COURSE SYLLABUS*
SED 7050 Inclusive Teaching
Winter Term, 2014
DIVISION:
Teacher Education
PROGRAM AREA:
Special Education
COURSE:
SED 7050— 26593/Section 003
TITLE:
Inclusive Teaching
LOCATION:
204 Education Building
COURSE CREDIT:
2 credit hours
DAY/TIME:
Wednesdays/4:30 – 6:20 p.m.
INSTRUCTOR:
Steve Ilmer, Ph.D.
OFFICE:
261 Education Building
CONTACT INFO:
[email protected]
*This syllabus is posted in Blackboard.
SED 7050 Inclusion, Winter term, 2014 SED 7050 Inclusion, Winter term, 2014
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COURSE DESCRIPTION & LEARNING OUTCOMES
This course is intended for students who are not majoring in special education. The course will
provide learning opportunities for studying the implementation of inclusive teaching practices in
regular education classrooms. Background information on inclusion approaches, and contemporary
strategies and techniques, will be addressed for teaching stuents with differing academic, socialemotional, and sensory-physical abilities in regular education programs and classrooms. The course
will use a case method approach to facilitate the acquisition of research-based approaches for planning
and delivering instruction in inclusive classrooms (see bulleted learning outcomes below).
•
Demonstrate knowledge of instructional tools, strategies, accommodations and social supports
for assisting students to be taught effectively in general/regular education classes.
•
Document how inclusive education is a process which addresses and confronts issues of
diversity across individuals’ differential functioning, social class, race, gender, culture, age, and
socio-economic status.
•
Identify core skills necessary to work and co-teach in collaborative environments which are
essential to implementing inclusive education.
•
Demonstrate knowledge of strategies for collaborating with regular classroom teachers, support
service personnel, paraprofessionals, and other individuals involved in the delivery of inclusive
education programs.
•
Demonstrate knowledge of techniques to help manage student behavior and promote social
acceptance of diverse learners in inclusion programs.
•
Identify specific federal laws and state regulations that govern educational provisions for
students with disabilities, including formal IEP (Individualized Educational Plan/Program)
processes and specific requirements in No Child Left Behind and Section 504 of the federal
Rehabilitation Act.
•
Explain how the movement toward using scientifically-based instructional strategies and
accommodations is intended to support the participation of academically at-risk, culturally and
linguistically diverse youth within regular classrooms.
TEXTBOOK (required)
Boyle, J.R. & Provost, M.C. (2012). Strategies for teaching students with disabilities in inclusive
classrooms— A case method approach. Upper Saddle River, NJ: Pearson Education (ISBN
013183777X).
COURSE REQUIREMENTS & ASSIGNMENTS
1. Assigned Course Readings
(see class schedule)
SED 7050 Inclusion, Winter term, 2014 SED 7050 Inclusion, Winter term, 2014
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2. Case Study Project
(30 percent of course grade— details to be presented in class)
3. Written Exam (mid-term)
(20 percent of course grade)
4. Student Participation in Class Activities & Discussions
(20 percent of course grade— details to be presented in class)
5. Reflection Assignment (Final Exam)
(30 percent of course grade— details to be presented in class)
CLASS POLICIES
Plagiarism and Academic Dishonesty
Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or
presenting outside information as if it were your own by not crediting authors through citations. It can
be deliberate or unintended. If you're in doubt about the use of a source, cite it. Students caught
plagiarizing information from other sources will receive a failing grade in the course. University policy
states that students can be subject to multiple sanctions, from reprimand to expulsion as a consequence
of academic dishonesty. To enforce this policy, all outside references must be submitted with
assignments.
Withdrawal Policy
Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP,
WF, or WN.
-
WP will be awarded if the student is passing the course (based on work due to date) at the time the
withdrawal is requested
WF will be awarded if the student is failing the course (based on work due to date) at the time the
withdrawal is requested
WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member must
approve the withdrawal request before it becomes final, and students should continue to attend class
until they receive notification via email that the withdrawal has been approved. Withdrawals can be
requested at any point from the fifth week of class through the study day.
Information for Students with Disabilities
If you have a documented disability that requires accommodations, you will need to register with
Student Disability Services (SDS) for coordination of your academic accommodations. The Student
Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the
Student Academic Success Services department. SDS telephone number is 313-577-1851 or 313-5773365 (TDD only). Once you have your accommodations in place, I will be glad to meet with you
privately during my office hours to discuss your special needs. Student Disability Services’ mission is
SED 7050 Inclusion, Winter term, 2014 SED 7050 Inclusion, Winter term, 2014
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to assist the university in creating an accessible community where students with disabilities have an
equal opportunity to fully participate in their educational experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder
the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best
interest to get your accommodation letters as early in the semester as possible.
Religious Observance Policy
Because of the extraordinary variety of religious affiliations represented in the University student body
and staff, the Wayne State University calendar makes no provision for religious holidays. It is
University policy, however, to respect the faith and religious obligations of the individual. Students
who find that their classes or examinations involve conflicts with their religious observances are
expected to notify their instructors well in advance so that alternative arrangements as suitable as
possible may be worked out.
The Writing Center
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for
graduate and undergraduate students at Wayne State University. The Writing Center serves as a
resource for writers, providing tutoring sessions on the range of activities in the writing process –
considering the audience, analyzing the assignment or genre, brainstorming, researching, writing
drafts, revising, editing, and preparing documentation. The Writing Center is not an editing or
proofreading service; rather, students are guided as they engage collaboratively in the process of
academic writing, from developing an idea to correctly citing sources. To make an appointment,
consult the Writing Center website:
http://www.clas.wayne.edu/writing/.
To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext
One-on-One Tutoring) http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.
CLASS SCHEDULE, READINGS, & ACTIVITIES
*** Please note that the class schedule, required course assignments, and/or due dates for required
assignments may be modified with advance notice from the instructor. ***
Dates
Chapters (J.R.
Topics
Activities
Course overview
& requirements,
Introduction to
services for
students with
disabilities
Presentation & discussion
Boyle & M.C. Provost)
1/8/14
(wk. 1)
.
4
.1/15/14
(wk. 2)
Ch #1: Using
Cases in Special
Education and
Inclusion Courses
Ch #2: Special
Education Law &
Inclusion
1/22/14
(wk. 3).
1/29/14
(wk. 4)
IDEA (2004),
diagnostic criteria
& categories,
eligibility for
services, due
process,
collaboration with
parents/guardians
& families
Ch #3 Cases
about Special
Education Law…
Individualized
education
programs (IEPs),
Free Appropriate
Public Education,
partnerships
Ch #4: Teaching
in the Inclusive
Classroom
Inclusion &
collaboration,
co-teaching,
differentiated
instruction,
monitoring student
progress,
Response-to–
Intervention (RTI)
Presentation & discussion
Case study project
Presentation & discussion
Case study project
Presentation & discussion
Case study project
Universal Design
for Learning
(UDL)
2/5/14
(wk. 5)
2/12/14
(wk. 6)
Ch #5: Cases—
Collaboration—
Collaboration and the winding road
Co-Teaching
to practice
Presentation & discussion
Ch #6: Effective
Use of Behavior
Management in
Inclusive
Classrooms
Presentation & discussion
Case study project
Classroom &
behavior
management
Case study project
Review for exam (wk 7)
5
2/19/14
---
Written exam (in class)
---
(wk. 7)
2/26/14
(wk. 8)
3/5/14
(wk. 9)
3/12/14
(wk. 10)
3/19/14
(wk. 11)
3/26/14
(wk. 12)
4/2/14
(wk. 13)
Ch #7: Cases
about Behavior
Management
Classroom &
behavior
management
(continued)
Ch #8: Effective
Techniques for
Teaching Basic
Skills: Reading
and Written
Language
Instruction in
reading & writing
Spring recess
week—no classes
(University
closed)
Presentation & discussion
Presentation & discussion
Case study project
presentation—behavior
management in inclusive
classrooms
--
---
Presentation & discussion
Ch #9: Cases
about Teaching
Reading Skills in
Inclusive
Classrooms
Reading
Ch #10: Cases
about Teaching
Written
Language Skills
Writing
Ch #11: Effective
Techniques for
Teaching Math
Instruction in math
Case study project
presentation—reading skills
Presentation & discussion
Case study project
presentation—writing
6
Presentation & discussion
4/9/14
(wk. 14)
4/16/14
(wk. 15)
Ch #12: Cases
about Teaching
Math in Inclusive
Classrooms
Math cases
Case study project
presentation—math
Ch #13: Effective
techniques for
teaching in the
content areas
Teaching content
& study skills
Presentation & discussion
Case study project
presentation— teaching
(other) content
Ch #14: Cases
about teaching
content & study
skills in inclusive
classrooms
Final Exam week
Reflection Assignment
(Final Exam) (Take-home)
7