Students will complete co-teaching experiences in inclusion settings. Activities are tailored to ensure field application of concepts, models, practices, and skills as students apply effective co-teaching instructional practices, participate in interdisciplinary planning meetings, and collaborate as team members. These co-teaching experiences reinforce the acquisition of ethics inclusive classrooms, plan and implement teaching and learning activities, research and reflect on practices, and work collaboratively with educational teams. Some course requirements may be modified during summer sessions for participants without access to students during summer school breaks.
This course is aligned with INTASC Standard Model Core Teaching Standards and CEC Special Educator Preparation Standards
Students will:
Discussions provide you with an opportunity to synthesize course readings and research while learning from professional peers. Post an original response to the prompt, and respond to posts made by at least two classmates.
For this assignment, you will utilize a variety of self-reflection tools as you take a closer look at your own strengths and weaknesses in professional collaborative relationships including co-teaching.
In this assignment, you will create a set of three sequential lesson plans and write a statement of justification to demonstrate your learning about different co-teaching models. Your lesson must utilize at least two of the following co-teaching approaches in your plans: parallel teaching, team teaching, station teaching, alternative teaching.
For this assignment, you will interview at least three individuals from a range of stakeholders (administrator, teacher, speech/language clinician, occupational therapist, classroom teacher, or special educator) in your building to determine their perceptions of co-teaching. You will synthesize your interview results, and communicate your findings visually. Finally, you will write a 2-3 page essay that summarizes and reflects on your interview findings and makes recommendations for future professional development to support inclusion.
Your task for this assignment is to apply a student IEP to an existing inclusive lesson plan. You will present your accommodations in a 3-5 page essay in which you discuss how you will integrate this new student into your class, providing best-practice research to support your major points.
For this assignment, you will write a 3-4 page proposal for inclusive education in your school that you can submit to your building principal or for a larger audience, such as a school board or administrative team. Your task for this assignment is to identify the current capacity of your school, your classroom, and yourself to meet the needs of students with learning differences, whether they are identified as Special Education, are ELL, or require additional supports in order to be successful. As a part of this process, you must envision the ideal school and classroom situation. What would an optimal program look like to you? Then, using the evidence you have gathered in previous weeks about your school, your collaborative strengths and needs, and your individual strengths and needs, you will make a plan to reach this optimum level.
Your grade in this course will be determined by the following criteria:
Assignments | Points |
---|---|
Weekly Discussions (7 X 4 Points Each) | 28 |
Co-Teaching Partnership Analysis | 12 |
Sequential Lesson Plans and Justification | 12 |
Interviews, Visual Representation and Summary | 12 |
Case Study | 12 |
Needs Assessment and Proposal | 24 |
Total | 100 |
Grade | Points Grade | Point Average (GPA) |
A | 94 – 100% | 4.00 |
A- | 90 – 93% | 3.75 |
B+ | 87 – 89% | 3.50 |
B | 84 – 86% | 3.00 |
B- | 80 – 83% | 2.75 |
C+ | 77 – 79% | 2.50 |
C | 74 – 76% | 2.00 |
C- | 70 – 73% | 1.75 |
D | 64 – 69% | 1.00 |
F | 00 – 63% | 0.00 |
Week 1: Jun 24 – Jun 28
Week 2: Jun 29 – Jul 5
Week 3: Jul 6 – Jul 12
Week 4: Jul 13 – Jul 19
Week 5: Jul 20 – Jul 26
Week 6: Jul 27 – Aug 2
Week 7: Aug 3 – Aug 9
Week 8: Aug 10 – Aug 16
Learning Module |
Topic |
Reading and Assignments |
Due Dates |
|
Week 1
|
Introduction to Co-Teaching |
Reading: Friend, M. P. (2019), Ch. 1 & 2 Assignment: Class Discussion (Post initial response to the discussion by Friday) |
11:59 PM ET on Sunday
During this initial shortened week, please post your initial response by Friday |
|
Week 2
|
The Co-Teaching Partnership |
Reading: Friend, M. P. (2019), Ch. 3 Sacks, A. (2014). Eight tips for making the most of co-teaching. Education Week Teacher. Assignments: Group Discussion Co-Teaching Partnership Analysis Assignment |
11:59 PM ET on Sunday Post your initial response to the discussion prompt by Wednesday |
|
Week 3
|
Co-Teaching Approaches |
Reading: Friend, M. P. (2019), Chapter 4 Anderson, Kelly M. Differentiating instruction to include all students. Preventing School Failure. 51(3). Preszler, J. (Ed.) (2006). On target: strategies that differentiate instruction grades 4-12. Black Hills Special Services Cooperative. Raffaelli, L. (2014). 18 teacher-tested strategies for differentiated instruction. Edutopia Assignments: Group Discussion Sequential Lesson Plan and Justification |
11:59 PM ET on Sunday Post your initial response to the discussion prompt by Wednesday |
|
Week 4
|
Quality Co-Teaching |
Reading: Friend, M. P. (2019), Chapters 5 and 6 Assignment Resources: Karbach, M. (2014). 5 Good tools to create charts, graphs, and diagrams for your class. Educational Technology and Mobile Learning. Rensch, M. (2013). 10 tools for creating infographics and visualizations. Assignments: Group Discussion Interviews, Visual Representation and Summary |
11:59 PM ET on Sunday Post your initial response to the discussion prompt by Wednesday |
|
Week 5
|
Collaboration with Para- professionals |
Reading: Friend, M. P. (2019), Chapter 7 Carnahan, C., Williamson, P., Clarke, L. & Sorensen, R. (2009). A systematic approach for supporting paraeducators in educational settings: A guide for teachers. Teaching Exceptional Children. 41(5). pp. 34-43 Assignment: Group Discussion: Interview of a Paraprofessional |
11:59 PM ET on Sunday Post your initial response to the discussion prompt by Wednesday |
|
Week 6
|
Understanding the Child |
Reading: Rebhorn, T. (2017). Developing your child’s IEP. Center for Parent Information and Resources. American Psychological Association. Reasonable accommodations explained. (2017). Assignments: Group Discussion Case Study |
11:59 PM ET on Sunday Post your initial response to the discussion prompt by Wednesday |
|
Week 7
|
Collaborative Education |
Reading: Friend, M. P. (2019), Chapter 8 Murawski, W. & Dieker, L. (2008). 50 Ways to keep your co-teacher: Strategies for before, during and after co-teaching. Teaching Exceptional Children. 40 (4). Assignment: Needs Assessment & Proposal Assignment |
11:59 PM ET on Sunday |
|
Week 8
|
Proposal Feedback |
Assignment: Class Discussion |
11:59 PM ET on FRIDAY Post your initial response to the discussion prompt by Wednesday |
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Education page
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.