Updated 08/25/2011
NCATE: National Council for Accreditation of Teacher Education
University of Alaska Southeast
11120 Glacier Highway, Juneau, Alaska99801
EDSE 482JD2 (CRN: 37573)
Inclusive Classrooms for All Children
3 credits
Distance students call toll-free: tel: 1-800-570-3591
Participant PIN: 7776118 Instructor PIN: 7776857
INSTRUCTOR
C. Adrainne Thomas, PhD.
Email:
Phone:907-796-6563
COURSE MEETINGS
Class Meets: 09/06/2011 – 12/13/2011
Days: Tuesdays
Time: 5:30 P.M.-8:00 P.M.
Place: Via audio-conference
ADDITIONAL CONTACT INFORMATION
UAS Help Desk: 1-877-465-6400 or 796-6400 (for technical support)
Encounter Customer Service (audio conference system): 1-800-290-5900
Egan Library Reference Librarian: 1-877-465-4827 or 796-6502
Egan Library website:
WEBSITES RELATED TO SPECIAL EDUCATION
- Alaska Department of Education and Early Development, Office of Special Education:
- American Academy of Child and Adolescent Psychiatry (AACAP):
- Council for Exceptional Children (CEC):
- Learning Disabilities Association of America:
- National Association of Parents with Children in Special Education (NAPCSE):
- NationalCenter for Learning Disabilities:
- NationalDisseminationCenter for Children with Disabilities: resources
WEBSITES RELATED TO ALASKA NATIVE STUDIES
- Alaska Federation of Natives:
- AlaskaNativeHeritageCenter:
- Alaska Native Knowledge Network:
- JusticeCenter website:
REQUIRED TEXTBOOK
Smith, T.E., Polloway, E.A., Patton, J.R. & Dowdy, C.A. (2008). Teaching Students with Special Needs in Inclusive Settings (5th edition). Boston, MA: Allyn & Bacon.
Students enrolled in distance-delivered courses should order their textbooks from MBS Direct. MBS is an online bookstore. Orders can be placed by telephone or online. Students will want to place their orders early to allow time for shipping. Generally allow 7 to 10 business days for shipping.
Contact information for MBS Direct: Phone: 1-800-325-3252
Online:
Teaching Students with Special Needs in Inclusive Settings, (2008) 5th Edition is available on e-books. For more information on e-books available through the Juneau Campus Bookstore you may be able to contact Debbie Muller, Assistant Coordinator, Bookstore
Work: 907 796-6003 Email: Website:
COURSE INFORMATION
Description: Survey of the philosophical, legal, and programmatic foundations of inclusion; characteristics of students with disabilities; strategies to support students with disabilities in inclusive classroom settings.
Course Context: Inclusive Classrooms for All Children is a prerequisite course for candidates entering the master of education in special education program. This course provides a comprehensive introduction of special education services and practices applicable to candidates in the Master of Arts in Elementary (M.A.T. ELEM.) education and candidates in the Bachelor of Arts in elementary (B.A. ELEM) education programs. Both the M.A.T. Elem and the BA in Elementary are initial teacher certification programs.
Prerequisite: Admission to a School of Education degree program, or
instructor permission. Requires Internet access.
INSTRUCTIONAL METHODOLOGIES
Students will share thoughts, ideas, and issues regarding classroom management and providing child guidance. A variety of instructional methodologies will be used in this course including
but not limited to in class discussions of readings, online discussions with peers to deepen
course content knowledge, research, and written reflection.
CONCEPTUAL FRAMEWORK
All special education courses at the University of Alaska Southeast (UAS) are
guided and informed by the: (a) UAS School of Education Mission; (b) UAS
School of Education Vision, (c) M.Ed. in Special Education Program
Mission; (d) M.Ed. in Special Education Program Vision; (e) UASSchool of
Education Teacher Goals; and (f) Council for Exceptional Children (CEC)
Special Education Standards.
UAS School of Education Mission: To identify, prepare, and strengthen effective
teachers for sustained contributions to students and the education profession in
rural and urban settings in Alaska and nationally.
UAS School of Education Vision: Our graduates will be informed, reflective, and
responsive teachers within diverse classroom, school, and community contexts.
M.Ed. in Special Education Program Mission: To prepare teachers to develop
and implement culturally responsive instructional services for students with
exceptional learning needs in Alaska's remote, rural, and Native communities.
The M.Ed. in Special Education Program Vision: Our graduates will develop a
philosophy and practice of special education that accommodates the multiple world
views, values, and belief systems of Alaska’s diverse Native and non-Native
communities.
ALIGNMENT MATRIX
COURSE OBJECTIVES / SOE Teacher Goals / UAS Undergraduate Competencies / CEC Standards / Assessment ensuring the course objectives have been metThe candidate will:
Demonstrate knowledgeabout sources ofspecialized materials,curricula, and resourcesbased on Alaska Nativetraditions; demonstrate ahigh level of competencein selecting, adapt- ing,and using instructionalstrategies and materialsaccord-ing tocharacteristics ofindividuals with Exceptional Learning Needs (ELN);demonstrate a high levelof competence inidentifying and teachingessential concepts,vocabulary, and contentacross the generalcurriculum. / 5,6,7 / Competency in communication, quantitative skills, information literacy, computer usage, professional behavior, and critical thinking / Lesson Plan
based on Alaska
Native Traditions
(w/Adaptations
for Students with
Exceptional
Learning Needs)
Demonstrate knowledge
about the effectivemanagement of teachingand learning;demonstrate knowledge ofcreating a learningenvironment that allowsindividuals to retain andappreciate their own and
each others’ respectivelanguage and cultural heritage; demonstrate ahigh level of competencein adapting the classroomenvironment to provideoptimal learningopportunities forindividuals with ELN;create a safe, equitable,positive, and supportivelearning environment in which diversities are valued. / 5, 6, 7 / Competency in communication, quantitative skills, information literacy, computer usage, professional behavior, and critical thinking / CC5K3
CC5K8
GC5K2
CC5S1 / Lesson Plan
based on Alaska
Native Traditions
(w/Adaptations
for Students with
Exceptional
Learning Needs)
Demonstrate knowledgeof theories and researchthat form the basis ofcurriculum developmentand instructional practice;demonstrate knowledge ofthe Alaska ContentStandards; demonstrate ahigh level of competencein identifying andprioritizing areas of thegeneral curriculum andaccommodations for
individuals with ELN;
demonstrate a high levelof competence in selectingand using specializedinstructional strategiesappropriate to the
abilities and needs of students with ELN. / 5, 6, 7 / Competency in communication, quantitative skills, information literacy, computer usage, professional behavior, and critical thinking / CC7K1
CC7K3
CC7S1
GC7S2 / Lesson Plan
based on Alaska
Native Traditions
(w/Adaptations
for Students with
Exceptional
Learning Needs)
RELATIONS TO UAS CONCEPTUAL FRAMEWORK
An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only an informed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the
intent of those standards.
The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.
BASIS FOR EVALUATION
1. Chapter 3, “Home-School Collaboration: Working with Families” Questions toConsider
(10 points)
2. Chapter 4, “Identifying and Programming for Student Needs” Questions to Consider
(10 points)
3. Chapter 5, “Teaching Students with Learning Disabilities” Questions to Consider
(10 points)
4. Chapter 6, “Teaching Students with Emotional and Behavioral Disorders” Questions Consider
(10 points)
5. Chapter 7, “Teaching Students with Intellectual Disabilities/Mental Retardation” Questions to
Consider (10 points)
6. Chapter 8, “Teaching Students with Attention Deficit Hyperactivity Disorder”Questions to Consider (10 points)
7. Chapter 9, “Teaching Students with Autism Spectrum Disorders” Questions to Consider
(10 points)
8. Chapter 10, “Teaching Students with Low Incidence Disabilities: Sensory Impairments,
Traumatic Brain Injury, and other Severe Disabilities” Questions to Consider
(10 points)
9. Chapter 11, “Teaching Students with Communication Disorders” Questions to Consider
(10 points)
10. Chapter 14, “Classroom Management and Organization” Questions to Consider (10 points)
11. Research Article: learning about Universal Design for Learning; Strategies and approaches
used in UDL supporting students (with and without disabilities), etc. This is a pass/fail
activity; the goal is to develop personal and professional knowledge)
12. Lesson Plan based on Alaska Native Traditions (with Adaptations) (100 points)
Rubric – Chapter Assignments8-10
points / The writer demonstrates quality in reflection on their response which is specific to the topic. Responses may be analytical or constructive, and need to include justification such as examples of personal life experiences or references to information presented within the chapter (page number and/or sub-heading). Responses demonstrate critical thinking with understanding for classroom application including insights and questions that may emerge. In other words, include supportive information to back up your statements. This provides evidence that you have read and reflected upon the content. Writersmay provide links to relevant literature and scholarly articles supporting their statements. Writers are encouraged to share such related information with classmates. Writers expand on their thinking, going beyond a simple single sentence in response to questions.
5-7
points / The writer demonstrates reflection on the specific chapter topic. Comments demonstrate critical thinking with understanding for classroom application and may include insights or questions about the topic. Responses demonstrate basic understanding of theories and/or practices related to the chapter topics but ideas are not explored nor does writing have much depth.
1- 4
points / The writer provides minimal responses with inconsistent or little depth in relation to the topic. Platitudes or clichés are used rather than explicit detail or descriptive language to explain one’s thinking about the material.
GRADING CRITERIA
A 94-100 % A- 90-93 %
B+ 88-89% B 84-87 % B-80-83 %
C+ 78-79 % C 75-77 % C- 70-74 %
D 60-69 % F Below 60%
1
Thomas
Fall 2011
Updated 08/25/2011
SCHEDULE
WEEK ONE Tuesday, September 6, 2011
- Introductions
- Discuss course syllabus, expectations, and Q&A
- Final Project: Lesson Plan with Adaptations, Q&A
WEEK TWO Tuesday, September 13, 2011
Chapter 1, “Inclusive Education: An Introduction,”
Activity #1
Read: Smith, Polloway, Patton, & Dowdy (2008), Teaching Students with Special
Needs in Inclusive Settings, Chapter 1, “Inclusive Education: An Introduction” (pages 2-33).
Activity #2
Prepare 1-2 talking points from the reading to discuss in class. The item(s) of interest might reflect a question you now have based on the readings, new information or an idea you wish to have expanded upon during our discussion.
Activity #3
Participate In class discussion only
WEEK THREE Tuesday, September 20, 2011
Chapter 2 “Effective Inclusion Practices and Professional Collaboration,”
Activity #1
Read: Smith, Polloway, Patton, & Dowdy (2008), Teaching Students with Special Needs in Inclusive Settings, Chapter 2, “Effective Inclusion Practices andProfessional Collaboration” (pages 34-65).
Activity #2
Prepare 1-2 talking points from the reading to discuss in class. The item(s) of interest might reflect a question you now have based on the readings, new information or an idea you wish to have expanded upon during our discussion.
Activity #3
Participate In class discussion only
WEEK FOUR Tuesday, September 27, 2011
ASSIGNMENT #1 Questions to Consider Due Today
Submit written work through home site: FORUM
Chapter 3 “Home-School Collaboration: Working with Families,” Questions to Consider
Activity #1
Read: Smith, Polloway, Patton & Dowdy (2008), Teaching Students with Special
Needs in Inclusive Settings, Chapter 3, “Home-School Collaboration: Working with Families” (pages 66-93).
Activity #2
Review the scenario about Patrick (an individual with autism) at the beginning of this chapter.
Activity #3
Use what you have learned from this chapter to answer the following questions:
1. Analyze George and Judy’s potential feelings and possible reactions upon learning that Patrick has a disability.
2. What advice, recommendations, and help would you provide for these parents?
3. What would you tell them about the advantages and challenges of inclusive preschool programs?
4. What influence could Patrick’s condition have on George and Judy’s marriage?
5. How could other parents with children like Patrick help George and Judy deal with their crisis?
Activity #4
Come Prepared to participate in chapter discussion with classmates.
WEEK FIVE Tuesday, October 4 , 2011
ASSIGNMENT #2Questions to Consider Due Today
Submit written work through home site: FORUM
Chapter 4 “Identifying and Programming for Student Needs,” Questions
to Consider
Activity #1
Read: Smith, Polloway, Patton & Dowdy (2008), Teaching Students with Special
Needs in Inclusive Settings, Chapter 4, “Identifying and Programming for
Student Needs” (pages 94-131).
Activity #2
Review the scenario about Jessica (a student receiving pre-referral
intervention services) at the beginning of this chapter.
Activity #3
Use what you have learned from this chapter to answer the following questions:
1. What suggestions can you make to help Jessica succeed in the general
education classroom?
2. How would you feel about making accommodations to keep Jessica if you
were Jessica’s teacher?
3. Do you think treating Jessica differently was fair to the other students?
Activity #4
Come Prepared to participate in chapter discussion with classmates.
WEEK SIX Tuesday, October 11, 2011
ASSIGNMENT #3 Questions to Consider Due Today
Submit written work through home site: FORUM
Chapter 5 “Teaching Students with Learning Disabilities,” Questions to Consider
Activity #1
Read: Smith, Polloway, Patton & Dowdy (2008), Teaching Students with Special
Needs in Inclusive Settings, Chapter 5, “Teaching Students with Learning
Disabilities” (pages 132-177).
Activity #2
Review the scenario about Emmanuel (a student with learning disabilities) at the beginning of this chapter.
Activity #3
Use what you have learned from this chapter to answer the following questions:
1. What alerted Emmanuel’s teacher to a possible learning disability?
2. How might his move have been a factor in his school performance?
3. Would “response to intervention” have been a viable option for Emmanuel?
How might that have changed Emmanuel’s life?
Activity #4
Come Prepared to participate in chapter discussion with classmates.
WEEK SEVEN Tuesday, October 18, 2011
ASSIGNMENT #4Questions to Consider Due Today
Submit written work through home site: FORUM
Chapter 6 “Teaching Students with Emotional and Behavioral Disorders,”
Questions to Consider
Activity #1
Read: Smith, Polloway, Patton, & Dowdy (2008), Teaching Students with SpecialNeeds in Inclusive Settings, Chapter 6, “Teaching Students with Emotional and Behavioral Disorders” (pages 178-209).
Activity #2
Review the scenario about Travis (a student with emotional and behavioral problems) at the beginning of this chapter.
Activity #3
Use what you have learned from this chapter to answer the following questions:
1. Why did the behavior management system used by Ms. Holke not work with Travis?
2. What positive behavior support strategies can Ms. Holke use that might result in an improvement in Travis’ behavior?
3. What other preventative strategies should be considered?
4. How would it potentially help or hurt Travis if he were labeled as E/BD?
Activity #4
Come Prepared to participate in chapter discussion with classmates.
WEEK EIGHT Tuesday, October 25, 2011
ASSIGNMENT #5No written assignments due today.
Guest: Jennifer Ward, Distance Librarian, providing research tips
Research article from peer reviewed journal on Universal Design for Learning
Lesson plan review
WEEK NINE Tuesday, November 1, 2011
ASSIGNMENT #6Questions to Consider Due Today
Submit written work through home site: FORUM
Chapter 7 “Teaching Students with Intellectual Disabilities/Mental
Retardation,” Questions to Consider
Activity #1
Read: Smith, Polloway, Patton & Dowdy (2008), Teaching Students with Special Needs in Inclusive Settings, Chapter 7, “Teaching Students with Intellectual Disabilities/Mental Retardation” (pages 210-238).
Activity #2
Review the scenario about Jason (a student with intellectual disabilities) at the beginning of this chapter.
Activity #3
Use what you have learned from this chapter to answer the following questions:
1. How can Jason’s curriculum include peers who are not disabled and use the functional curriculum designed by special educators?
2. How can the curriculum balance short-term objectives and preparation for competitive employment and independent living?
3. What strategies can enhance a positive influence from peers?
4. What available community resources will aid his transition to independent living?
Activity #4
Come Prepared to participate in chapter discussion with classmates.
WEEK TEN Tuesday, November 8, 2011
ASSIGNMENT #7Questions to Consider Due Today
Submit written work through home site: FORUM
Chapter 8 “Teaching Students with Attention Deficit Hyperactivity
Disorder,” Questions to Consider
Activity #1
Read: Smith, Polloway, Patton & Dowdy (2008), Teaching Students with Special
Needs in Inclusive Settings, Chapter 8, “Teaching Students with Attention
Deficit Hyperactivity Disorder,” (pages 238-275).
Page 11 of 35
Activity #2
Review the scenario about Jake (a student with ADHD) at the beginning of this
chapter.
Activity #3
Use what you have learned from this chapter to answer the following questions:
1. How could Jake’s early school years have been made more successful?
2. What rights did Jake have to get special accommodations from his teachers?
3. What might be Jake’s most likely challenges in college? What reasonable
accommodations might be made to help him be successful?
Activity #4
Come Prepared to participate in chapter discussion with classmates.
WEEK ELEVEN Tuesday, November 15, 2011
ASSIGNMENT #8Questions to Consider Due Today
Research article with personal reflection due today; Post to Forum thread.
Submit written work through home site: FORUM
Chapter 9 “Teaching Students with Autism Spectrum Disorders,”
Questions to Consider
Activity #1
Read: Smith, Polloway, Patton & Dowdy (2008), Teaching Students with Special
Needs in Inclusive Settings, Chapter 9, “Teaching Students with Autism
Spectrum Disorders,” (pages 276-303).
Activity #2
Review the scenario about Cody (a student with autism) at the beginning of this
chapter.
Activity #3
Use what you have learned from this chapter to answer the following questions:
1. Is there a preferred placement for children with autism?