EdSE 107--Educating Students with Mild to Severe Disabilities information page

Peggy Hurtado, Spring '01

Welcome to EDSE 107!
Since I joined San Jose State University in 1990, I have taught EDSE 107 each semester. The contents of this course have undergone many changes in addressing various guidelines and standards in order to be aligned with the guidelines of California Commission on Teacher Credentialing.

A few assignments have not changed, that is to use the theory of multiple intelligences to promote teaching and learning for understanding. Here are just a few samples of participants' creations to celebrate their learning of the selected contents regarding the Public Law 105-17: The Individuals with Disabilities Education Act (IDEA) and the 1997 Amendments.

Sachiko Harrison, Summer '01

Rachael Melgarejo, Summer '01

Office: Sweeney Hall 236 Office Phone: (408) 924-3705
E-Mail: jmchang@email.sjsu.edu
Mailing Address:
Department of Special Education, Sweeney Hall, Room 204,
College of Education, San Jose State University
One Washington Square, San Jose, CA 95192-0078

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd. ed.). Alexandria, VA: ASCD.

Costa and Kallick (2000). Activating and Engaging Habits of Mind (Book 2 with red cover). Alexandria, VA: ASCD. http://www.habits-of-mind.net/

Costa and Kallick (2000). Assessing and Reporting on Habits of Mind (Book 3). Alexandria, VA: ASCD. http://www.habits-of-mind.net/

Handbook of goals and objectives related to essential State of California content standard (2004 Revised Edition) published by ACSA and CARS+ . [For interns in Mild/Moderate Program, this textbook will be used in EDSE 215 course on advanced assessment as well. Please order it directly from the California Association of Resource Specialists and Special Education Teachers (CARS+). Click http://www.carsplus.org/ to obtain an Order Form.]

Chang, J. M. (2004) Family Literacy Nights: Building the Circle of Supporters Within and Beyond School for Middle School English Language Learners (Educational Practice Report). Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence (CREDE) and Washington, DC: Center for Applied Linguistics.

The contents of the current EDSE 107 reflect the following areas:
    (1) state credentialing programs for Level I candidates requires the candidates to acquire relevant information about the learner characteristics and related interventions for learners with mild, moderate and severe disabilities and other related standards (See syllabus);

    (2) IDEIA of 2004 and field practices; and

    (3) best practices in curriculum and instructional design through backward design and differentiated instruction, as well as alternative assessment. The goal is to enhance your teaching for understanding, assisting learner performance within their zone of proximal development, linking classroom assessment with special education intervention, and developing positive self concepts through your modeling and promoting specific intelligent behaviors (habits of mind).

The instructional activities and contexts are guided by the sociocultural theory of education, based on Vygotskys theory. To assist participants' performance, the instructor integrates different sets of pedagogies; these are the Five Standards for Effective Pedagogy (http://www.crede.org/standards/standards.html), using the theory of multiple intelligences as tools to enhance teaching for understanding, and habits of mind. For more information about the instructor's research studies using these Standards, you may visit http://www2.sjsu.edu/faculty/chang/research_practice/index.html