www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Serving English Language Learners with Special Needs
EEND and MSED-611
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 12/06/2021
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Presents the complex challenges involved in serving English language learners with special education needs. The course focuses on research and teaching that services this population of learners. The educational performance of students from culturally and linguistically diverse backgrounds will be presented by disability prevalence data, race and language status. Knowledge and guidance in designing effective early intervention, assessment and instructional programs and services for English language learners with special needs will be emphasized. The legal and educational issues that relate to English language learners with special needs will be explored.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will demonstrate understanding of prevention and early intervention services to avert unnecessary special education referrals. Candidates will evaluate special education referrals and be able to distinguish struggling learners from students who are likely to have disabilities.
Serving the Community
Candidates will articulate positive attitudes toward language minority students and demonstrate the ability to interact with colleagues and community in a professional and ethical manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights on issues related to English language learners with special needs.
Finding Our Professional Selves
Candidates will demonstrate an enhanced understanding of their professional role as advocates of language minority students with special needs. Candidates will develop knowledge of a variety of special education alternatives for English language learners to ensure that language-and disability-related needs are being met.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Students will compare and contrast differential characteristics of individuals with disabilities across the range, including levels of severity and multiple disabilities and their influence on development, behavior and learning.(IPT 1,2,6; NB 1,2; CEC 1,3)
- Identify and understand the criteria/characteristics for all 13 disability areas defined in IDEA 2004. (IPT 1.A,1.B,1.G,2.A; CEC 1.1,3.1,3.2)
- Describe the philosophical, historical, and legal foundations of special education. (IPT 1.A,1.D,2.B,2.C)
- Identify and explain medical conditions affecting individuals with disabilities and the effects of various medications on their educational, cognitive, physical, sensory, social, and emotional behaviors. (IPT 1.D, 1.L, 2.E)
- Recognize the impact on learning for students with language disorders, processing deficits, cognitive disorders, behavioral/emotional/social disorders, physical disabilities and health impairments and the implications for teachers, parents, and employers as appropriate. (IPT 4.A,4.B,4.D,4.L,6.A,6.C,6.F; CEC 1.2)
- Students will identify the cognitive process associated with various kinds of learning and how these processes can be stimulated and developed. (IPT 1,2,3,5; NB 2,3; CEC 2,3,5)
- Discuss the central concepts and methods of inquiry and structure of individuals with disabilities (NB 2,3)
- Utilize and plan exceptional, functional or transitional programs for students with disabilities. (IPT 3.B,8.5,7.H,7.N)
- Apply the UDL method of lesson planning and development so that all students are included. (CEC 2.2,3.1,3.2,3.3,5.1,5.2,5.3)
- Describe and discuss instructional strategies that are based on individual learner characteristics. (CEC 2.1,2.2,3.1,3.3)
Internet research on disability websites and their critique
Candidates will respond to weekly discussion and reflection prompts.
- Course outcomes 1,2,3
- Standards IPT 3.B ,4.A,4.B,4.D,4.L,6.A,6.C,6.F,7.H,7.M,7.N 8.5; NB-2,3; CEC-1.2, 2.1, 5.1, 5.2, 5.3, 7.1, 7.2, 7.3; NB-3,4
Resource Guide for Assistive Technology
Candidates will develop a resource guide with at least 15 different Assistive technologies that will assist a student with disabilities in accessing general education.
- Course outcomes 2,4
- Standards NB 2,3; CEC 2.1,2.2,3.1,3.3; NB 5; IPT 1.G,3.E, 8.M; CEC 5.1,5.2,5.3
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.
- A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
- Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
- Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
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Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.