COURSE SYLLABUS
Instructor: Ann Casstevens, M.Ed., L.P.C.
Department of Education
PO Box 9020 Tyler Junior College - Tyler Texas 75711
EMAIL: educ2301@yahoo.com
OFFICE: J 159
EDUC 2301 Introduction to Special Populations (3) This is a Texas Common Course Number.
An enriched integrated pre-service course and content experience that provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic, and academic diversity and equity with an emphasis on factors that facilitate learning. Lab provides the student with opportunities to participate in 16 hours of early field observations of P-12 special populations
Coordinating Board Academic Approval Number 1310015109
ASSIGNMENT DUE DATES
Exceptional Children: An Introduction to Special Education,
Eighth Edition by William L. Heward, Merrill Prentice Hall
ISBN0-13-119170-5
Welcome to Introduction to Special Populations (EDUC 2301)! This course focuses on diversity and equity with an emphasis on factors that facilitate learning.
By the end of the semester the student will be able to satisfactorily complete all the listed learning objectives.
Course Objectives
If you successfully complete this course you will be able to understand/demonstrate each of the following:
1. Discuss the major the major learning theories in education.
2. Relate issues of language to factors that facilitate learning.
3. Relate issues of gender to factors that facilitate learning.
4. Relate issues of socioeconomic status to factors that facilitate learning.
5. Relate issues of ethnicity to factors that facilitate learning.
6. Relate issues of academic diversity to factors that facilitate learning.
7. Relate issues of equity to factors that facilitate learning.
8. Read and comprehend assigned reading material, demonstrating the ability to analyze and interpret a
variety of materials.
9. Write in an intelligent and informative manner, demonstrating the ability to produce clear, correct, and
coherent prose adapted to purpose, occasion, and audience.
10. Think critically in analyzing information, demonstrating the ability to evaluate arguments and to
construct alternative strategies.
11. Display increasing computer literacy, demonstrating the ability to use computer-based technology in
communicating, solving problems, and acquiring information.
STUDENT RESPONSIBILITIES
Completing the textbook reading assignments.
Completing any additional reading or activities assigned, either as part of the lectures or as part of the assignments.
Completing all assigned activities
Completing Field Base Exoeriencerequirements
Completing all tests/evaluations and a final examination.
Completing all assignments on time.
Attending all class meetings and arriving on time. There are no excused or unexcused absences.
GRADING FOR THIS COURSE: CLICK HERE.
WAYS TO IMPROVE YOUR GRADE
If assignments are submitted by the due date and are not up to the instructor's expectations, the assignment may be returned for revision at the discretion of the instructor.
Most assessments are open book unless otherwise noted.
ON CAMPUS STUDENTS: Attendance is a major part of your grade. There are no excused or unexcused absences. The difference between an A or a B, passing or failing, may be determined by class participation. If you are not in attendance, you are not participating. When you are absent, you are required to notify the instructor via email or in writing the reason for that absence. This will help document attendance. You are expected to Sign In at each class meeting.
Correct grammar usage will be considered in your grade. Rules for correct usage are available on this web page. Go to the Table of Contents to click on that link. TJC provides a Writing Lab for help with your writing skills. Use it if necessary.
If you consistently refuse to improve any grammar errors, this will adversely affect your grade. It is important that educators have good communication skills. Remember, you are held to a higher standard of behavior and performance.
REMEMBER: YOU DETERMINE THE GRADE YOU MAKE BY THE AMOUNT OF EFFORT YOU ARE WILLING TO INVEST IN THIS COURSE.
To make the whole strong and unified, each part must be strong and supportive of the other parts. We are supportive of each other when we work to strengthen our own group--and when we speak up for groups other than our own when we see injustice and inequity. We learn to cooperate by recognizing and strengthening the interdependence that unites us.
The following quotation, attributed to Martin Niemoeller (1892-1984), helps us see that we are all in this life together.
In Germany they came first for the Communists,
and I didn't speak up
because I wasn't a Communist.
Then they came for the Jews,
and I didn't speak up
because I wasn't a Jew.
Then they came for the trade
unionists, and I didn't speak up
because I wasn't a trade unionist.
Then they came for the Catholics,
and I didn't speak up
because I was a Protestant.
Then they came for me,
and by that time
no one was left to speak up.