due
Field Experience fieldnotes due
May 14
Final Exam
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Grading System
Assignments will be assessed with numbers. A final grade of “A” through “F” will be awarded based on the
following scale:
Letter
minus
Standard
Plus
A
90 - 92 (A-)
93 - 97 (A)
98 - 100 (A+)
B
80 - 82
83 – 87
88 – 89
C
70 - 72
73 – 77
78 – 79
D
60 - 62
63 – 67
68 – 69
F
0-59
I
[“incomplete”]
A grade of “I” will only be issued if both of these conditions are met:
1) there is a significant interruption not caused by student negligence, and
2) the student’s previous assignments have received high grades.
Policies
1) Communication with the Instructor: The best way to contact me is in person after class, or via e-mail,
[email protected]. If you have questions or concerns, it is your responsibility to contact me. Aunque nuestra
clase es en ingles, me pueden comunicar en español antes o después de la clase, si lo prefieren.
2) Attendance: Prompt and regular attendance is required. Students are allowed one absence with no penalty. Being
late to class twice, or leaving early twice, constitutes one absence. A student may be dropped from the course at
the instructor’s discretion after 3 absences.
3) Make-up Policy: If you are sick or unable to attend, ask a classmate or friend to deliver your assignments. A late
assignment can be accepted up to 7 days after the due date – with a 50% penalty. No assignments will be accepted
after 7 days.
There will be no make-up quizzes. Class activities missed due to absence will not be made up.
4) Cell Phones: Turn off your phone. Never let your cell phone ring during class. Never answer your cell phone (for
phone calls, texting, or checking messages) in the classroom. If you need to make a phone call, you must quietly
leave the classroom. If I see you using a phone, I may keep it until the end of class.
5) Computers: You may use laptops or tablets to take notes. I will tell you when class activities allow use of the
internet, on phones or computers. Never check email, facebook, or anything unrelated to class. You can do this
during the break or after class.
6) Restroom: If you need to use the restroom, you have permission to leave for a few minutes.
7) Music: Never listen to music during class.
8) Eat and Drink: Do not eat in the classroom. Never leave water bottles or other trash in the classroom.
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB monitors academic progress every fall and spring semester to identify those students who are experiencing
difficulty with their courses. Satisfactory Academic Progress (SAP) is based upon two components: GPA of 2.0
or higher and successful course completion of at least 70% of course work attempted. Students remain in
good standing with the university and Financial Aid when both criteria are met. Students who do not maintain
these required minimum standards will be placed on probation or suspension as appropriate. The complete
Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial Aid
policy can be found in the current Undergraduate Catalog. For more information, please visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
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SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of
failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to
cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in
part to another person, taking an examination for another person, any act designed to give unfair advantage to a
student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the
integrity of the University, policies on scholastic dishonesty will be strictly enforced. (Board of Regents Rules
and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure
you to cheat. Your grade, academic standing and personal reputation are at stake. For a brief informative video on
cheating and its consequences, click on “Academic Integrity at UTB” at this link:
http://www.utb.edu/sa/studentlife
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on time. Students are
responsible for all class work and assignments. On recommendation of the instructor concerned and with the
approval of the Dean, students may, at any time, be dropped from courses. This may result in a “W” or “F” on the
student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB Academic Continuity Program, academic courses, partially or entirely,
will be made available on the MyUTB Blackboard course management system. This allows faculty members and
students to continue their teaching and learning via MyUTB Blackboard http://myutbtsc.blackboard.com, in case
the university shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTB Blackboard to post announcements notifying faculty members and students of
their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will
notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the
requirements for that course. Failure to access course materials once reasonably possible can result in a reduction
of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and the institution, the
instructor, and fellow classmates will take place using the features in your MyUTB Blackboard and UTB email
system. Therefore, all students must use Scorpion Online to provide a current email address. Students may update
their email address by following the link titled “Validate your e-Mail Account” in MyUTB Blackboard Portal. In
the event of a disaster, that disrupts normal operations, all students and faculty must make every effort to access
an internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in this class
should notify the Disability Services Office early in the semester so that the appropriate arrangements may be
made. In accordance with federal law, a student requesting accommodations must provide documentation of
his/her disability to the Disability Services counselor. For more information, visit Disability Services in the
Lightner Center, call 956-882-7374 or e-mail [email protected].
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Student Information Sheet
Course: EDUC 2301, Spring 2012
Professor: Kip Austin Hinton, Ph.D.
Full name: ____________________________________________________________
Name your friends call you: ______________________________
UTB/TSC Student ID number: _____________________________
Email address: _________________________________________
What languages and dialects do you speak? ____________________________________________________
_________________________________________________________________________________________
What is your college major? Why is it interesting to you? (if you are not sure, write some possibilities.)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Who is your favorite teacher, ever? Why? _____________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
If you could change one thing about the U.S. education system, what would you change? Why? _______
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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