Syllabus
Master of Science in Education
EDU 723 Teaching and Learning in Inclusive Settings – Fall A 2015
Credits - 3
Description
This course focuses on methods and strategies for teaching all students focusing on the incorporation of special needs students within regular education settings. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to plan and implement instructional activities with students with disabilities.
Materials
Learning Objectives and Outcomes
Students will:
- Utilize a variety of research-based instructional strategies for teaching students with disabilities
- Design and deliver instruction designed for specific learners with disabilities
- Design inclusive instruction for students with severe disabilities
- Create a student-centered classroom built on community and team-work
- Describe the essential components for a inclusive school
- Use effective behavioral support strategies
- Articulate professional philosophy of inclusion with regards to classroom practices
Assignments
- Discussions: This course has threaded discussions you are required to participate in most weeks. Some discussions focus on using information gained through resources to answer a question while others will require you to provide constructive feedback to your peers’ assignments. My role in discussions will be as a guide and observer. I tend to participate more in the beginning of the course and less at the end as you slowly assume responsibility for guiding your own discussions. The discussions in this course will be held in small groups based on the content area you teach/are interested in. Directions for enrollment in groups will be posted in the first module.
- Syllabus quiz: This quiz requires you to review the syllabus on Blackboard and answer some multiple choice questions.
- Strategy Summary Research Paper: This assignment requires you to identify a topic related to your content area and synthesize peer-reviewed articles on the chosen topic.
- Strategy Summary Presentation; This assignment requires you to summarize three strategies from the module and identify a practical application for your own classroom.
- Differentiated Instruction Lesson Plan; This assignment requires you to design and deliver a lesson plan on a topic you choose. Your lesson plan must include differentiated instruction for the varying levels of learners in your classroom.
- Quality Indicators Checklist; This assignment requires you to evaluate your own school using the provided checklist.
- Standards Alignment Assignment: This assignment requires you to identify opportunities within the general education curriculum for teaching functional skills.
- Philosophy of Inclusion: Instructing and supporting students in your classroom: This assignment requires you to articulate your philosophy of inclusion with regards to your own classroom practices including creating a welcoming classroom, designing instruction, supporting behavior, and collaboration.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| ASSIGNMENT | Possible Points |
|---|---|
| Introduction Discussion Board | 2 |
| Small Group Discussions (6X4 Points Each) | 24 |
| Syllabus Quiz | 1 |
| Strategy Summary Research Paper | 16 |
| Strategy Summary Presentation | 10 |
| Quality Indicators Checklist - Part I | 3 |
| Quality Indicators Checklist - Part II | 13 |
| DI Lesson Plan | 20 |
| Standards Alignment | 8 |
| Philosophy | 3 |
| TOTAL | 100 |
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 |
Schedule
|
Week |
Topic |
Activities & Assignments |
Dates |
|
1 |
Course introduction Student introductions Overview of Inclusion |
Syllabus Quiz All Inclusive Special Education Inclusion Enroll in group Discussion: Introductions |
Due: Sept. 6 2015 at 11:55 pm. EST |
|
2 |
Creating a Welcoming Classroom |
20 Ways to Build Community and Empower Students Review lesson plan, book list, and movie list Discussion: Create a welcoming classroom Assignment: Quality Indicators, Part I |
Due: Sept 13, 2015 at 11:55 p.m. EST |
|
3 |
Best and Research-Based Practices for Teaching Students with Disabilities |
Explicit instruction resources Cognitive learning strategies resources Assignment: Strategy Resource Paper |
Due: Sept. 20, 2015 at 11:55 p.m. EST |
|
4 |
Differentiated Instruction |
IRIS Module: Differentiated Instruction What Differentiated Instruction is, and What it Most Certainly is Not Explore Differentiation Central website Discussion: Strategy Summary Presentations Assignment: Strategy Summary Presentations |
Due: Sept. 27, 2015 at 11:55 p.m. EST |
|
5 |
Content Area Inclusion |
Resources for literacy, math, science, social studies, other areas (choose 2) Discussion: Differentiated instructional lesson plan feedback Assignment: Quality Indicators, Part II |
Due: Oct 4, 2015 at 11:55 p.m. EST |
|
6 |
Including Students with Significant Disabilities |
Making Inclusion a Reality for Students with Severe Disabilities IRIS Module: Secondary Transition Embedding Secondary Transition in the Common Core State Standards Discussion: Standards alignment ideas Assignment: Standards Alignment Assignment |
Due: Oct. 11, 2015 at 11:55 p.m. EST |
|
7 |
Supporting Behavior |
Option 1: Classroom Management Resources Option 2: Behavioral Interventions Discussion: Behavior ideas Assignment: Differentiated Instructional Lesson Plan |
Due: Oct. 18, 2015 at 11: 55 p.m. EST |
|
8 |
Wrap-Up |
Discussion: Reflections on the course Assignment: Philosophy of Diverse Learners |
Due: Oct. 23, 2015 at 11:55 p.m. EST |
Student Resources
Accommodations
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.
Policies
Course Policies
- Instructor information
Please see my self-introduction in an announcement in the first week of the course. Contact and communication information is below.
- Course structure and components
The course is composed of eight learning modules and students are expected to complete one module per week according to the course schedule. There are 3 major components for this class: Readings and resources for each weekly learning module, discussions, and assignments. Each assignment description is found within the module it is due.
Because of the nature of online learning, participation is critical. Students are expected to keep abreast of module requirements, communications, projects, and discussions, and post relevant comments or responses in a timely manner. All assignments have due dates, and all work is expected to be submitted on or before the due date.
- Correspondence
- Announcements: Announcements will be used regularly. Generally an announcement will be posted at least once per week preparing you for the week ahead. Some instructors will also post mid-week announcements and additional ones will be posted as needed.
- Ask the Instructor: This is a forum in your discussion board. Questions regarding general class issues such as clarification on content, clarification on assignments, technical assistance should all be asked here. Students in the course are encouraged to answer these questions.
- Direct correspondence. Please check with your instructor as to whether they use course mail or email. All course mail/emails will be returned within 24 hours during the week and by Monday if sent on the weekend.
- Assignment feedback: You all work very hard at your assignments, and your instructor works as equally hard at providing you with feedback. Generally, your assignments should have comments made directly within the paper on Blackboard. There should never be a question why a grade was earned; please contact your instructor if anything is unclear. Please give five days for grades to be posted, especially for more in depth assignments such as lesson plans. If you have not received a grade after five days, contact your instructor.
- General support: Review the Support page for contact information and a directory as to who is here to help.
- Course prerequisites
There are no course pre-requisites for this course. It is anticipated that students will have had some coursework or experience in teaching and planning for instruction, including developing lesson plans, assessment, evaluation. Also, it will be helpful to have access to a classroom for creating student profiles and description of classroom setting and resources. There are some tips for lesson planning found alongside the assignment description for the lesson plan.
- Minimum technical skills
For this course, you will be expected to be able to use e-mail and attachments, to send files, to copy/paste, and to use the internet. You should also be familiar with being able to convert documents to MS Word compatibility mode) for formatting submission and sharing of documents. Additionally, you may be asked to access Youtube.
- Netiquette
Communication in this course is expected to be respectful and in standard English, i.e. not using slang, spoken colloquialisms, or “ texting-speak” or abbreviations. Spelling and grammar is expected to be correct, including in threaded discussions. Refer to the “readability/professionalism” requirement for discussion postings.
- Privacy/Confidentiality
As in any University class you may want to share real life examples from your organizations during discussions and in your written work. It will be necessary to respect the same rules of the classroom in this setting. Please do not share information that clearly identifies someone or some situation in your organization that you know should not be divulged outside your organization. You can share examples without breaking confidentiality. I also ask that each of you respect and honor confidentiality and keep any references or information within the course.
- Format of papers
Please note that all papers should be completed using the correct APA format. There is an APA Guidelines link under University Resources in the Course Menu on the left in this course. If you have questions about how that format applies to any given assignment or are still unclear on how to appropriately cite a source, please feel free to contact your instructor.
- Late assignments
Due to the nature of a part-time graduate course, it is reasonable to expect that issues regarding work and family life may arise. The late penalty is as follows:
- 10% (i.e., one letter grade) deduction for assignments submitted no later than 48 hours after the due date (i.e., Tuesday, midnight EST).
- 20% deduction (i.e., two letter grades) if submitted no later than 96 hours after the due date (i.e., Thursday, midnight EST)
- Assignments submitted after midnight on Thursday will not be accepted.
- Assignments due the last week of the course will not be accepted after the due date.
- Incomplete
Please know that incompletes are not possible in the MSEd or CAGS on-line program. All work must be submitted by the last day of the course. Therefore, pace your work carefully so you do not fall behind. Late work does incur a penalty. Immediately consult your professor if you find you need help with any part of the course and communicate in advance if you know you may have a problem.
Turnitin Originality Check and Plagiarism Detection Tool
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.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
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.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Attendance Policy
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.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
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.
UNE Course Withdrawal
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.
Academic Integrity
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:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
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.