SANTA BARBARA CITY COLLEGE
ASSOCIATE
DEGREE CREDIT COURSE OUTLINE
Department: Disabled
Student Programs and Services
Subject Area
and Course Number: DSPS 77
Course
Title: Writing/Reading
Strategies
Discipline: Special
Education
Units: Two
Repeatability: 4 and according to Disability (Title V):
*Section 56029 of Subchapter 1 of Chapter 7 of
Division 6 of Title 5 of the California
Code of Regulations is added to read:
56029.
Special Class Course Repeatability.
Repetition
of special classes is subject to the provisions of Sections 55761–63 and
58161 of this division. However, districts are authorized to permit additional
repetitions of special classes to provide an accommodation to a student's
educational limitations pursuant to state and federal nondiscrimination laws.
Districts shall develop policies and procedures providing for repetition under
the following circumstances:
(a) When continuing success of
the student in other general and/or special classes is dependent on additional
repetitions of a specific class;
(b) When additional repetitions
of a specific special class are essential to completing a student's preparation
for enrollment into other regular or special classes; or
(c) When the student has a
student educational contract which involves a goal other than completion of the
special class in question and repetition of the course will further the
achievement of that goal.
NOTE:
Authority cited: Sections
67312, 70901, and 84850, Education Code. Reference: Sections 67310–12 and 84850, Education Code; 29 U.S.C.
Section 794.
Catalog Course Description: A
course designed for students with learning disabilities who are enrolled in
mainstream classes. Students learn
a variety of multi-sensory approaches to writing and reading in order to
improve their management of the written language.
Description
for Schedule of Classes: A course designed for students with disabilities who
are enrolled in mainstream college classes and whose disabilities result in
educational limitations in the area of accessing the written language.
Lecture
Hours: Two hours each week = total of 36 hours
Laboratory
Hours per Week: None
Plus Hours: None
Prerequisites: None
Co-requisites: None
Skills
Advisories: None
Course
Advisories: None
Limitation
on Enrollment: None
Course Objectives: The students will acquire the following skills and
apply them to non-DSPS SBCC courses.
1.
Practice and
evaluate at least three strategies for organizing an essay.
2.
Practice and
evaluate at least three strategies for proofreading an essay.
3.
Practice and
evaluate at least three strategies for improving reading comprehension.
4.
Practice and
evaluate at least three strategies for thinking critically about ideas in the
process of writing.
("Thinking critically:"
conceptualizing, interpreting, analyzing, evaluating, inferring,
explaining, self-reflecting.)
5.
Complete a set of
resource materials to be used for future reference.
Course Content and Scope:
1.
Strategies and
Confidence Rating Survey (pre-test)
2.
The student will
develop skills using writing/reading strategies as needed such as:
a.
T.O.W.E.R.
b.
C.O.P.S./P.E.N.S.
c.
R.A.P.
d.
Tape Recording
e.
Dictation
f.
"Right-brained"
organizational strategies:
Mapping; Clustering; Drawing; Graphic Organizers
g.
"Left-brained"
organizational strategies:
Outlining, Listing
h.
Concept Diagram
i.
R.E.A.P. for
Analytical Reading and Writing
j.
Finding and
Evaluating Arguments
k.
D.E.F.E.N.D.S.
for Argumentative Writing
l.
Visualizing and
Verbalizing
m.
Questioning
Strategies
n.
Technological
tools: Spellchecker and Thesaurus
3.
Strategies and
Confidence Rating Survey (post-test)
Method of Instruction:
1.
The course will
include lecture, large and small group discussion, demonstrations, and
individualized tutorial assistance.
2.
A Learning
Disabilities Specialist provides all instruction and supervises the tutors.
Required Assignments:
1.
Pre– and
post–surveys.
2.
Completion of
resource materials.
3.
Completion of
TOWER Worksheet, Essay Checklist, and Report of Strategy Use, each of which
serves as an evaluation of the student's application of strategies to written
coursework from SBCC classes.
4.
Consultation with
Learning Disabilities Specialist.
Methods of Evaluation:
1.
Completion of
TOWER Worksheet, Essay Checklist, and Report of Strategy Use, each of which
demonstrates the quality of student application of strategies, student
evaluation of how the strategies worked, student application of skills in
non-DSPS SBCC courses, and student plan of how to use strategies in future
academic, vocational and personal settings.
2.
Post–survey
and test gains.
3.
Completion of
select resource materials.
Texts and Supplies: The
Learning Disabilities Specialists will continue to update materials to meet the
diverse needs of students registered for this course. Examples of materials used:
1.
Core textual
materials are from Donald Deshler, Jan Bulgren, et al, Learning Strategies
Curriculum, University of Kansas, Institute for Research in Learning:
a. T.O.W.E.R.
(Writing Strategy)
b. P.E.N.S.
(Sentence Writing Strategy)
c. C.O.P.S.
(Error Monitoring Strategy)
d. R.A.P. (Paraphrasing Strategy)
e. Concept
Diagram (Concept Mastery Routine)
2.
Supplementary
material will be drawn from:
a. Nanci
Bell, Visualizing and Verbalizing
b. Tierney,
Readence, Dishner, Reading Strategies and Practices: A Compendium,
Second Edition
c. Richard
Paul, Critical Thinking
d. Peter
Facione, Elizabeth Jones, National Center on Postsecondary Teaching, Learning,
and Assessment, Pennsylvania State University, Critical Thinking Framework
e. Wisconsin
Department of Public Instruction, Strategic Learning
f. Michael
Pressley and Associates, Cognitive Strategy Instruction.
Student Learning Outcomes:
1 - Reading - Apply, analyze and evaluate
strategies for completing reading assignments.
2 - Writing - Apply, analyze and evaluate
strategies for completing writing assignments.
3 - Profiles - Describe learning profile and
communicate requests for accommodations.
4 - Self-Regulation - Apply and monitor
self-chosen study and time management plans.
5 - Conceptualize - Demonstrate conceptual
thinking while reading and/or writing essays.
JS/mej/rev
July 2006
10/09
SLOs
FRC
(WPC)