TELC 2010 Syllabus
TELC 2010 - Survey of Exceptionalities and Diversity
3 Credit Hours
This course will enable instructors to identify psychological, physical, educational, medical, behavioral and learning characteristics and needs of individuals with various disabilities, as well as working with students from diverse cultural, social, ethnic and racial backgrounds. It will also include information regarding the modification and adaptation of instruction as it relates to ADA in order to fit individual needs and learning styles. This course will also enable the instructor to develop individualized educational programs with the principles of normalization and the least restrictive environment.
(For more details, refer to the Tennessee Professional License Standards
1. Understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development. (DOE Std. 2)
2. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. (DOE Std. 3)
3. Use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom. (DOE Std. 6)
1. Know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter. (DOE Std.1)
2. Understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students. (DOE Std. 4)
3. Use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation. (DOE Std. 5)
4. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. (DOE Std. 7)
5. Know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner. (DOE Std.8)
6. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally. (DOE Std. 9)
7. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students' learning and well-being. (DOE Std. 10)
8. Use technology and technology based resources to facilitate developmentally appropriate student learning. (DOE Std. 11.A)
9. Use technology to enhance their professional growth and productivity. (DOE Std. 11.B)
10. Effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources. (DOE Std. 11.C)
11. Demonstrate advanced knowledge of the etiology of moderately and severely disabling conditions. (DOE C I.A)
12. Demonstrate advanced ability to identify psychological, physical, educational, medical, behavioral, and learning characteristics and needs of individuals with various disabilities. (DOE II.G)
13. Demonstrate advanced ability to describe etiologies and characteristics of mildly disabling conditions, of physical and health disabilities, and of conditions affecting individuals with learning disabilities. (DOE M.I.B)
14. Demonstrate advanced knowledge of common etiologies and the impact of sensory disabilities on learning and experience. (CEC 2.K.5)
15. Demonstrate advanced knowledge of the origin, development, and application of the principles of normalization and least restrictive environment. (DOE II.C)
16. Demonstrate advanced ability to identify the prevalence/incidence of individuals with various disabilities; understanding the need to maintain natural proportions in community-based instruction. (DOE II.B)
17. Demonstrate advanced knowledge of the history, educational philosophies, definitions, etiologies, and classification systems for the various handicapping conditions. (DOE II.A; CEC/FIC I.K.2)
18. Demonstrate advanced knowledge of psychological and social-emotional characteristics of individuals with disabilities. (CEC/FIC 2.K.3; CEC 2.K.4)
19. Demonstrate advanced knowledge of current educational terminology and definitions of individuals with disabilities* including the identification criteria and labeling controversies, using professionally accepted classification systems, and current incidence and prevalence figures. (CEC 1.K.1)
20. Demonstrate advanced knowledge of differing perceptions of deviance, including those from mental health, religion, legal-corrections, education, and social welfare. (CEC 1.K.3)
21. Demonstrate advanced knowledge of the legal system to assist individuals with disabilities. (CEC 1.K.5)
22. Demonstrate advanced knowledge of evolution and major perspectives from medicine, psychology, behavior, and education of the definitions and etiologies of individuals with disabilities. (CEC 1.K.2)
23. Demonstrate advanced knowledge of the impact of disabilities on auditory skills. (CEC 4.K.4; CEC/FIC 4.K.3)
24. Demonstrate advanced knowledge of common environmental and personal barriers that hinder accessibility and acceptance of individuals with disabilities. (CEC 6.K.4)
25. Demonstrate advanced ability to articulate the teacher's ethical responsibility to non-identified individuals who function similarly to individuals with disabilities. (CEC 8.S.2)
26. Demonstrate advanced ability to delineate the principals of normalization versus the educational concept of least restrictive environment in designing educational programs for individuals with disabilities. (CEC/FIC 1.S.2)
27. Demonstrate advanced ability to describe and define general developmental, academic, social, career, and functional characteristics of individuals with disabilities as they relate to levels of support needed. (CEC 2.S.1)
28. Demonstrate advanced ability to maintain confidentiality of medical and academic records and respect for privacy of individuals with disabilities. (CEC/FIC 8.S.4)
29. Demonstrate advanced knowledge of physical development, physical disability, and health impairments as they relate to the development and behavior of individuals with disabilities. (CEC 2.K.1)
Overview of Special Populations
Overview of Career and Technical Education
Overview of Learners with Disabilities
Overview of Diverse Learners
Overview of Curriculum Modification
Overview of Instructional Delivery
Overview of Evaluation Strategies
Overview of Student Services
Students are required to complete the following assignments/tasks:
1. Read chapters in textbook which correspond to the content in each module. The chapters along with a study guide are listed in the Module Guide. Students will then go through the presentations (presentations are based on the important content in the chapter) and will complete activities assigned in the modules which include a set of reflective questions that students will answer and submit to the assignments Dropbox (10 points each). Each module contains a specific activity which is to be completed and submitted to the Dropbox (10 points each). Modules require participation in online discussions/posting on the discussion boards.(15 points per module) Each module guide contains a specific discussion question or topic to be addressed. The total is 280 points; 8 activities @ 10 points each, 8 sets of reflective questions @ 10 points each, and 15 points for participation with questions/comments to the discussion board for each of the eight modules for a total of 120 points. To meet the participation requirement, there must be at least one original question or comment (10 points) and a response to at least one posting by another person (5 points) for each module for a total of 15 points per module.
2. Complete eight quizzes and a final exam (120 points; 8 quizzes @ 10 points each and a final for 40 points).
The questions on the quizzes and on the final exam will be based on the presentations/reflective questions, textbook readings, and supplemental materials posted in the modules. The common question types on the quizzes will be multiple-choice, true and false and fill-in-the-blanks. The final is comprehensive, i.e., will cover all the modules
|Assignment Name||Number of Assignments||Points|
|Module Activity||8 activities @ 10 points each||80 points|
|Reflective Questions||8 set of questions @ 10 points each||80 points|
|Discussions||8 topics @ 15 points each||120 points|
|Quizzes||8 quizzes @ 10 points each||80 points|
|Quizzes||8 quizzes @ 10 points each||80 points|
Desire2Learn is the official course management tool for RODP. Students should be skilled in using the tools of Desire2Learn especially the e-mail, discussion board, assignment drop-box, and taking a quiz*. An online tutorial website is also available that will explain and demonstrate each of the tools. You may also contact your home university for a hands-on training of how to use Desire2Learn. Students should be skilled in using WORD, sending and receiving e-mails with attachments. Skilled in using a web browser to connect to websites (Internet Explorer). Skilled in developing PowerPoint presentations and sending them by e-mail attachment.
*Note: Students in need of assistance in acquiring these skills may contact their home university campus content for on-site assistance and training in the noted areas.
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
The textbook is usually packaged with a CD-ROM. The CD contains practice quizzes, interactive glossary, forms and reference material. This resource is for your independent use.
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
All tests will be online and must be taken during the designated testing period of time.
Students will be graded on the quality of their work on items that will reflect their competencies of the course objectives. Rubrics will be included to guide students in completing written assignments. Students will also be graded on their participation in the discussion segment of this course.
Students must complete all the assignments noted in each modules. Each module will contain assigned readings, information presentations, activities, and website exploration. Students will complete papers, projects, lesson plans, and quizzes in each module. These assignments will be graded based on specifications which are included within this course
Class participation represents a portion of your grade and is measured by your participation in the weekly discussion board. The weekly discussion is based on the assigned readings and other projects and student answers must indicate a thorough understanding of those readings and projects. Answers must be thoughtful, reflective, and thorough. Students will receive a grade for discussion posting. Other ungraded discussion boards will also be available for students to communicate with their classmates.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.