1. Please check

2. SPCD 562: Teaching Bilingual Multicultural Special Education

3. 582 Learning Objectives Participants will understand: Models and principles of curriculum development relevant to CLD students in special education. Program models for first and second language development that comply with federal guidelines. The variety of instructional strategies used within these program models.

4. Learning Objectives, cont. Participants will also understand: How institutional racism can limit educational opportunities for CLD students. Participants will be able to: Develop educational programs for CLD students in special education that address their first and second language development needs.

5. Learning Objectives, cont. Participants will demonstrate: Respect for individuals identified with disabilities and other marginalized communities, such as by using person-first and non-pejorative language. Ability to implement current standards for academic writing.

6. Vision: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.

7. Julia: devalenz@unm.edu Appointments available: – Tuesdays 4:30-6:03 on campus – Thursdays 4:00-5:30 (skype, voice only) – Fridays 4:30-6:00 off campus (Satellite coffee shop on University, just north of Lomas) – Make appointments in advance.

8. Starting to form our class community… Tell us: Your preferred first name and your last name. Your experience teaching or working with English Language Learners (ELLs). Whether you have had experience learning/using a language other than English at any point in your life. One thing about you that most people don’t know

9. Graded Assignments 1.Weekly readings review and response homework – 2 points each for a total of 14 points possible. No cover page or cover sheet for this assignment. 2.School language resources profile paper – 20 points for fully meeting specified criteria. 3.Method/model description paper – 20 points for fully meeting specified criteria. 4.Methods/model presentation – 7 points for fully meeting specified criteria. 5.Strategies jigsaw – 5 points each 6.Program planning assignment – 25 points for fully meeting specified criteria.

10. Additional Assignments You will complete a weekly quick writes in class. We will use this to determine class attendance. The Indiana University Bloomington plagiarism tutorial and test must be completed, as verified by the printed certificate of completion by 3 rd class session to continue in the course learn.unm.edu

11. Course Textbook???? Readings are on the course learn.unm.edu website.

12. Web Address http://www.unm.edu/~devalenz/

13. Julia’s Web Site  Class outlines for every class session.  Links from each outline to the overheads and handouts.  Optional reading questions for required readings.  Links to relevant web sites.  Copies of the syllabus, assignment descriptions, and cover pages.

14. Educational Equity Equal opportunity not equal treatment.

15. Expectations 1.Class participation that fosters the learning of all participants. 2.Active engagement in learning activities. 3.Completion of readings as assigned. 4.Careful attention to assignment requirements, as described in syllabus. 5.Recognition of when you need help and initiative in seeking help (e.g. office hours, writing studio). 6.Frequent reference to syllabus.

16. Policies: 1.Accommodations 2.Incompletes 3.Class Attendance 4.Late Papers 5.Re-Writes 6.Academic Dishonesty 7.Class Participation

17. Quick Write What seem to be the author’s main points about bilingual education and the use of languages other than English in the U.S.? How does the article you read relate to the education of culturally and linguistically diverse (CLD) students today?

18. Your thoughts about the article?

19. Looking ahead… Curriculum design – Universal Design (UD) and special education

20. . Please take a minute for the minute paper.