1 COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION SYLLABUS The College of Education CAREs The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html 1. EGI 5051 3 Graduate credit hours 2. Nature and Needs of Gifted Learners 3. Instructor(s): Elizabeth Shaunessy, Ph.D.; Michael Matthews, Ph.D. 4. Prerequisites: Bachelor’s degree 5. Course description: This survey course examines the characteristics and educational needs of children and youth who are gifted, including those from special populations. Emphasis is on giftedness as defined historically, nationally and locally. The course also explores changing views of intelligence and talent development related to policy and practice in gifted education as well as the processes of identification and programming. 6. Course Goals and Objectives: As a result of this course, participants will be able to: 6.1 Compare and contrast historical with current national, state, and local definitions of gifted. 6.2 Demonstrate knowledge of major historical and contemporary trends and attitudes that have influenced gifted education. 6.3 Identify and compare popular theories of intelligence which pertain to gifted education. 6.4 Identify prevalence/incidence of giftedness in the school age population. 6.5 Describe and interpret prominent research findings that have impacted gifted education. 6.6 Identify the laws that have human and educational rights provisions for gifted students. 6.7 Describe methods to insure the legal rights of gifted students. 6.8 Describe State Board of Education rules for exceptional student education that pertain

2 to gifted programs. 6.9 Apply the major components of an educational plan to a gifted student. 6.10 Identify and describe cognitive and affective behaviors indicative of giftedness. 6.11 Match concomitant problems and needs with characteristics of giftedness. 6.12 Distinguish between characteristics of students with high academic aptitude from students with exceptional creative or social abilities. 6.13 Demonstrate awareness of the patterns of influence on giftedness, e.g. home, culture, self, and education. 6.14 Demonstrate knowledge of normal and advanced child development. 6.15 Describe traditional assessment instruments used to identify gifted students. 6.16 Define advantages and disadvantages of different types of assessment instruments used to identify gifted students. 6.17 Describe the teacher's responsibilities in the district procedural steps for screening and identifying students for the gifted program. 6.18 Interpret a student's assessment data using state identification criteria in order to recommend appropriate placement. 6.19 Identify current and emerging trends in the identification of giftedness. 6.20 Identify and define different types of placement models which provide services to gifted students. 6.21 Compare and contrast selected program options for gifted students along the continuum of services. 6.22 Describe the philosophy and services supported by the local program for gifted. 6.33 Identify approaches available to evaluate gifted programs. 7. Content outline: 7.1 Definitions of giftedness 7.2 History of gifted education 7.3 Programs and services for the gifted 7.4 Strategies for teaching the gifted 7.5 Legal issues in teaching the gifted 7.6 Resources and materials for teaching the gifted 7.7 Screening, identification, and assessment of the gifted 7.8 Service delivery models 7.9 Teachers of the gifted 8. Evaluation of Student Outcomes 8.1 Discussion board postings will be evaluated according to a rubric. The grades for these postings account for 40% of their overall grade. One of the discussion board postings will be a 'critical task' for this class. Critical Tasks are those which hold a special place in our assessment of the student and the way she understands and demonstrates competence in the Florida Educator Accomplished Practices. This particular critical task posting will be due during the next to the last week of the course. A formal assignment for the critical

3 task will be placed in the weekly assignment folder for that week. It will be a reflective essay, concerning growth and development connected to an earlier assignment of the semester. 8.2 WWW for parents/educators will account for 10% of their grade and follow the rubric for this assignment. Students must earn a 3 or better on this task or repeat it until this score is achieved. 8.3 The review of literature will account for 30% of the grade. 8.4 Midterm evaluation: 20% of grade. 9. Grading: Final grades will follow this scale: Grades: A 90-100 B 80-89 C 70-79 No grade below “C” will be accepted toward a graduate degree. This includes C- grades. 10. Required Texts: 10. 1 Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th edition). Needham Heights, MA: Allyn and Bacon. 10.2 American Psychological Association (2001). Publication Manual of the American Psychological Association. Washington, D.C.: Author. 11a.

ADA Statement: Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request.

11b.

USF Policy on Religious Observances: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.

4 Attachment I 1. Rationale for Setting Goals and Objectives: What sources of information (e.g., research, best practices) support the formulation and selection of course goals and objectives. Not only are many of our gifted students overlooked but also schools and teacher training programs ignore many forms of giftedness. The university can offer a training perspective that is broader than the local district initiative while still staying finely tuned to the issues and concerns most often encountered throughout Florida and in other states. Competencies are clustered under five major areas. First, a sound knowledge of foundations must include a critical analysis of political, socio-economic and philosophical influences on the historical evolution of gifted education. A comparative examination of traditional and merging theories of intelligence as well as a review of prominent theoretical and empirical research that has impacted gifted education and the study of giftedness helps to ground the professional who is grappling with tomorrow’s issues. Second, professionals must develop a clear understanding of federal and state legislation, litigation, rights accorded to students and their families, as well as pertinent State Board of Education rules and regulations regarding identification, educational planning, curriculum, and programming for gifted programs. Third, in order to plan for students accordingly, professionals must be familiar with both cognitive and affective characteristics, concomitant problems, and associated needs that gifted students evidence. Fourth, it is also essential for professionals to have knowledge of a variety of procedures used for assessing and identifying students for gifted programs. Certain ethnic groups, economically disadvantaged, and limited English speaking students are typically under-represented in gifted programs. This course examines bias in assessments, referrals, and placement. Additionally, current state efforts to eliminate this bias are examined. Fifth, professionals must understand the components of program development and evaluation in order to be able to match program options and administrative arrangements and best meet the needs of gifted students.

2. What aspects of the COE conceptual framework is/are specifically addressed in this course? Content and professional knowledge are addressed in this course, as educators are learning about the characteristics, needs, and curricular modifications appropriate for of the gifted. Technology: • Students locate research-based articles for their reviews of literature using electronic databases. • Students locate relevant websites for parents or educators of gifted learners using the Internet. Reflection, analysis, and inquiry: throughout the course students are asked to reflect upon their practice and consider how the information and assignments have shaped their understanding of the needs of special populations of the gifted and how their practice can be adjusted to meet these needs. Students are asked to analyze textual information. Ethics and diversity are addressed throughout the course, as special populations are addressed. Student learning and development is addressed through the analysis

5 of the chapters and other readings, and the analysis of one’s practice. 3.

List the specific competencies addressed from the relevant national guidelines. 3.1 NBPTS Core Propositions 3.1.1 Teachers are members of learning communities. 3.1.2 Teachers know their subjects and how to teach those subjects. 3.1.3 Teachers think systematically about their practice and learn from experience. 3.1.4 Teachers are committed to students and their learning. 3.1.5 Teachers are responsible for managing and monitoring student learning. 3. 2 CEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students with Gifts and Talents

Special Education Standard #1:

Foundations

Gifts and Talents Knowledge: GT1K1 GT1K2 GT1K3 GT1K4 GT1K5 GT1K6 GT1K7 GT1K8 GT1K9 GT1K10 GT1K11 GT1K12 GT1K13 GT1K14 GT1K15 Skills:

Historical foundations of gifted and talented education. Models, theories, and philosophies that form the basis for gifted education. Laws and policies related to gifted and talented education. Relationship of gifted education to the organization and function of educational agencies. Issues in definition and identification of individuals with gifts and talents, including those from culturally and linguistically diverse backgrounds. Incidence and prevalence of individuals with gifts and talents. Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. Impact of labeling individuals with gifts and talents. Potential impact of differences in values, languages, and customs that can exist between the home and school. Impact of the dominant culture on shaping schools and the individuals who study and work in them. Rights and responsibilities of students, parents, teachers and other professionals and schools related to exceptional learning needs. Issues and trends in gifted education and related fields. Laws, policies, and ethical principles regarding behavior management planning and implementation. Teacher attitudes and behaviors that influence behavior of individuals with gifts and talents. Historical points of view and contributions of culturally diverse groups. None

Special Education Standard #2: Development and Characteristics of Learners Gifts and Talents Knowledge: GT2K1 GT2K2 GT2K3

Typical and atypical human growth and development. Similarities and differences of individuals with and without gifts and talents and the general population of learners. Similarities and differences among individuals with gifts and talents.

6 GT2K4 GT2K5 GT2K7 GT2K8 GT2K9 GT2K10 Skills:

Educational implications of various gifts and talents. Characteristics and effects of the cultural and environmental milieu of the child and the family. Cognitive characteristics of individuals with gifts and talents in intellectual, academic, creative, leadership, and artistic domains. Affective characteristics of individuals with gifts and talents in intellectual, academic, creative, leadership, and artistic domains. Effects of families on the development of individuals with gifts and talents. Family systems and the role of families in supporting development and educational progress for students with gifts and talents. None

Special Education Standard #3:

Individual Learning Differences

Gifts and Talents Knowledge: GT3K1 GT3K2 GT3K3 GT3K4 GT3K5 GT3K6 Skills:

Impact of diversity on educational placement options for individuals with gifts and talents. Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with gifts and talents, family, and schooling. Impact gifts and talents can have on an individual's life. Academic characteristic of individuals with gifts and talents, and disabilities. Affective characteristics of individuals with gifts and talents, and disabilities. Impact of multiple exceptionalities that may result in sensory, motor, or learning needs. None

Special Education Standard #4:

Instructional Strategies

Gifts and Talents Knowledge: GT4K1 GT4K2 Skill: GT4S1 GT4S2 GT4S3 GT4S4 GT4S5 GT4S6 GT4S7

Sources of differentiated materials for individuals with gifts and talents. Technology for planning and managing the teaching and learning environment. Select, adapt, and use instructional strategies and materials according to characteristics of individuals with gifts and talents. Use instructional time effectively. Teach individuals to use self-assessment, problem solving and other cognitive strategies to meet their needs. Choose and use technologies to modify the instructional process. Use strategies to facilitate effective integration into various settings. Integrate social skills into the curriculum. Use procedures to increase the individual’s self-awareness, self-management, self-control, selfreliance, self-esteem, and self-advocacy.

Special Education Standard #5: Learning Environments and Social Interactions Gifts and Talents Knowledge:

7 GT5K3 GT5K4 GT5K5 GT5K6 GT5K8 Skills: GT5S1 GT5S3 GT5S4 GT5S5 GT5S6 GT5S7 GT5S8 GT5S9 GT5S10 GT5S11 GT5S12 GT5S13 GT5S14

Effective management of teaching and learning for students with gifts and talents. Acceleration, enrichment, and counseling within a continuum of service options for individuals with gifts and talents. Grouping practices that support differentiated learning environments. Ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage. Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. Establish and maintain rapport with individuals with gifts and talents. Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. Design learning environments that encourage active participation in individual and group activities. Create an environment that encourages self-advocacy and increased independence. Teach self-advocacy. Prepare and organize materials to implement daily lesson plans. Design and manage daily routines. Direct activities of classroom volunteers. Use universal precautions. Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. Use communication strategies and resources to facilitate understanding of the subject matter for students whose primary language is not the dominant language. Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group or person.

Special Education Standard #6:

Language

Gifts and Talents Knowledge: GT6K3 Skills:

Importance of the teacher serving as a model for individuals with gifts and talents. None

Special Education Standard #9:

Professional and Ethical Practice

Gifts and Talents Knowledge: GT9K2 GT9K3 Skills: GT9S1 GT9S2 GT9S3 GT9S5

Organizations and publications, relevant to the field of gifted education. Continuum of lifelong professional development. Articulate personal philosophy of gifted education. Access information on meeting the needs of students with gifts and talents. Conduct self-evaluation of instruction. Maintain confidential communication about individuals with gifts and talents.

8 GT9S6 GT9S7 GT9S8 GT9S9 GT9S10 GT9S11 GT9S12 GT9S13 GT9S14 GT9S15 GT9S16 GT9S17

4.

Use verbal, nonverbal, and written language effectively. Demonstrate commitment to developing the highest educational potential of individuals with gifts and talents. Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individual students. Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession. Engage in professional activities that benefit individuals with exceptional learning needs, their families, and colleagues. Conduct professional activities in compliance with applicable laws and policies. Practice within one's skills limit and obtain assistance when needed. Practice within the CEC Code of Ethics and other standards of the profession. Maintain knowledge of research and literature in special and gifted education. Participate in the activities of professional organizations related to gifted and talented education. Reflect on one's practice to improve instruction and guide professional growth. Act ethically in advocating for appropriate services.

Are there field-based experiences in this course? If so, please briefly indicate the setting, nature, and duration of each.

No field experience required.

5. (a) Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate, and improve instruction. Students access the Internet to locate and evaluate appropriate websites for parents or teachers of the gifted, and must provide a rationale for their selections. They also use electronic databases within the university’s library to access recently-published articles for heir review of literature. To access the course materials, student use Blackboard. (b) Are students required to access and demonstrate use of technology in instruction and/or record keeping in this course? If so, please briefly describe. Yes, students must demonstrate use of technology in instruction through locating appropriate websites for teachers or parents of the gifted for their WWW assignment. 6.

How are issues of diversity addressed in this course? Indicate which aspect(s) of the course (e.g., instructional strategies and/or experiences) provide the candidates the opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help all students learn. (“All students” includes students with various learning styles, students with exceptionalities and different ethnic, racial, gender, language, religious, socioeconomic, and regional/geographic origins, and achievement levels.) Diversity is addressed through examining the state’s identification criteria for gifted students with Limited English Proficiency (LEP) or Low Socio-economic status, formerly known as Plan B. Students are also introduced to issues of diversity regarding the identification, characteristics, and services for gifted students from various ethnic and racial backgrounds, gifted students with disabilities, and gender issues of gifted students.

9

Attachment I (continued)

Assignment

Accomplished Practices

Week Two:

Critical Thinking; Knowledge of Subject Matter

Establishing a Foundation: situating the learning and setting some goals Week Three: Fortifying the Foundation: transforming intuitive beliefs; distinguishing myth from reality; exploring the history Week Four: Who are the Gifted? Issues of identification, advocacy, and the law

Week Five: Identification of Gifted Learners: focusing on pertinent issues regarding giftedness across a spectrum of students Week Six: Bringing the Learning Together: Applying newly gained knowledge to a specific resource

Week Seven: Counseling and Guidance Needs of Gifted Learners: synthesizing the needs from different resources Week Eight: Gifted Education and No Child Left Behind: how does current law affect gifted education? Week Ten: Gifted Curriculum, What Makes it Work? Several models

CEC Standards

Course Objectives 1, 3

Continuous Improvement; Knowledge of Subject Matter; Role of the Teacher

Understand the Patterns of Influence on Gifted Students;

1, 4

Assessment; Diversity; Role of the Teacher

Understanding of the Links Btween SelfConcept and School Achievement; Understanding of the Special needs of Gifted Students from Special Populations Understanding of the Special needs of Gifted Students from Special Populations;

2, 3

Human Development and Learning; Assessment; Ethics

Learning Environments; Role of the Teacher; Knowledge of Subject Matter

Role of the Teacher; Human Development and Learning; Communication

Ethics; Diversity; Critical Thinking

Planning; Role of the Teacher; Learning Environments

Familiarity of Behaviors that Facilitate Positive Interactions between Gifted and Non-Gifted Peers and Adults Understand the Patterns of Influence on Gifted Students

Understand ways to Encourage Student Motivation; Facilitate

4, 3

This assignment asks that students apply what they have learned so far to a particular film. Through that we can reassess the progress of the learning so far. Because different elements will be seen by different students it is fair to say that all five objectives ought to be met by the class, though not by any one individual student. 4, 5

2, 1

5, 4

10 of gifted education are examined

Week Eleven: Gifted Curriculum, Part II: Acceleration, Compacting, Assessment

Week Twelve: Some Special Populations of Gifted Learners

Week Thirteen: Revisiting the Semester through Film and the Goal Setting Activity of Week Two Week Fourteen: Giftedness and the Law, especially Florida Law

WWW for Educators or Parents: This assignment asks for an in depth look at five different websites collected for their value to either the teacher or parent of gifted learners Literature Review: This assignment asks for a limited look into one specific and important issue (student’s choice) in gifted education

Assessment; Ethics; Diversity

Diversity; Ethics; Critical Thinking;

Learning Environments; Role of the Teacher; Knowledge of Subject Matter; Continuous Improvement Knowledge of Subject Matter; Role of the Teacher; Critical Thinking

Problem Solving both on an Individual and Group Basis Understand ways to Encourage Student Motivation; Facilitate Problem Solving both on an Individual and Group Basis Understand the Special Needs of Gifted Students from Special Populations; Familiarity of Behaviors that Facilitate Positive Interactions between Gifted and Non-Gifted Peers and Adults

2, 5, 4

4, 1

Understand the Patterns of Influence on Gifted Students

Assessments Technology; Role of the Be Able to Communicate, Teacher; Communication; Conference, and Knowledge of Subject Collaborate with Parents Matter and other Professionals; Be Able to Identify Resources and References that Advocates for Gifted Children can use Knowledge of Subject Matter; Continuous Improvement; Critical Thinking

5, 3

Depending upon the selected topic, nearly all of the CEC Competencies will find themselves into these papers as a whole.

2, 1

3, 4, 5

2, 3, 4

11

COLLEGE OF EDUCATION DEPARTMENTAL COURSE SYLLABUS GRADUATE LEVEL COURSES ATTACHMENT II Preprofessional Benchmarks for the Accomplished Practices Practice #1 -- Assessment: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs. Practice #2 -- Communication: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom. Practice #3 -- Continuous Improvement: The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. Practice #4 -- Critical Thinking: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively. Practice #5 -- Diversity: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies [such] as acceptance, tolerance, resolution, and mediation. Practice #6 -- Ethics: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. Practice #7 -- Human Development and Learning: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities. Practice #8 -- Knowledge of Subject Matter: The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher’s repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using that knowledge. Practice #9 -- Learning Environments: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase knowledge and skills. Practice #10 -- Planning: The preprofessional teacher recognizes the importance of setting high expectations for all students. The preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/his plans appropriately. Planned instruction will incorporate a creative environment and

12 utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences. Practice #11 -- Role of the Teacher: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school. Practice #12 -- Technology: The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.