SPED 510: Literacy in the Content Areas for the Adolescent Learner-at-Risk

COURSE
DESCRIPTION

This 3-credit graduate course is designed to prepare teachers in reflective and effective literacy instruction for adolescent students with special needs. Adolescence is a time when students are exploring who they are and how school fits in with their developing identities. This quest is complicated with perceptions of peers, relationships with family and friends, and concerns regarding the future. Students with special needs are challenged to an even greater degree, frequently entering middle and high schools lacking the base level of reading skills necessary to be able to comprehend, let alone decode, content area reading material. Since an integral part of adolescent identity and identity construction involves how an individual views himself or herself as a learner, how do we as classroom teachers meet the needs of adolescents who lack the literacy skills necessary to become successful students and adults?

PREREQUISITES

Graduate standing. Learners are assumed to have experience working with secondary students.

COURSE
STRUCTURE

Textbook with posted reflections; posting to whole class using the Discussion Board and Threaded Discussion tools; synchronous online meeting(s); providing feedback to one another; and assignments. Course topics include:

Address the relationship between literacy and pre-adolescent/adolescent identity, culture, and language
Identification of multiple sources of literature that can be incorporated within the content area classroom
Analysis of instructional principles that promote engaged reading and expanding comprehension within the content area classroom
How to build content-rich vocabulary across subjects - social studies, science, math - with emphasis on the special needs learner included within the regular content classroom setting
Identification and application of strategies that meet the unique needs of the striving reader

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

1.3	Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
2.2	Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1	Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4	Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.2	Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
4.4	Motivate learners to be lifelong readers.
5.1	Display positive dispositions related to reading and the teaching of reading.
5.2	Continue to pursue the development of professional knowledge and dispositions.
5.3	Work with colleagues to observe, evaluate, and provide feedback on each other's practice.

PRACTICAL
APPLICATIONS

Course will enable learners to develop effective literacy instruction in content areas for adolescent students with special needs.

CORE/ELECTIVE

This graduate course can be used as 3 core or elective credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.

INSTRUCTOR

Dawn Bolotow, M.Ed. Ms. Bolotow is assistant director of Student Services at West Linn/Wilsonville School District, assistant principal at Wilsonville High School and instructional coordinator at Cedaroak Park Primary School. Ms. Bolotow has seven years’ experience as an educator with the Beaverton School District where she worked as a resource room teacher, a language arts teacher, as well as a specialist for the district’s talented and gifted program and behavioral learning center.

TARGET
AUDIENCE

Middle and high school content area teachers with special needs students and those seeking the Reading Specialist endorsement.

TIME
COMMITMENT

Students should expect to spend approximately 9 hours per week for 10 weeks (Fall term) in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written and teacher's classroom-based assignment). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

A textbook is required for this course. Please check with PSU's ReadOregon program.

COST

No course in the ReadOregon curriculum will cost more than $330 per credit, including all fees, for students in the ReadOregon program.

CONTACT

For more details on this course, please contact Dawn Bolotow.