Syllabus

Master of Science in Education

EDU 748: Literacy for Inclusion Settings – Summer A 2022

Credits - 3

Description

This course is designed to straddle the disciplines of regular and special education. Students will explore the implementation of multi-tier approaches to the early identification and support of students with learning and behavior needs and ways to differentiate instruction. The course attends to the collaboration that takes places between regular and special education teachers when assessing and planning instruction for all students in an inclusive setting.

Materials

Learning Objectives and Outcomes

• Students will understand the legal, political and social issues surrounding special education and RTI as well as theories of disability (medical vs. social model) and specific disability classifications and resources.
• Students will demonstrate understanding of the RTI Process as a formal approach to assessing, supporting and documenting student learning.
• Students will demonstrate the ability to assess a student’s learning strengths and challenges, and design a modified or differentiated lesson plan to leverage and support learning.
• Students will facilitate and participate in a collaborative inquiry group to more deeply understand a focal student and plan for instruction.
• Students will participate as active and contributing members of an academic learning community to learn new content and further understanding of teaching literacy in inclusion settings.

Assignments

Discussions: Weeks 1-6, Week 8

Each week students discuss a new topic within the course discussions. Prompts require students to critique, analyze and synthesize assigned reading, professional experience and research. Each week students submit an original post and respond to at least two posts made by classmates.

Student Profile Template

For this assignment, create an anonymous profile for a focal student based on a combination of informal surveys and reflections, data and corresponding inferences from cumulative files, observation, teaching experiences with the student, and conversations with colleagues. Predict literacy challenges the focal student may face, and evaluate interventions and accommodations that are already in place.

RTI Essay

For this assignment, investigate a topic that will help you to address concerns or potential gaps in the intervention plan for your focal student. Synthesize research on the topic and analyze the results, discussing the implications of the research for your teaching practice. 

Adjustable Lesson Plan

Create an “adjustable” lesson plan to meet the literacy needs of your focal student in an inclusive setting. Include a rationale that connects your instructional decisions to current literacy research. 

Student Intervention Plan

Drawing on information from the student profile, prerequisite screenings, diagnostic pre-assessments or formative assessments, create an intervention plan to meet the needs of your focal student. Include a rational that connects your instructional decisions to current literacy research. 

Critique and Conclusions Essay

For this final assignment, evaluate the RTI framework as a formal approach for assessing, supporting and documenting student learning. Describe its possibilities and pitfalls, and make a proposal to your RTI or administrative team to improve the RTI system used in your school or district.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Points	Total Points = 100
Discussions	7 @ 3 Pts. Each	21
Student Profile Template	11	11
RTI Essay	16	16
Adjustable Lesson Plan	16	16
Student Intervention Plan	16	16
Critique and Conclusions Essay	20	20

Grade Scale

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