spring2013 ed580 syllabus

7/30/2019 Spring2013 ED580 Syllabus

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ED. 580.Spring 2013

EDUCATION DEPARTMENTED 580: Introduction to Inclusive Education

Spring 2013

Online Delivery

Instructor: Dr. Priscilla Jeter-Iles

Office: Education Dept., Taylor Hall 3 rd fl. Office Hours: by appt. only

Phone: (215) 242-0188 (up to 8PM) E-mail:[email protected]

Although this course is offered online, I realize that there may be times when you may want to meet withme face to face. I enjoy teaching and talking with my students, so please do not hesitate to contact me. Thebest way to arrange a time to meet is by sending me an email.

Course Description

This course is an introduction to the complex issues surrounding the education of students with diverselearning needs, especially students with disabilities. You will become familiar with the philosophical andlegal foundations of inclusive education and will gain knowledge of best practices to ensure access, equity,and quality education for the diverse students in todays classrooms. In particular, differentiated instruction,universal design for learning (UDL) and person-centered planning (PCP) will be discussed. This class

attempts to challenge you to think, create, reflect, and examine your own work and beliefs, and collaboratewith colleagues in pursuit of pedagogical practices that empower the diverse children of todays schools.You will engage in fieldwork and school-based observations, among other learning experiences.

It is within a classroom that openly and directly addresses theinterests, needs, andpossibilities of all its members that students may best experience democratic structures that

empower and support all participants(Sapon-Shevin, 1992, p. 21)
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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ED580. Page 2Spring 2013

State Standards

The following Pennsylvania State standards are addressed by the content and assignments for thiscourse:

I.A. Philosophical, historical and legal foundations of Special Education

I.C/D. Current identification criteria and legal and educational definitions of students with disabilitiesI.E. Impact of health and medical issuesI.F. Legal provisions, regulations and guidelinesI.H. Development and implementation of the Individual Education Program (IEP) and the Individual

Transition Program (ITP)I.J. Selection and implementation of instructional assistive technologiesII.B. Creating a safe psychological and physical environmentII.D. Creating an instructional environment that communicates challenging learning expectationsII.E. Establishing and maintaining consistent standards of classroom behaviorII.F. Managing the educational environmentII.G. Communicating and collaborating with partners

III.A. Professional organizations, professional literature, resources and advocacy groupsIII.B. Integrity and ethical behavior, professional conductIII.C. Communicating effectivelyIII.D. Establishing and maintaining collaborative relationshipsIII.E. Recognize the impact and importance of decision-making, teacher behavior, ethical practice

and self-reflection on professional development

Course Objectives

At the completion of this course, you will be able to:

Understand how inclusive teaching relates to the ongoing social movement to developcommunities in which difference is valued and celebrated.

Understand the research, legal principles, and instructional practices upon which effective inclusiveschools are based.

Visualize and understand how to create an inclusive community of learners in the school andclassroom.

Grasp theoretical and practical aspects of partnering with families in the education of all students. Visualize a framework for planning inclusive instruction and understand how to develop

individualized plans for students with disabilities. Understand how the concept and practice of support for teachers and students works in effective

inclusive schools to strengthen learning and the school community.

Recognize students who vary in their academic abilities and see how these relate to best practiceinstruction. Meet the need for leadership to create effective inclusive schools, and explore strategies for

change. Become familiar with how technology could be used to promote the independence, productivity,

and inclusion of persons with disabilities. Become an effective advocate for your students and their families.


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Required Course Materials

Texts:

Salend, S. J. (2010). Creating inclusive classrooms: Effective and reflective practices for all students (7thed.). Upper Saddle River, NJ: Pearson / Merrill Prentice Hall.

Tomlinson, C.A. (2005). How to differentiate instruction in mixed ability classrooms (2nded.). Upper SaddleRiver, NJ: Pearson/Merrill Prentice Hall.

Textbooks can be ordered online..

Additional ReadingsOther required reading materials may be made available in the Course Documents section of each unit. It is

your responsibility to check this section each unit in addition to your text.

Computer Hardware and SoftwareSince this course is being delivered online, your computer system will need to meet specific hardware andsoftware requirements. You will find a complete listing of hardware and software needs athttp://student.arcadia.edu/online. Please review this list thoroughly. For this course, you will also need tohave access to Microsoft Office (Microsoft Word will be used extensively).

EmailYou are required to use your Arcadia email account for all communication regarding this course. This is theemail address that your instructor will use for all communication. There are no exceptions to this policy.

Your Arcadia email account can be easily accessed through Blackboard. Go to the Check email link in themenu of My Arcadia.

Please contact me immediately if you have any difficulty obtaining any of these materials.

Assistance with Technology

If you experience any difficulties with the technology requirements of the course or have trouble accessingthe course site, email, etc. at any point in the semester; please contact the IT Helpdesk at (215-572-2898).You should also contact me should these technical problems cause delays in completing assignments orcontributing to discussions.

Course Guidelines and Expectations

Participation & Preparation (Active Learning): Since this course is being presented in an online fashion,your leadership in creating learning opportunities throughparticipation in our online discussions is criticalfor everyone. It is important that you login regularly (daily if possible) and work on a consistent basis tocomplete your requirements. Since we are not meeting face-to-face, it is required that you participate in the
http://student.arcadia.edu/onlinehttp://student.arcadia.edu/onlinehttp://student.arcadia.edu/online


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discussion forums by replying to the postings of your classmates. Additionally, the Cyber Caf is availablefor you to develop community outside of the course content. Although, participation in the Cyber Caf is notrequired (except for Unit 1 & Unit14/), it is recommended that you utilize this forum to enhance your ownclassroom experience. Preparation is also critical to a successful learning experience. It is expected thatyou will complete all required reading and refer to the concepts and ideas from the readings in your weekly

assignments. You will need to be self-motivated and should try to stay as organized as possible,developing a schedule would be a good idea. I also suggest that you login at the beginning of the week andcopy all assignments to a Word document. This will allow you to construct a quality answer, spell check,grammar check, and copy and paste into the forum.

Timeliness of Assignments & Postings:The pace of the course requires that you actively engage with thecourse materials in a timely manner so that conversations are relevant and extend our learning. You arerequired to post responses to Discussion Board questions each week. I realize that life can sometimespresent unexpected circumstances. For this reason, you are allowed no more than one late posting. Youwill not be penalized for this late posting, as long as your required post and responses are postedto Discussion Board no later than the Monday of the following week and you send me an email.

(Please send an email confirming the submission of a late posting.) Beyond this, there will be noextensions granted for required assignments. Postings and assignments not received by the required duedate will impact your grade. Missed posts (beyond the one excused) will also result in a lower grade. If youanticipate difficulty responding to a unit post (i.e., you are on a family vacation planned a year ago in asouth seas island far from internet accessIm not kidding, this actually happened), please contact me inadvance, so that we can arrange an alternative assignment. Discussion Board Postings beyond 3 days latewill not be accepted.

Written Assignments: All written assignments (excluding Discussion Board postings) should be double-spaced with 12 point, Times New Roman font. All written work (including Discussion Board postings)should comply with the American Psychology Association (APA) Style Guidelines. These can be found athttp://www.apastyle.org/learn/tutorials/basics-tutorial.aspx orhttp://owl.english.purdue.edu/owl/resource/560/01/. Additionally, please familiarize yourself with the APAguidelines for removing bias in language, See pdf attached to course for the guidelines. AlthoughDiscussion Board postings will be much less formal in their style than the other written assignments,appropriate use of citations and referencing in all written work is expected including informationfrom texts.

Academic Integrity: Cheating and plagiarism are serious offenses. Conventional rules of plagiarism apply toall assignments. Any student who plagiarizes will receive an F for the assignment and will have their final

course grade reduced by one letter grade. More than one incidence of plagiarism will result in an F for

the course. You can avoid inadvertently plagiarizing by familiarizing yourself with APA guidelines andapplying them to your work (see above Written Assignments).
http://www.apastyle.org/http://www.apastyle.org/learn/tutorials/basics-tutorial.aspxhttp://www.apastyle.org/learn/tutorials/basics-tutorial.aspxhttp://owl.english.purdue.edu/owl/resource/560/01/http://owl.english.purdue.edu/owl/resource/560/01/http://owl.english.purdue.edu/owl/resource/560/01/http://www.apastyle.org/learn/tutorials/basics-tutorial.aspxhttp://www.apastyle.org/


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Grading Scale

Course Requirements and Assignments

Below you will find a detailed description of each requirement and assignment.

1. Discussion Board 30 %

2. Teaching & Learning Representation 15 %

3. Fieldwork: Family Experience 30 %

4. Lesson Plan for Inclusion 25 %

100 %

Grades will be posted within two weeks of each submission in the mygrade section located on theBlackboard site.

Due Dates: Except where otherwise noted, all assignments are due by the Saturday of the week bymidnight. All responses to other learners posts are due by the following Monday no later than midnight.

Requirement 1. Discussion Board (30%)

*All Discussion Board responses are due by Saturday of each week (no later than midnight).

Responses to at least three classmates postings are due by the following Monday of each week

(no later than 12 midnight) unless specified on the Proposed Schedule.

Percentage of Total Points Grade

100-94 A

93-90 A-

89-87 B+

86-84 B83-80 B-

79-77 C+

76-74 C

73-70 C-

69-67 D+

66-64 D

63-60 D-


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Discussion Board Guidelines

1. You are required to answer each question that is posted by the professor in the

Discussion Board area. If you use Microsoft Word to compose your responses, please

cut and paste your text into the body of the Discussion Board post. Please DO NOTattach a Word document as your response. (Points will be deducted if your response is

attached as a Word document.)

2. It is important that you support your comments with research from the field. Citations

are to be provided at the end of each post as well as within the body of your answer. If

you refer to the text, please note this within your post; you do not need to provide a

citation at the end of the post for any references to the text. Please provide in-text and

end of the text citations for any references beyond the course texts.

Example:

Within the context of the posting:"Constructivism is an epistemology, a theory of knowledge used to

explain how we know what we know" (Lorsbach, 1997).

At the end of the posting:

Lorsbach, A. (1997). Constructivism as a referent for science teaching.

Retrieved January 5, 2005, fromhttp://www.exploratorium.edu/IFI/

resources/research/constructivism.html.

3. You are required to respond to a minimum of three other student postings. I will be

looking at the way you analyze the postings and extend/enhance the conversation.Please use this opportunity to share your own experiences, but remember to support

your assertions with current research findings and references to course

materials. At this level we can all learn a great deal by sharing our experiences.

4. Your postings will be evaluated based upon the substantive nature of the

response and how it efficiently addresses the question at hand. Simple

responses such as "I agree" are of no value and will not be counted as an

acceptable posting. Please review the Discussion Board rubric as a

guideline for a quality posting.

5. Postings should also express your point of view concisely. Try to use the"no scroll" rule, when possible. If you have to scroll a great deal to read the

posting, it becomes an arduous task. Please try to be succinct and to the

point. Strive to respond at the synthesis or evaluation levels according to

Blooms Taxonomy.
http://www.exploratorium.edu/IFI/http://www.exploratorium.edu/IFI/http://www.exploratorium.edu/IFI/http://www.exploratorium.edu/IFI/


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Discussion Etiquette

In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on

the basis of research in the field. I expect critical reflection of all course readings and

assignments through active reading and engagement. At times, some of you will not agree on

the positions that are taken in the discussion forum. This diversity is welcomed. However,each student must exercise respect for the thoughts and comments that are posted by their

peers. If any posted comments are inappropriate or of an offensive nature, they will be

removed from the forum and I will address the issue with the author of the content. Please

follow the following guidelines:

Refrain from the use of profanity, and/or abusive, threatening, or offensive language. Oneexception to this rule is when citing direct quotes in which this language is relevant to the

point you are making (i.e. a student called another "retard").

If you disagree with a comment made by a fellow classmate, please respond to the

content of the posting, avoid disparaging remarks about the individual. It is also always a

good idea to identify an area of agreement prior to the critique, if possible. This is notonly more palatable to the original writer, but is also a much more balanced form of

argument.

Never post, transmit, or distribute information, material, or documents with content that

is known to be illegal.

Be as succinct as possible. Try to avoid lengthy postings by focusing on the quality of thecontent, not the quantity.

Discussion Board GradingThe Discussion Questions for each week are designed for you to both reflect on the concepts

discussed in the readings and apply those concepts to teaching and learning contexts. Grading

is based more on the quality of your responses and your contribution to the discussion, thanon mastery of the concepts. Please review the Discussion Board Rubric for more specificcriteria. You will not necessarily receive individual feedback on your posts, although I will

participate in the discussions.


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Arcadia UniversityED 580 Introduction to Inclusive Education

Discussion Board Rubric

Name: ________________________ Teacher: Dr. Priscilla Jeter-Iles

Criteria Points

1 2 3 4

Completeness &

depth of response

Discussion questions are

minimally addressed;

most elements are

missing.

Discussion questions

are addressed; some

elements are

identified.

All questions are

adequately

addressed.- ON TIME

Each discussion

question is completely

examined and the

relevant elements are

addressed.- ON TIME

____

Connection to

Course Readings

and Materials

Posting has minimal

connections to ideas,

concepts, and topics

from course readings

and materials with no

development.

Posting has some

connections to ideas,

concepts, and topics

from course readings

and materials, but

they are not fully

developed.

Posting has made

adequate

connections to

ideas, concepts, and

topics from course

materials with

adequate

development.- ON TIME

Posting has madeexplicit connections to

and development of

ideas, concepts and

topics from course

materials with clear

examples. Citations

and references

included in initial

posting.- ON TIME

____

Professional Use

of Language and

Citation Format

Posting does not comply

with APA language,

citation guidelines or

no citations included.

Posting attempts to

comply with APA

language & citationguidelines, but is

missing some

elements in both

language and

citation format. Few

citations were used

but not connected to

insights in a clear

manner.

Posting complies

with APA languageand citation

guidelines, with

only a few minor

errors. Some

citations were used

to support insights.- ON TIME

Posting complies withAPA language and

citation guidelines

with no errors.

Citations were used to

support insights.- ON TIME

____

Posting

Requirements

for Learner Post

Posting is more than

one day late and is of

acceptable quality.

Posting is one day

late - acceptable

quality.

Posting is on time

AND is of

acceptable quality.

Posting is on time

AND it is well

developed.

____

Posting

Requirements

for Replies to

Other Learners

Postings are late morethan 1 day and / or

Learner has not met the

minimum 3 replies.

* No more than 3 days

late

Postings are late

one day or Learner

has met the

minimum 3 replies

and replies are

limited.

Postings are on

time. Learner has

met the minimum 3

replies and all

replies are of

substance.

Postings are on time.Learner has met the

minimum 3 replies

and replies are of

substance and add

significantly to the

discussion.

____

Total----> ____


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Teacher Comments:

Requirement 2. Teaching & Learning Representation / Counseling &

Learning Representation (15%)

(This is due on Saturday, February 2. Your responses to at least three other T&L/C&L

Representations posted by your classmates are due on Monday, February 4.)

T&L Representation Guidelines

Your goal in constructing your T&L Philosophy Representation is to conceptualize and

communicate clearly, as a future or current professional educator, your current viewpoint on

teaching and learning. Multiple contexts within the educational community should be addressed(i.e. students, teachers, administration, community, parents, etc.), as well as the concept of

including all learners.

Some questions you may care to consider when formulating your representation:

What does it mean to teach? To be a teacher?

What does it mean to learn? To be a learner? Are all students learners?

Who teaches and when? Who learns and when?

How do you incorporate all learners in the classroom?

How does one teach? How does one learn?

How does your content area/environment fit into/impact your T&L philosophy?

You do nothave to directly answer all of the questions posed. (This is not a Q&A assignment!)The questions are meant primarily to stimulate your thinking. Your representation should be

holistic.

MediaYou may use any medium or group of media that you feel best conveys your message to your

colleagues. Naturally, since this is an internet-based course, you must choose a medium that will

permit you to easily present your representation to your classmates. You will be asked to postthem in Blackboard. You may choose to write an essay, a detailed values/mission statement, a

letter to someone who inspired your teaching, or a poem in Microsoft Word, draw a picture or

diagram in Inspiration or PowerPoint, construct a web page using FrontPage, etc. These are just asampling. In deciding on your content and form, use your creativity andfactor in such issues as

goals, time, resources, expertise, and so on.

Presentation


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You will post your T&L Representation by due date. You must include any additional

explanation in the text field of your post if your representation alone is not clear enough. Forinstance, a graphic illustration or coat of arms may need some additional explanation of the

symbols you chose for your representation. Since feedback from your classmates is anticipated,

it is also expected that you will suggest areas for feedback if you have particular aspects of your

representation that you want critiqued. You will also provide feedback to three other T&Lrepresentations by due date.

GradingAlthough this assignment is personal in nature, it is expected that your product will meet several

criteria. It is especially important that your T&L representation addresses the needs of diverse

learners, includes the various members of the school community (teachers, administrators,students, parents, community, etc.), and clearly communicates your beliefs about teaching and

learning. Please review the T&L Representation Rubric for more specific grading criteria.

Teaching & Learning Philosophy

Representation RubricCriteria for

AssessmentAdvanced (4) Proficient (3) Basic (2)

Unsatisfactory(1)

Representation Criteria

Teaching Philosophy

Representationclearly conveysyour philosophyof teaching andlearning as aprofessionaleducator

Representationadequatelyconveys yourphilosophy ofteaching andlearning as aprofessionaleducator

Representationbriefly conveysyour philosophyof teaching andlearning as aprofessionaleducator

Representationdoes not conveyyour philosophy ofteaching andlearning as aprofessionaleducatorSources are used

and cited.Integrated orsupport yourphilosophy withreadings.

Educational Contexts

Representationaddressesmultipleeducationalcontexts

Representationaddresses a feweducationalcontexts

Representationaddressesminimaleducationalcontexts

Representationaddresses noeducationalcontexts

Including All

Learners

Representationclearly addressesthe importance of

including alllearners

Representationadequatelymentions the

importance ofincluding alllearners

Representationbriefly mentionsthe importance of


Representationfails to mention theimportance of


Media

Your selectionand use of mediaeffectivelysupports yourmessage

Your selectionand use of mediaadequatelysupports yourmessage

Your selectionand use of mediabarely supportsyour message

Your selection anduse of media doesnot support yourmessage


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Discussion Board

Posting is well-developed andcontributes todiscussion.Responses aresubstantive. All

posts are on-time.

Postingadequately andresponsesadequatelycontribute todiscussion and

are on-time.

Posting andresponses areminimallydeveloped andon-time

Posting andresponses aremissing elementsand/or late.

Total Score

(This is due on Saturday, February 2, 2013. Your responses to at least three other T&L or C&L

Representations posted by your classmates are due on Monday, February 4, 2013 .)

C&L Representation Guidelines

Your goal in constructing your C&L Philosophy Representation is to conceptualize andcommunicate clearly, as a future or current professional school counselor, your current viewpoint

on counseling and learning. Multiple contexts within the educational community should be

addressed (i.e. students, teachers, administration, community, parents, etc.), as well as theconcept of including and acceptance of all learners.

Some questions you may care to consider when formulating your representation:

What does it mean to provide counseling? To be a school counselor?

What does it mean to learn? To be a learner? Are all students learners?

Who counsels and when? Who learns and when?

How do you incorporate all learners into classroom guidance lessons?

How does one counsel? How does one learn?

How does your perspective on counseling fit into or/influence your C&L philosophy?

You do nothave to directly answer all of the questions posed. (This is not a Q&A assignment!)

The questions are meant primarily to stimulate your thinking. Your representation should be

holistic.

Media

You may use any medium or group of media that you feel best conveys your message to your

colleagues. Naturally, since this is an internet-based course, you must choose a medium that will

permit you to easily present your representation to your classmates. You will be asked to postthem in Blackboard. You may choose to write an essay, a detailed values/mission statement, a

letter to someone who inspired you to enter school counseling, or a poem in Microsoft Word,draw a picture or diagram in Inspiration or PowerPoint, construct a web page using FrontPage,

etc. These are just a sampling. In deciding on your content and form, use your creativity and

factor in such issues as goals, time, resources, expertise, and so on.

Presentation


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You will post your C&L Representation by due date. You must include any additional

explanation in the text field of your post if your representation alone is not clear enough. Forinstance, a graphic illustration or coat of arms may need some additional explanation of the

symbols you chose for your representation. Since feedback from your classmates is anticipated,

it is also expected that you will suggest areas for feedback if you have particular aspects of your

representation that you want critiqued. You will also provide feedback to three other C&Lrepresentations by due date.

GradingAlthough this assignment is personal in nature, it is expected that your product will meet several

criteria. It is especially important that your C&L representation addresses the needs of diverse

Students, includes the various members of the school community (teachers, administrators,students, parents, community, etc.), and clearly communicates your beliefs about C&L

Representation Rubric for more specific grading criteria.

Counseling & Learning Philosophy

Representation RubricCriteria for

AssessmentAdvanced (4) Proficient (3) Basic (2)

Unsatisfactory(1)

Representation Criteria

Teaching Philosophy

Representationclearly conveysyour philosophyof counseling andlearning as aprofessionalschool counselor(Sources are

used and cited.)

Representationadequatelyconveys yourphilosophy ofcounseling andlearning as aprofessionalschool counselor

Representationbriefly conveysyour philosophyof schoolcounseling andlearning as aprofessionalschool counselor

Representationdoes not conveyyour philosophy ofcounseling andlearning as aprofessional schoolcounselor.

Educational/Counseling Contexts

Representationaddressesmultiplecounseling/educationalcontexts

Representationaddresses a fewcounseling/educationalcontexts

Representationaddressesminimalcounseling/educationalcontexts

Representationaddresses nocounseling/educationalcontexts

Including AllLearners

Representationclearly addressesthe importance ofincluding all

(Students)

Representationadequatelymentions theimportance of

including all(Students)

Representationbriefly mentionsthe importance ofincluding all

(Students)

Representationfails to mention theimportance ofincluding all

(Students)

Media

Your selectionand use of mediaeffectivelysupports yourmessage

Your selectionand use of mediaadequatelysupports yourmessage

Your selectionand use of mediabarely supportsyour message

Your selection anduse of media doesnot support yourmessage


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Discussion Board

Posting is well-developed andcontributes todiscussion.Responses aresubstantive. All

posts are on-time.

Postingadequately andresponsesadequatelycontribute todiscussion and

are on-time.

Posting andresponses areminimallydeveloped andon-time

Posting andresponses aremissing elementsand/or late.

Total Score

Requirement 3. Fieldwork: Family Perspective Experience (30%)

Individual Assignment:

Family Perspective Experience

Will run from January 14 until mid-April (approximately twice a month, at least 6 visits total)Your Final Report, Journal Entries, Activity Logs are due in Unit 12. Due April 15.

The purpose of this experience is to learn firsthand the experiences that families of children withdisabilities go through and what it means to raise a child with a disability.

During the semester, you will spend time with a family with a child with a disability receivingspecial education services. You will be with them both in their homes and during family outings,

at least twice a month. Family outings may include extracurricular school activities, tutoring

sessions, sports events, shopping trips, parent teacher conferences, playdates, etc. Your fieldwork

will start as soon as the semester begins, and it will conclude mid-April.

Your role is to listen, observe, ask questions, gain understanding, and help out if asked to do so.

Your role is not to be the expert, offer unsolicited advice or be a consultant to the family.

You will keep an Activity Log (see attached) and a reflective journal entry for each visit

throughout your experience. Please attach these journal entries to your Final Report.

Please submit the Family Approval Form in the forum provided in Unit 3.

If possible, go to school with the child. Observe that child and describe any differences you may

notice in childs behavior between home and school. Remember to take notes. (This is a plus, butnot a requirement)

Some information will be shared with you in natural conversations. If not, find times when you

can ask specific questions to different members of the family about raising the child, their

educational and social experiences, as well as their expectations for the childs future. It wouldbe important to include siblings if possible. Notice whether there are differences or similarities in

their responses. You may audiotape or take notes during your conversation.

Use some of the questions below as guidelines when conversing with the family. In addition, you


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can ask your own questions.

1. Introduce yourself. Explain the requirements of your assignment. Ask permission to takenotes or to audiotape the interview. Ask the parent the name of their child.

2. How did you learn that _______ has a disability? (Who was present? When did this

happen?) If you were giving advice to professionals who need to explain to parents thattheir child has a special need, what would that advice be?

3. What have been the positive aspects of having a child in the family with a disability?4. What have been the problems or challenges youve experienced having a child with a

disability?

5. How did your other children react to learning their brother/sister had a disability? Whatimpact has ________ had on them? (if appropriate)

6. What kinds of supports have been most helpful to you? (family members, parent groups,neighbors, other?)

7. What does a typical weekday look like for ________? And a weekend day?8. Where does __________ go to school? (public, private?) Is ________ included in a

general education classroom? Is it all day? Part of the day? If not, which is your childsclassroom (resource room, learning support, autistic support, etc). Was the placement

your decision, the schools, or the IEP teams with your input?9. How is ________ social life? (if appropriate)10.How do you imagine ________ 20 years from now? What dreams do you have for

________? What are you concerned about?

11.What have been your experiences in working with school personnel? What have theydone that has been most helpful? What have they done that was least helpful or was even

harmful?

12.If I were to be ________s teacher next year, what advice would you want to give me sothat he/she has an optimum learning experience?

13.What would you want me to do/not do in terms of my interactions with you if I were________s teacher?

14.I am just learning about students with disabilities and how to work effectively with themin my classroom. What other information would you like me--and my classmates--to

know about working with children with special needs?

Reminders

If a parent answers a question before you ask it, do not ask it just for the sake of

completeness!

If a parent makes a comment you do not understand, ask him or her for an example to

clarify or to speak further about the response.

Be sure to thank parents for their time and assure them that their privacy will be

protected. Invent fictitious first names for the parent and child to use when reporting yourinformation. Do not use last names and do not include other potentially identifying

information (e.g., town, school).

If possible, ask some questions to the student him or herself. Ask them about school, friends, lifein general, expectations for the future what they would like to do when they grow up. Just listen.

Do not be judgmental.


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If possible, interview one of the childs teachers and ask about their expectations for the

students future. For instance, what do you imagine childs name doing when he or she grows up.What are your dreams for him or her? What are your concerns for his or her future? (Again, this

is a plus, but not a requirement)

Reporting Back

Use the attached Activity Log, have it signed by a household adult, and attach it to yourfinal project. (* Please scan and attach these sheets to your final report.)

Part A of your Final Report (Please label)

Learning about the family: In the first section of the report you will be telling the familys storyintegrating the information from the interview listed above, informal conversations,

observations, and experiences (4 to 5 double-space pages long):

Include a reflection on what impact this experience had on you and why.

Any other thoughts you would like to include or share.

Make sure you include information about the child, such as age, family

composition, age of siblings, etc.

Part B of your Final Report (Please label)The second part of your report will consist on making connections between what you are

learning through the family experience and the textbook. This section should be 3-4 pages in

length. In addition, this section should include direct citations from the textbook, including pagenumbers and other resources included in our course, if appropriate. Remember to use People

First Language and APA Style!

IMPORTANT THINGS TO REMEMBER

1. You must keep all information about your family and child strictly confidential. Do notuse real names of students or teachers. Use initials or pseudonyms, instead.

2. Please keep in mind that this is an assignment for you, but it is very possible that thefamily, and in particular the child, may develop an attachment with you. So, you must be

aware of it and treat it professionally and respectfully. Clear communication always

helps. Be clear with the family when they should expect you. If you need to cancel,before you do so, be thoughtful that the child may be disappointed and hurt. It is

important that the family and the child know exactly that your activity will end by the endof April. Give plenty of warning and talk about it with the child.

3. If at any time you feel that something is not working, or you are seeing things you are notsure they are appropriate, please, please, please, come to your instructor and discuss them


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with him or her. Your classmates may be good resources for other things, but when your

experience is not going well, you should inform your instructor. Information will be keptconfidential, and if really necessary, another placement will be arranged for you.


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ED. 580 Introduction to Inclusive Education

Family Experience Activity Log

Your Name: Familys Name (Pseudonym):

Month:

DayTime

In

Time

Out

Setting/Activity Log

(Where were you? What did you do?

Who was there? What happened?)

Parent/GuardiansSignature (Use

initials)


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Family Experience Approval

Graduate Students Name:

_________________________________________________________

Permission for Family Experience was granted by:

Familys Name: _____________________________________________(You may use a

pseudonym)

Childsor Persons Name: _______________________________________________(You may

use a pseudonym.)

Address or Telephone Number (*If willing)

_______________________________________________________________

_______________________________________________________________

Start Date: ______________________________________________________

Projected End Date: _______________________________________________

Please Note: *This form must be submitted prior to working with the family


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Arcadia UniversityED 580 Family Experience Perspective

Name: ________________________Teacher: Dr. Priscilla Jeter-Iles

Criteria

CategoriesPlease Note: Scan the Activity logs and attach to your report.)

Points

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Analysis and

Personal

Reflection

within your

journal entries

The student has

minimally discussed

their personal analysis

of the observation and

their own learning in

journal entries.

Minimal development

Minimal requirements

met.

The student has

discussed their

personal analysis

and their own

learning, but has not

developed their

ideas and concepts

in journal entries.

Developing topic.

The student has

discussed their

personal analysis

of their own

learning in journal

entries. Topic

developed.- ON TIME

The student has

effectively discussed

their personal analysis

of their own learning

and has used

examples and insights

from field

experiences and

personal experience

in journal entries.- ON TIME

Specific

Reflection on the

child- parent

relationship and

the child-family

relationship

Discussion and analysis

of interview minimally

developed with no

examples.

Discussion and

analysis somewhat

developed with

some examples.

Discussion and

analysis of the

interactions

adequately

developed.

- ON TIME

Discussion and

analysis of

interactions were

well-developed and of

high quality.

- ON TIME

Connection of

Reflection to

Course Readings

and Materials

Minimal connections to

ideas, concepts, and

topics from course

readings and materials

with no development.

Some connections

to ideas, concepts,

and topics from

course readings and

materials, but they

are not fully

developed.

Adequate

connections to

ideas, concepts,

and topics from

course materials

with adequate

development.- ON TIME

Explicit connections

to and development

of ideas, concepts and

topics from course

materials.- ON TIME

Professional Use

of Language and

Citation Format

Report does not comply

with APA language or

citation guidelines.

No citations were used.

Report attempts to

comply with APA

language & citation

guidelines, but is

missing some

elements in both

language and

citation format or

only one citation

was used.

Report complies

with APAlanguage and

citation guidelines,

with only a few

minor errors or.

citations were

used.

- ON TIME

Report complies withAPA language and

citation guidelines

with no errors. All

needed citations were

used.

- ON TIME


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Report

Organization

and Guidelines

Report is unorganized,

or is missing significant

elements and is not

presented in a

professional manner.

*Late more than 1 day

but less than 3. NoActivity logs are

submitted.

Report has all or

most of the

elements outlined in

the guidelines is

organized, but not

professionally

presented orActivity logs are

late,

. -Late

The report follows

the guidelines and

is organized and

neatly presented.

Activity Logs are

included in report.

-On Time

Complete report

which follows the

guidelines and

exceeds the

expectations of the

assignments. The

report is presented ina well organized and

professional fashion.

Activity Logs are

included in report.

-On Time

Total----> ____

Requirement 5. Final Project: Lesson Plan for Inclusion (25%)

(The final is due no later than midnight, April 29. * Please note: no late lesson plans will be

accepted after midnight on April 30.) Please post your lesson plan in the Lesson Plan for Inclusionassignment link. In addition, please post your lesson plan in the discussion board forum for Unit 14/Unit 15,so that your classmates may view your plan. Points will be deducted if you do not post in both forums.(You are not required to respond to any posts.) * If you are preparing to be a school counselor,you may develop a classroom guidance lesson based on the scenarios given. Please feel free to

contact me directly for clarification regarding this assignment.

You will create a lesson plan for a content area of your choice based on one of the attached classroomscenarios. The scenarios describe three diverse learners that are present in your classroom, along withother students that we can assume are generally at grade level and perform typically in the classroom,

though they would present with diverse learning styles, interests, and abilities.

You choose which scenario you want to work with and the content area for your lesson (math, reading,social studies, science, etc.). You can be as creative as you like with the lesson, though it should adhere tocontent standards for that grade level. Also, feel free to be creative with your focus students. Although youmust adhere to the descriptions provided, you can add to these descriptions and of course will need to givethe students names and gender identities.


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Your job is to develop a lesson plan based on the principles of Universal Design and DifferentiatedInstruction. You will also want to consider specific individual accommodations and adaptations that may beappropriate for each student. Consider all possibilities (i.e., technology, grouping, assessment, etc.). Thescenarios push you to consider multiple aspects of learning educational, social and behavioral address

these in your lesson plan. In addition to the lesson plan, you will also write a brief rationale for yourdecisions. You will upload your lesson plan in the assignment link provided on the unit andpost your lesson plan to the Lesson Plan for Inclusion forum.

Lesson PlanYour lesson plan should be constructed based on the format provided (Lesson Plan template is attached).It should be clearly written and provide a detailed description of the ways in which you will differentiateaccording to content, process, and product. Any additional individual accommodations that you design forspecific students should also be noted where appropriate. In addition to this plan, you should also attachany supporting documentation, such as materials you created for the lesson, etc., so that the lesson plan isas self-explanatory as possible.

RationaleYou will also write a brief rationale as supporting documentation. It is expected that this rationale wouldinclude your reasoning for the decisions you made regarding differentiation andaccommodations/modifications to the lesson plan. This rationale should be no less than 2 pages in length.

GradingYour final project should reflect a culmination of your learning from the course. Explicit connections tocourse readings and materials are expected. In addition, any references to outside sources should be c itedappropriately and it should be written in a professional manner. Please review the Lesson Plan for Inclusionrubric located in the syllabus.

CHOOSE ONE:

Scenario #1 Elementary School (Third grade)

Student A is a highly able student. In the third grade, she reads at an eighth-grade level. Sheenjoys discussing politics and social issues and is beginning to learn simple algebraic equations.She is also very creative and has an amazing grasp of writing engaging stories, which she alsoloves to act out. She likes to help other students but also gets frustrated at not being challengedand can sometimes be impulsive and competitive.

Student B has Down syndrome. In his third grade class, he loves reading and computers but hehas no identifiable speech. He has difficulties with motor movements and coordination that makesit difficult for him to do hands-on projects. He has a sense of the dramatic so that when an excitingstory is read, he cant contain acting out part of the story, standing and chattering while the teacherreads.

Student C is very bright. In the third grade he has already learned all the multiplication tables andcan recite them from memory up to two digit multiplications, however he has trouble. He seems to


22/29


not know how to talk to the other students and is very stiff and uncomfortable. Transitions aredifficult for him to handle, when the class schedules change, he may get very upset and stand inthe middle of the room saying things over and over to himself. He does have two friends but theyoften get into fights when he gets upset.

Scenario #2 Middle or High School (CHOOSE GRADE LEVEL)

Student A has severe cerebral palsy, is considered severely cognitively disabled and has periodicseizures. She uses a small wheelchair and pushes herself along with her feet slowly. She haslimited speech and communication skills. Its not clear to people how much she is able tounderstand. She loves being with other students, hearing stories, and has a terrific sense of humor.

Student B is a very smart, active young adult, who can alternate between high activity levels anddepression if he does not do well. He has a learning disability and has difficulty writing and reading.He often has difficulty organizing materials and focusing. He is very good at doing activities

building things, listening, and talking.

Student C is considered an average student academically. He reads on grade level. However, he isoften withdrawn and has few friends in the class. He frequently has outbursts, some which result inhis screaming in the classroom and storming out. The cause of his outbursts is not clearly evident.He is very good at athletics, loves to run, and play baseball and basketball.


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(Adapted from ARCADIA UNIVERSITY Required Lesson Template)


24/29



25/29


Arcadia UniversityED 580 Introduction to Inclusive Education

Lesson Plan for Inclusion

Name: ________________________Teacher: Dr. Priscilla Jeter-Iles

Unit: ___________________

Criteria Points

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

InstructionGoals and

Objectives

Instructional goals

and objectives arenot stated. Learnerscan not tell what is

expected of them.

Learners can notdetermine what

they should know

and be able to do asa result of learning

and instruction. No

differentiation

where appropriate.

Instructional

goals andobjectives arestated but are

not easy to

understand.Learners are

given some

informationregarding what

is expected of

them. Learners

are not givenenough

information to

determine what

they shouldknow and be

able to do as a

result of learningand instruction;

not sufficiently

differentiated.

Instructional

goals andobjectives arestated. Learners

have an

understandingof what is

expected of

them. Learnerscan determine

what they

should know

and be able todo as a result of

learning and

instruction.

Goals &objectives are

differentiated if

appropriate.

Instructional goals

and objectivesclearly stated.Learners have a

clear

understanding ofwhat is expected

of them. Learners

can determinewhat they should

know and be able

to do as a result of

learning andinstruction. Goals

& objectives are

differentiated if

appropriate.

Instructional

StrategiesFor Diverse

Learners

Instructional

strategies fordiverse learners are

missing or

strategies used are

inappropriate andnot differentiated as

Some

instructionalstrategies are

appropriate for

learning

outcome(s) fordiverse learners.

Most

instructionalstrategies are

appropriate for

learning

outcome(s) fordiverse

Instructional

strategies areappropriate for

learning

outcome(s) for

diverse learners.Strategy based on


26/29


needed. Some strategies

are based on acombination of

practical

experience,

theory, researchand documented

best practice.

learners. Most

strategies arebased on a

combination of

practical

experience,theory, research

and

documentedbest practice.

a combination of

practicalexperience,

theory, research

and documented

best practice.

Assessment

Method forassessing student

learning and

evaluating

instruction ismissing or does not

address diverselearners.

Method forassessing

student learning

and evaluating

instruction isvaguely stated.

Assessment isteacherdependent and

minimally

addresses

diverse learners.

Method forassessing

student learning

and evaluating

instruction ispresent. Can be

readily used &is differentiatedfor diverse

learners.

Method forassessing student

learning and

evaluating

instruction isclearly delineated

and authentic.Can be readilyused & is

differentiated for

diverse learners.

Materials

Needed

Material list ismissing.

Some materialsnecessary for

student and

teacher to

complete lesson

are listed, butlist is

incomplete.

Most materialsnecessary for

student and

teacher to

complete lesson

are listed.

All materialsnecessary for

student and

teacher to

complete lesson

clearly listed.

Organizationand

Presentation

Lesson plan is

unorganized andnot presented in a

neat manner.

Lesson plan is

organized, butnot

professionally

presented.

Lesson plan is

organized andneatly

presented.

Complete package

presented in wellorganized and

professional

fashion.

Rationale forLesson Plan

Rationale is not

clearly expressed or

does not support

lesson plandecisions.

Late

Rationale

provides

minimal support

for lesson plandecisions.

Missing or weakreasoning.

Rationale

provides

adequate

support forlesson plan

decisions.

Rationale is well

developed and

strongly supports

lesson plandecisions.

Total----> ____

Teacher Comments:


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Proposed Class Schedule

Unit Date Topic / Readings Discussion Topics Due This Week

Unit 1 Start: 1/14

End: 1/21

Introductions / Getting to

know one another andexpectations for the course(yours and mine)

Readings: Syllabus, APA

Guidelines, See Course

Documents

U1D1: Personal

Experience of Inclusionand ExclusionU1D2: Previous

Experience with People

with Disabilities

Cyber Caf

(IntroduceYourself),

Classroom Chat

(Syllabus

review);

U1D1 & U1D2

Unit 2 Start: 1/22

End: 1/28

Understanding Inclusion:

Philosophical and Legal

Foundations

Readings: Chapter 1(Salend); Chapter 2 (pp. 46-

65) (Salend); Credo forSupport (video)

U2D1: Values &

Assumptions of

Education

U2D2: That CrazyDocument called the

IEP

U2D1 & U2D2

Unit 3 Start: 1/29

End: 2/4

Understanding the Strengths

and Needs of DiverseLearners

Readings: Chapter 2 (pp.

66-106) (Salend) & Chapter3 (Salend); See Course

Documents

U3D1: Personal &

ProfessionalPerspectives of Diverse

Learners;

U3D2:T&LRepresentation Share

Forum

Please Note: You mustsubmit the T&L/C&L

in two place on the

unit.

U3D1; U3D2:

Teaching &

Learning

Representation

(2/2)

Family

Perspective

Approval

Form(submitted via

forum) Due in

this Unit

Unit 4 Start: 2/5

End: 2/11

Introduction to

Differentiating Instruction

for Diverse Learners

Readings: Chapter 8(Salend), Chapters 813

(Tomlinson), See Course

Documents

U4D1: My Learning

Style

U4D2: Pick an

Accommodation,

U4D1 & U4D2

Unit 5 Start: 2/12

End: 2/18

Cooperative Learning:

Differentiating Large &

U5D1: To Study or Not

to Study?

U5D1 & U5D2;

*optional (Mid-


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Small Group Instruction

Readings: Chapter 9

(Salend), Chapters 4- 6

(Tomlinson), See CourseDocuments

Mid-Term Kaizen(optional)

U5D2: Cooperative

Learning Conundrum

Term Kaizen)

-See

instructions in

introductionsection

Unit 6 Start: 2/19

End: 2/25

Assessing Student

Performance in an Inclusive

Classroom

Readings: Chapter 12

(Salend), Chapter 14

(Tomlinson),

See Course Documents

U6D1: Adapting

Evaluations;

U6D2:FamilyPerspective Share

U6D1 & U6D2

Unit 7 Start: 2/26End: 3/4

Promoting and SupportingPositive Behavior and

Positive Social Relationships

Readings: Chapters 5 & 7

(Salend), Making Friends

ppt, Social Network Profile,

See Course Documents

U7D1: The Troublewith Victor

U7D2: FriendsFitting them in

U7D1 & U7D2

**Unit 8 Start: 3/5

End: 3/18

Long Unit

due to Spring

Break

Enjoy your

break!

Creating Successful

Transitions to Adulthood

Readings: Chapter 6(Salend), See Course

Documents

U8D1: Chch...ch

changes

U8D2: Many dreams

U8D1 & U8D2

*Please note the

due dates:Initial Posting is

due on 3/8 and

peer posts aredue 3/18

Unit 9 Start: 3/19

End: 3/25

Collaborative Relationships

with Families and other

Professionals

Readings: Chapter 4(Salend), Chapter 7

(Tomlinson), See Course

Documents

U9D1: My

Collaboration Profile;

U9D2: Update on Your

Family PerspectiveExperience Positive

Share (Share another

insight gained throughthis experience.)

U9D1 & U9D2

Unit 10 Start: 3/26 Creating Successful U10D1: Person- U10D1 &


29/29

ED580. Page 29

End: 4/1 Transitions: Planning for

Inclusion

Readings: Chapter 6

(Salend), See CourseDocuments

Centered Planning

Tools

U10D2: A Fathers

Story

U10D2

Unit 11 Start: 4/2

End: 4/8

Web Site Review: PATTAN

Readings: Review

Tomlinson

U11D1: ReviewPATTAN

for information and

resources

U11D1 &Continue

working on

Lesson planProject and

your Family

Perspective

ExperienceReport.

Unit 12 Start: 4/9End: 4/15

Web Site Review: CECReadings: Review Salend

U12D1: Review CECfor information and

resources

U12D1Your Final

Report is due

4/15 for your

Family

Perspective

Experience.

Unit 13 Start: 4/16

End: 4/ 22

Web Site Review: Wrights

law

Readings: Review Salend

U13D1: Review

Wrights law for

information andresources

U13D1

Continue

working onFinal Lesson

Plan Project

Unit 14/

Unit 15

Start: 4/23

End: 4/30

*I am giving

you an extra

day to work

on this final

assignment.

Final Project: Lesson Planfor Inclusion is due on April

30 (midnight). *No late

plans will be accepted after

midnight on May 1.

U14D1: Lesson Planfor Inclusion Share

Lesson Plan

for Inclusion;

Course

Evaluation;

Cyber Caf(Final

Thoughts)