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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 07/19/2020

Mission Statement


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. 

Description

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.

Objectives

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.

Understanding Students

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.

Outcomes

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:

  1. 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)
  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)

Materials

Obiakor. F. E. &  Rotatori, A. F. (2014). Multicultural Education for Learners with Special needs in the Twenty-First Century.

Assignments

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

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

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. 

Academic Integrity

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.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

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.

Additional Items