National University

Course:	SPD628 - Teaching Reading/Lang Arts
Textbook:	For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Course Description: The course provides substantive, research-based instruction to teach reading/language arts to students with disabilities. Candidates will demonstrate their ability to deliver a comprehensive program of systematic instruction in reading, writing, listening, and speaking aligned to the English/Language Arts Content Standards and the Reading/Language Arts Framework. They will exhibit the ability to administer a variety of reading/writing assessments to diagnose students’ reading/language arts abilities
Course Learning Outcomes: integrate and apply an understanding of and use evidence based, multi-faceted methodologies and/or strategies in order to demonstrate proficiency in teaching and engaging students with disabilities who are English Language Learners and/or ASL/English Language Learner. integrate and apply knowledge and skills needed to assess students in a comprehensive manner within breadth of the credential authorization. integrate and apply ability to use multiple sources of information to participate in progress monitoring and decision making regarding eligibility and standards. integrate and apply skill in assessing students from diverse backgrounds, with varying language, communication and cognitive abilities. integrate and apply ability to use informal assessments for the purpose of making accommodations, modifications, and providing instruction and program improvement. integrate and apply ability to use informal assessments for the purpose of making accommodations, modifications, and providing instruction and program improvement. integrate and apply ability to deliver systemic instruction in reading, writing, listening, and speaking, aligned to State English Language Arts content standards and reading/Language Arts frameworks, to students with disabilities and other special needs, including those who have varied reading levels and language backgrounds. integrate and apply experience in a classroom where reading and writing are taught. apply knowledge of English Language Development in planning lessons for students who are English learners and have disabilities
Specified Program Learning Outcomes: MASTER OF SCIENCE IN JUVENILE JUSTICE SPECIAL EDUCATION Apply analytical and critical thinking skills. Collaborate with a variety of professionals within the Juvenile Justice educational settings. Demonstrate graduate level written, verbal communication, and presentation skills. Design interventions and instructional strategies and practices for students in the juvenile justice system that are culturally relevant. Develop IEP's for adolescents with or without disabilities. MASTER OF SCIENCE IN SPECIAL EDUCATION Demonstrate competence in instructional design including adaptations required to assist diverse special education learners achieve the state standards for curriculum. Demonstrate the knowledge, skills and dispositions to actively and creatively engage and support all students in learning. MASTER OF SCIENCE IN SPECIAL EDUCATION WITH NEVADA LICENSURE MILD/MODERATE ENDORSEMENT Candidates demonstrate competence in the application of research methods including critiquing and synthesizing current, evidence-based education literature. Candidates demonstrate knowledge of typical and atypical development and characteristics of students with disabilities and other special needs. Candidates demonstrate the ability to focus on student learning using technology tools through systematic study and reflection of one's own teaching practices and through shared knowledge gained from purposefully formed professional learning communities. NVTL: B. VIII Candidates integrate best practices, apply learning theories, methodologies, technology tools, and assessments across content areas to manage, monitor, and engage student learning. NVTL: B. V, VIII Candidates integrate fairness, equity, and access in designing the environment, teaching, and learning strategies to meet diverse student learning Preliminary Education Specialist Authorization Teaching Credential Assess students using a variety of standardized and non-standardized assessments in order to make appropriate educational decisions for students with disabilities Communicate effective case management and collaborative practices with parents, professionals, and other stake holders, in order to facilitate access to the core curriculum for students with disabilities. Develop evidence-based curriculum and instruction including the use of educational and assistive technology to provide access to the core standards for students with disabilities. Integrate professional, legal, and ethical practices when instructing students with disabilities. Teach students who are diverse learners including those who are English language learners. Transition students between educational environments and programs into successful post school experiences.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

• RefDesk@nu.edu
• (858) 541-7900 (direct line)
• 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

• Recorded class presentations
• Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

• Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
• Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
• There are to be no offensive comments, language, or gestures