Pre-requisites:    Edu/ElEd 250, Psy 310, Submission of qualifying test score for admission to teacher education, co-enrollment in ElEd 345

Course description:    Focus will be on the range of student diversity and identification of characteristics of children in an integrated elementary classroom. Field experiences in public schools and/or other appropriate settings away from campus are required. Students are responsible for their own transportation to designated or assigned sites.

Rationale:    The Kentucky Education Professional Standards Board adopted in 1993 and revised in 1994 New Teacher Performance Standards for Preparation and Certification. ELED 355 has been developed to place the elementary education program in teacher education at Western Kentucky University in compliance with those standards. The course will provide students with an understanding of early childhood development and inclusion policies regarding diverse students in the classroom.

Course objectives and outcomes:

Teacher education students will comprehend and apply key concepts related to each of the New Teacher Standards

          *    Designs/plans instruction
          *    Creates/maintains learning climates
          *    Implements/manages instruction
          *    Assesses and communicates learning results
          *    Reflects/evaluates teaching/learning
          *    Collaborates with colleagues/parents/others
          *    Engages in professional development
          *    Knowledge of content

     The teacher education student will:

Standard(s) - Related Performance - Assessment

Course topics:
 
 

Topic	Components
What is Diversity?	Diversity defined Socio-economic status (SES) Gender issues Special needs learners Cultural/language Academics
Child Development	Physical Cognitive Affective Social
Range of Diversity	Gifted and talented Physically disabled Mentally disabled Socio-economically disabled Emotionally disabled Abused children Drug related problems ESL (English as a second language) Family structure
Student Gestalt	Differences and similarities Diversity found in student groups Social skills Multiple intelligences Language factors Inter and intra differences in students
Referral Processes	PL 94-142 and other legislation relating to student diversity Other legal issues Due process Referral forms IEP (individualized educational plan) Collaboration with specialists

KERA elements addressed:

Curriculum: Learning Goals and Academic Expectations
Kentucky Educational Technology System
Student Assessment and Accountability
School-Based Decision Making
Primary Program
Preschool Program
Family Resources/Youth Service Centers
Extended School Services
Professional Development
Regional Service Centers
Parental Involvement

Read related material and prepare for class activities
Actively participate in class/field experiences
Complete course assignments
Complete exams
Complete critical performances at a level of "C" or better
    Exceptional Education Report
    Web Site Review

*Bi-weekly Journal (150 points)
*Occasional Assignments (150 points)
*Written Assignments (250 points)
*Teacher Interview (100 points)
*Exceptional Education Report (100 points)
* Cognitive Tests - There are three tests; two tests during the semester and a final (300 points)
*Professionalism (150 points)

Grading scale:

Grade    Percent    Points

A            92+            1,098+
B           84-91        1,097-1002
C           76-83         906-1001
D           68-75         810-905
F            67-               809-

Policies and expectations:
    To receive full credit, assignments must be turned in on time.  It is the responsibility of the student to complete all work missed within a reasonable period of time, and late assignments will result in at least a 10% grade reduction.  Work is expected to be word processed, grammatically correct, and neat in appearance.  In the unlikely event than an assignment is lost, the student must demonstrate that the assignment was completed.  Therefore, it is suggested that a copy of all assignments be maintained.
    Class participation is essential, therefore, attendance and active participation is expected of all students.  Absences equating to 20% of class meetings will result in automatic failure.  Class sessions missed as a result of late entry will be counted as absences.

Textbook:

1.    Orozco, Linda (1998).  Perspectives:  Educating Diverse Populations.  Boulder, CO:  Coursewise Publishing, Inc.
2.    Passport. (1998).  Boulder, CO:  Coursewise Publishing, Inc.

1.    Cisneros, S. (1991).  House on Mango Street.  Vintage Books.
2.    Cameron, A. (1986).  More Stories Julian Tells.  New York:  Random House.
3.    Cullum, A. (1971).  The Geranium on the Window Sill Just Died but Teacher You Went
        right On.  Harlin Quist, Inc.
4.    Gonzales, R. (1972).  I Am Joaquin.  New York:  Bantam Books, Inc.
5.    Sachar, L. (1994).  There's a Boy in the Girls' Bathroom. New York:  Random House.
6.    Sachar, L. (1978).  Sideways Stories from Wayside School.  New York:  Avon Books.
7.    Williams, M. (1971).  The Velveteen Rabbit.  New York:  Doubleday & company, Inc.

American Educator Electronic Learning
The American Prospect Equity & Excellence in Education
The American School Board Journal Instructor
Brookings Review International Journal of Educational Reform
Clearing House Kappa Delta Pi Record
Comparative Education Review Kentucky Teacher
Computers in Schools The NASSP Bulletin
Education Reports Phi Delta Kappan
Education Week Principal
Educational Forum Teacher Magazine
Educational Horizons Teaching the Exceptional Child
Educational Leadership Teaching K-8
Educational Record Teaching Tolerance

Global Schoolhouse http://www.gsh.org
Kentucky Department of Education http://www.kde.state.ky.us
Kids Web http://www.npac.syr.edu:80/textbook/kidsweb/
NASA Educational Resources http://www.gsfc.nasa.gov/
School of Educational Resources http://www.telport.com:80/~vincer/
US Department of Education http://www.ed.gov/

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