This course focuses on methods and strategies for teaching all students in inclusion settings. Topics covered include: current research, issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction. Participants will be expected to read and analyze research studies and plan, implement, and evaluate instructional activities with students with disabilities in inclusion settings. Participants can pursue an elementary or secondary strand.
*EDU 723 meets the “Teaching Exceptional Students in the Regular Classroom” requirement for the State of Maine.
This course is aligned with INTASC Standard Model Core Teaching Standards and CEC Advanced Preparation Standards.
Graphic Organizer and Analysis: This assignment provides you with an opportunity to construct a graphic representation (graphic organizer, story web, or digital presentation) depicting the relationship between the principles of Understanding by Design and Differentiated Instruction.
Understanding by Design (UbD) Unit Plan: This assignment is broken into three stages, spanning three weeks of instruction. You apply UbD and Differentiated Instruction practices to create a complete unit of study for your student population.
Grading Philosophy: In this assignment, you will consider the challenges associated with grading exceptional students in the inclusive classroom. Upon gathering evidence from readings and small group discussions with your peers, you will write a short philosophy statement.
Embedded Transition Plan: After reading about inclusive practices with students with severe disabilities and requirements for life skills education/transition planning for all age-levels of students with disabilities, you will revisit your Understanding by Design Unit Plan. You will indicate appropriate points for embedding life/transition skills into your plan.
Tiered Behavior Intervention Essay: Identify methods for supporting students with behaviors that fall within the Pyramid Model of Response to Intervention pyramid within an inclusive classroom. Apply behavior management strategies to design a positive classroom environment to support all students.
Responsive Teacher Statement: Designing instruction that responds to all students’ needs is at the heart of inclusive education. This final assignment provides you with an opportunity to reflect upon your new learning and determine how you will implement the strategies learning in this course in your own work.
Your grade in this course will be determined by the following criteria:
ASSIGNMENT | Possible Points |
---|---|
Introduction Discussion Board | 2 |
Weekly Discussions (5 X 3 Points Each) | 15 |
Graphic Organizer and Analysis | 5 |
Understanding by Design Unit Plan Template (3 Stages - 14 points each) | 42 |
Grading Philosophy | 9 |
Embedded Transition Plan | 9 |
Tiered Behavior Intervention Essay | 9 |
Responsive Teacher Statement | 9 |
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 |
Learning Module |
Topics |
Readings |
Assignments |
Due Dates |
Week 1 8/26-8/30 |
Introduction to Responsive Teaching |
Chapters 1 and 2 Supplemental Readings |
Class Discussion: Introduction Graphic Organizer and Analysis |
Sunday by 11:59 PM ET |
Week 2 8/31-9/6 |
Understanding by Design and Differentiated Instruction, Part 1 |
Chapters 3 and 4 |
Small Group Discussion* Stage 1 of UbD Unit Plan |
Sunday by 11:59 PM ET |
Week 3 9/7-9/13 |
Understanding by Design and Differentiated Instruction, Part 2 |
Chapter 5 |
Small Group Discussion* Stage 1 and 2 of UbD Unit Plan |
Sunday by 11:59 PM ET |
Week 4 9/14-9/20 |
Understanding by Design and Differentiated Instruction, Part 3 |
Chapters 6, 7, and 9 Supplemental Readings |
Small Group Discussion* Stages 1, 2 and 3 of Ubd Unit Plan |
Sunday by 11:59 PM ET |
Week 5 9/21-9/27 |
Principles of Effective Grading |
Chapter 8 Supplemental Readings |
Small Group Discussion* Grading Philosophy |
Sunday by 11:59 PM ET |
Week 6 9/28-10/4 |
Transition Plans |
Supplemental Readings |
Embedded Transition Plan |
Sunday by 11:59 PM ET |
Week 7 10/5-10/11 |
Positive Behavior Intervention |
Supplemental Readings |
Tiered Behavior Intervention Essay |
Sunday 11:59 PM ET |
Week 8 10/12-10/18 |
Wrap Up |
None |
Class Discussion Responsive Teacher Statement |
FRIDAY by 11:59 PM ET |
* With the exception of Weeks 1 and 8, initial discussion board posts are to be made by midnight ET on WEDNESDAY of that week. Responses to at least two other students are to be made by midnight ET on Sunday of that week. It is expected that you participate on multiple days and not just on the due dates.
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.