9
Hunter College
City University of New York
Department of Special Education
Inclusive Instruction in General Education Classrooms
for Students with Learning & Behavior Disorders
SPED 703 Section 002
Spring 2009
Time: 7:10 – 9:40 PM
Room HN C103
Instructor: Maria Molnar
Office:
Office Hours: Before and after class or by appointment
E-mail:
Course Dates:
Jan/26
Feb/2,9,23
Mar/2,9,16,23,30
Apr/6,20,27
May/4,11,18
Course Description
Participants will explore the benefits and challenges of creating and maintaining classrooms designed to incorporate students with disabilities in the general education environment for part, or all, of their program. Educating students who have learning disabilities, behavior disorders, and mild retardation will be our primary focus -- though we will also inevitably address issues related to individuals with other disabilities. The course will examine educational theories and historical practices that have led to an increased emphasis on “collaborative education” to serve students with disabilities. We will pay particular attention to the role of special educators in collaborative programs, including aspects of curriculum, instructional adaptations and modifications, classroom management, interpersonal and “inter-professional” relationships. Above all, the course aims to equip all educators with practical strategies for a flexible approach towards teaching and working within diverse educational structures for students with special needs. Though classroom environments may vary, it is imperative that special educators continue to design and implement specialized instruction when appropriate.
Please note that SPED 700 is a prerequisite to this course. In addition, a co-requisite is to be currently employed as a teacher or enrolled in student teaching. The course is open to both special and general education graduate students, and requires a minimum of 10 hours of field work.
The Conceptual Framework of the Hunter College School of Education
Within New York’s urban context, Hunter’s School of Education has created a common frame of reference for its many diverse programs. The four elements of our Conceptual Framework, interlocking and situated within our urban context, are:
(1) developing knowledge, skills, and dispositions*
(2) encouraging professionalism
(3) building a caring learning community
(4) advocating for social justice
* The Collaborative Co-teaching and Planning Pyramid aligns with this aspect of the conceptual framework.
Ten Standards: The Council for Exceptional Children Content Standards
The council for exceptional children (CEC) is the world’s largest professional organization speaking on behalf of individuals with disabilities and/or giftedness. CEC is also the national accrediting body for programs preparing teachers in Special Education. All seven of Hunter’s special education programs have passed professional review and been nationally recognized by CEC.
Teacher education candidates in Hunter’s Department of Special Education must demonstrate knowledge and skills specific to each of CEC’s ten Content Standards. During the course of each candidate’s program, student performance data is gathered for each of the standards. The objectives for this course correspond with the following CEC standards:
Standard 3: Individual Learning Differences
Standard 4: Instructional Strategies
Standard 5: Learning Environments and Social Interactions
Standard 7: Instructional Planning**
Standard 10: Collaboration**
** Denotes that student performance data is collected for these standards.
Policy on Academic Honesty
Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific acknowledgment of the source is intellectual theft known as plagiarism. It is not plagiarism to borrow the ideas, terms, statements, or knowledge of others if the source is clearly acknowledged via a full citation (Graduate Catalog 2003-6, Hunter College, p. 12).
Expectations for Written Proficiency in English
Students must demonstrate consistent satisfactory written English in coursework (Graduate Catalog 2003-6, Hunter College, p. 119). The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://rwc.hunter.cuny.edu.
Access and Accommodations for Students with Disabilities:
Students with disabilities should contemplate the benefits of registration with the Office for Access and Accommodations. Students with disabilities are protected by the Americans with Disabilities Act (ADA), which requires that they be provided equal access to education and reasonable accommodations. For information and assistance, contact the Office for Access and Accommodations in Room E1124 or call 212.772.4857 or TTY 212.650.3230.
Course Objectives
Participants will:
· Examine the history of people with disabilities
· Trace the evolution of “traditional” school structures and Special Education
· Analyze differences between special and general education classes
· Debate issues of inclusive approaches to education of students with disabilities
· Differentiate and evaluate different models of collaborative education (team teaching, direct/indirect support, paraprofessional assistance, etc.)
· Explore the complexities involved in team teaching
· Maintain a constant focus on specialized instruction within a generalized environment
· Create appropriate modifications based on student IEPs for a variety of situations
· Learn specific instructional strategies appropriate for individual, small group, large group, or whole class instruction
· Develop methods to facilitate professional collaboration, including approaches to selection of curriculum, lesson planning, grading, etc.
· Practice communication and interpersonal skills in a variety of job-related circumstances
Course Requirements
Students will:
· Make every attempt to attend all class sessions. If you absolutely must miss a class, you are responsible for obtaining class notes, handouts, etc. Please notify me in advance if you are going to miss a session. During our first class, establish one or two buddies who will obtain copies of materials for you.
· Arrive to class on time. Leaving before the end of class is considered a lateness. Two latenesses constitute an absence. Three absences will seriously jeopardize your chance to pass.
· Participate in all class activities.
· Complete all reading assignments for homework
Guidelines for Written Work
All written work must be or have:
· A cover page with name, date, title of assignment, course number, etc.
· Typed or word-processed
· White paper
· Double-spaced
· Black ink
· 12-point, normal font
· 1-inch margins
· Numbered pages
· Stapled
· A reference page
· Correct grammar and spelling
· Compliant with APA style when using citations (see useful web page below)
APA STYLE: http://www.calstatela.edu/library/guides/3apa.pdf
Required Reading
Texts
*Connor, D. J. (2001). Team teaching: A brief guide to sharing the classroom. New York: New York City Board of Education.*
*Garnett, K. (1996). Thinking about inclusion and learning disabilities: A teacher's guide. Reston, VA: Council for Exceptional Children.
Salend, S. J. (2005). Creating inclusive classrooms: Effective and reflective practices (4th edition). NJ: Prentice Hall.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd edition.). Alexandria, VA: ACSD.
*You will be provided with copies.
Useful websites:
HALF.COM: http://half.ebay.com/homepagePopup.jsp
CHEAPEST BOOK PRICE: http://www.cheapestbookprice.com/
Articles to be read by all
Andrews, J. E., Carnine, D. W., Coutinho, M. J., Edgar, E. B., Forness, S. R.,
Fuchs, L. S., Jordan, D., Kauffman, J. M., Patton, J. M., Paul, J., Rosell, J.,
Rueda, R., Schiller, E., Skrtic, T. M., & Wong, J. (2000). Bridging the special education divide. Remedial and Special Education, 21 (5), 258- 260, 267.
Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory Into Practice, 44 (3), 194-202.
Connor, D. J., & Bejoian, L. (2006). Pigs, pirates, and pills: Using film to teach the social context of disability. Teaching Exceptional Children, 39(2), 52-60.
Ferri, B. A., & Connor, D. J. (2005). In the shadow of Brown: Special education and overrepresentation of students of color. Remedial and Special Education, 26 (2), 93-100.
Sapon-Shevin, M. (2003, October). Inclusion: A Matter of Social Justice. Educational
Leadership, 25-39.
Sapon-Shevin, M. (2008, September). Learning in an inclusive community. Educational Leadership,49-53.
Schumm, J.S., Vaughn, S., & Leavell, A.G., (1994). Pyramid planning: A framework for planning diverse students’ needs during content area instruction. Reading Teacher, 47, 608-15.
Welch, A.B. (2000). Responding to student concerns about fairness. Exceptional Children, 33
(2), 36-40.
Selected Articles (you will be assigned two or three).
Andrews, S. E. (1998). Using inclusion literature to promote positive attitude toward disabilities. Journal of Adolescent & Adult Literacy, 41 (6), 420-426.
Ayala, E. C. (1999). "Poor little things" and "brave little souls": The portrayal of individuals with disabilities in children's literature. Reading Research and Instruction, 39(1), 103-116.
Blaska, J.K., & Lynch, E.C. (1998). Is everyone included? Using children’s literature to facilitate
the understanding of disabilities. Young Children, 53 (2), 36-38.
Bondy, E., & Brownwell, M.T. (1997). Overcoming barriers to collaboration among partners-
in-teaching. Intervention in School and Clinic, 33 (2), 112-115.
Cassidy, K., & Daniels, E. (1995). Co-teaching for inclusion: Four basic principles. In
Transition, 14 (9), 12-13.
Dieker, L.A., & Barnett, C.A. (1996). Effective co-teaching. Teaching Exceptional Children, 29
(1), 5-7.
Fuchs, D., & Fuchs, L.S. (1995). Inclusive schools movement and the of special education
reform. In J.M. Kauffman & D.P.Hallahan (Eds.) The illusion of full inclusion (pp. 213-
243). Austin, TX: ProEd.
Gartner, A., & Lipsky, D. (1987). Beyond special education: Toward a quality system for all
students. Harvard Education Review, 57 (4), 367-395.
Gately, S., & Gately, J. (2001). Understanding co-teaching components. Teaching Exceptional
Children, 3 (44), 40-47.
Gerrard, L. C. (1994). Inclusive education: An issue of social justice. Equity & Excellence in
Education, 27 (1), 58-67.
Kauffman, J.M. (1999). Commentary: Today’s special education and its messages for tomorrow.
The Journal of Special Education, 32 (4), 244-254.
Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, Failures, and Challenges. Intervention in School and Clinic 40 (5), 260-270.
Paul, P. V., & Ward, M. E. (1996). Inclusion paradigms in conflict. Theory into Practice, 35(1), 4-11.
Prater, M.A. (2000). Using juvenile literature with portrayals of disabilities in your classroom.
Intervention in School and Clinic, 35 (3), 167-176.
Richardson, J., & Boyle, J. (1998). A read-aloud for discussing disabilities. Journal of
Adolescent & Adult Literacy, 41 (8), 684-686.
Vargo, S. (1998). Consulting teacher-to-teacher. Teaching Exceptional Children, 30 (3), 54-55.
Ware, L. (2001). Writing, identity, and the other: Dare we do disability studies? Journal of
Teacher Education, 52 (2), 107-123.
Windsor, P.J.T. (1998). Talking point: Books about children with learning disabilities. Teaching
Exceptional Children, 30 (3), 35-6.
Evaluation
Assignments
/ Points / Score1. Opening Personal Response / 5
2. 24 Hour Cultural Analysis & Film Review / 10
3. Co-Teaching/Collaboration Project (Options A through E) / 15
4. Unit and 5 Lessons: Pyramid Planning / 25
5. Methods: Try It! Or Exploration of Big Ideas (Option A or B) / 10
6. Final Research/Group Presentation / 20
7. Closing Personal Response / 5
Professionalism (as outlined in course requirements) / 10
100
A detailed explanation of each assignment is given after in the appendix of this outline.
Grades
Grades are defined as follows:A+ / Rare performance. Reserved for highly exceptional, rare achievement. 100-97.5
A / Excellent. Outstanding achievement. 97.4-92.5
A- / Excellent work, but not quite outstanding. 92.4-90.0
B+ / Very good. Solid achievement expected of most graduate students. 89.9-87.5
B / Good. Acceptable achievement. 87.4-82.5
B- / Acceptable achievement, but below what is generally expected of graduate students. 82.4-80.0
C+ / Fair achievement, above minimally acceptable level. 79.9-77.5
C / Fair achievement, but only minimally acceptable. 77.4-70.0
F / Failure 69.9-0.0
. Source: HC Registrar
Schedule
Session # 1
Date: Jan 28th
Main Topic: Why is This Course in Existence? Why Do We “Do” Inclusion?
A Brief Historical, Philosophical, & Legal Background.
Reading Assignment: Andrews et. al. article (in class).
Session # 2
Date: Feb. 4th
Main Topic: Understanding Inclusion
Reading Assignment: Salend, Ch. 1.; Sapon-Shevin article
Due: Opening Personal Response
Session # 3
Date: Feb 11th
Main Topic: Understanding Diverse Educational Needs of Students with Disabilities and Other Learners who Challenge Schools
Prepared Reading Assignment: Salend, Ch. 2 & 3; Ferri & Connor article.
Session # 4
Date: Feb 25th
Main Topics: Collaborative Relationships in Schools
Prepared Reading Assignment: Salend, Ch. 4.
Due: 24 Hour Cultural Analysis and Film Review
Session # 5
Date: March 3rd
Main Topic: Collaborative Relationships in Schools (continued)
Prepared Reading Assignment: Articles Sapon-Shevin (2008) One of the following articles will be assigned-- Bondy & Brownwell; Cassidy & Daniels; Dieker & Barnett; Gately & Gately article; Mastropieri et. al.; Vargo. Skim Connor’s booklet.
Session # 6
Date: March 10th
Main Topics: Creating Environments that Foster Diversity, Acceptance, Friendships; Helping Students Transition to General Education Classrooms
Prepared Reading Assignment: Salend Ch. 5 & 6. Connor and Bejoian article. One of the following articles (to be assigned)—Andrews (1998); Blaska & Lynch; Prater; Richardson & Boyle; Ware; Windsor.
Due: Collaborative Skills Project
Session # 7
Date: March 17th
Main Topic: Differentiating Instruction for Diverse Learners I
Prepared Reading Assignment: Schumm et. al. article; Tomlinson book.
Session # 8
Date: March 26th
Main Topic: Differentiating Instruction for Diverse Learners II
Prepared Reading Assignment: Salend, Ch 8; Broderick, Mehta-Parekh, Reid article
Session # 9
Date: March 31st
Main Topic: Differentiating Instruction for Diverse Learners III
Prepared Reading Assignment: Salend, Ch 9.
Session # 10
Date: April 7th
Main Topic: Differentiating Instruction for Diverse Learners IV
Prepared Reading Assignment: Salend, Ch 10 and 11.
Due: Planning Pyramid
Session # 11
Date: April 14th
Main Topic: Behavior & Management Issues in Inclusive Classrooms
Prepared Reading Assignment: Salend, Ch. 7
Session #12
Date: April 28th
Main Topic: Evaluating Students & Evaluating Inclusion Programs
Prepared Reading Assignment: Salend, 12; Welch article.
Due: Teaching Methods (Try 3 or Big Idea)