This course provides the time and resources to delve deeply into strategies for teaching students in the inclusion classroom. Participants will evaluate strategies to determine the best practices available to meet their professional needs. Students will collate their new learning into a user-friendly tool tailored to their own teaching circumstances. Rarely do educators have the opportunity for such sustained exploration of meaningful research-based strategies that can have a direct impact on differentiated teaching and learning.
This course is aligned with INTASC Standard Model Core Teaching Standards and CEC Advanced Preparation Standards.
The objectives for this course are listed below. In addition, student learning outcomes supporting the course objectives will be specified at the beginning of the week for each module.
If you choose this assignment option, you will build a series of instructional playbook entries for your own or your school’s use that focuses on the population of students with whom you work. You will reflect on new learning in each week of the class, in this way, strategies will focus on a combination of topics such as planning and study skills, building a positive learning environment, assessment, literacy differentiation, and content area differentiation.
OR
If you choose this assignment option you will build an instructional video series for your own or your school’s use that focuses on a student population with whom you work. You will reflect on new learning in each week of the class, in this way, strategies will focus on a combination of topics such as planning and study skills, building a positive learning environment, assessment, literacy differentiation, and content area differentiation.
Your grade in this course will be determined by the following criteria:
ASSIGNMENT | Possible Points |
---|---|
Discussions (8 at 4 points each) | 32 |
Week 2 Assignment | 10 |
Week 3 Assignment | 10 |
Week 4 Assignment | 10 |
Week 5 Assignment | 10 |
Week 6 Assignment | 10 |
Week 7 Assignment | 18 |
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: Apr 27 – May 1
Week 2: May 2 – May 8
Week 3: May 9 – May 15
Week 4: May 16 – May 22
Week 5: May 23 – May 29
Week 6: May 30 – Jun 5
Week 7: Jun 6 – Jun 12
Week 8: Jun 13 – Jun 19
Learning Module |
Topics |
Assignments |
Week 1 |
Understanding the inclusion classroom |
Week 1 Discussion – Initial Post by Friday at 11:59pm, Response Posts by Sunday at 11:59pm |
Week 2 |
Strategies for planning and study skills |
Week 2 Discussion – Initial Post by Wednesday at 11:59pm, Response Posts by Sunday at 11:59pm Week 2 Assignment: Playbook entry or Instructional Video by Sunday at 11:59pm |
Week 3 |
Strategies for building a positive learning environment |
Week 3 Discussion – Initial Post by Wednesday at 11:59pm, Response Posts by Sunday at 11:59pm Week 3 Assignment: Playbook entry or Instructional Video by Sunday at 11:59pm |
Week 4 |
Strategies for using assessment to inform decisions |
Week 4 Discussion – Initial Post by Wednesday at 11:59pm, Response Posts by Sunday at 11:59pm Week 4 Assignment: Playbook entry or Instructional Video by Sunday at 11:59pm |
Week 5 |
Strategies for literacy differentiation |
Week 5 Discussion – Initial Post by Wednesday at 11:59pm, Response Posts by Sunday at 11:59pm Week 5 Assignment: Playbook entry or Instructional Video by Sunday at 11:59pm |
Week 6 |
Strategies for content area differentiation |
Week 6 Discussion – Initial Post by Wednesday at 11:59pm, Response Posts by Sunday at 11:59pm Week 6 Assignment: Playbook entry or Instructional Video by Sunday at 11:59pm |
Week 7 |
Strategies for collaboration |
Week 7 Discussion – Initial Post by Wednesday at 11:59pm, Response Posts by Sunday at 11:59pm Week 7 Assignment: Instructional Playbook or Video Series by Sunday at 11:59pm |
Week 8 |
Reflection on inclusion |
Week 8 Discussion – Initial Post by Wednesday at 11:59pm, Response Posts by Sunday at 11:59pm |
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.