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ED. 580.Spring 2013
EDUCATION DEPARTMENTED 580: Introduction to Inclusive Education
Spring 2013
Online Delivery
Instructor: Dr. Priscilla Jeter-Iles
Office: Education Dept., Taylor Hall 3 rd fl. Office Hours: by appt. only
Phone: (215) 242-0188 (up to 8PM) E-mail:[email protected]
Although this course is offered online, I realize that there may be times when you may want to meet withme face to face. I enjoy teaching and talking with my students, so please do not hesitate to contact me. Thebest way to arrange a time to meet is by sending me an email.
Course Description
This course is an introduction to the complex issues surrounding the education of students with diverselearning needs, especially students with disabilities. You will become familiar with the philosophical andlegal foundations of inclusive education and will gain knowledge of best practices to ensure access, equity,and quality education for the diverse students in todays classrooms. In particular, differentiated instruction,universal design for learning (UDL) and person-centered planning (PCP) will be discussed. This class
attempts to challenge you to think, create, reflect, and examine your own work and beliefs, and collaboratewith colleagues in pursuit of pedagogical practices that empower the diverse children of todays schools.You will engage in fieldwork and school-based observations, among other learning experiences.
It is within a classroom that openly and directly addresses theinterests, needs, andpossibilities of all its members that students may best experience democratic structures that
empower and support all participants(Sapon-Shevin, 1992, p. 21)
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State Standards
The following Pennsylvania State standards are addressed by the content and assignments for thiscourse:
I.A. Philosophical, historical and legal foundations of Special Education
I.C/D. Current identification criteria and legal and educational definitions of students with disabilitiesI.E. Impact of health and medical issuesI.F. Legal provisions, regulations and guidelinesI.H. Development and implementation of the Individual Education Program (IEP) and the Individual
Transition Program (ITP)I.J. Selection and implementation of instructional assistive technologiesII.B. Creating a safe psychological and physical environmentII.D. Creating an instructional environment that communicates challenging learning expectationsII.E. Establishing and maintaining consistent standards of classroom behaviorII.F. Managing the educational environmentII.G. Communicating and collaborating with partners
III.A. Professional organizations, professional literature, resources and advocacy groupsIII.B. Integrity and ethical behavior, professional conductIII.C. Communicating effectivelyIII.D. Establishing and maintaining collaborative relationshipsIII.E. Recognize the impact and importance of decision-making, teacher behavior, ethical practice
and self-reflection on professional development
Course Objectives
At the completion of this course, you will be able to:
Understand how inclusive teaching relates to the ongoing social movement to developcommunities in which difference is valued and celebrated.
Understand the research, legal principles, and instructional practices upon which effective inclusiveschools are based.
Visualize and understand how to create an inclusive community of learners in the school andclassroom.
Grasp theoretical and practical aspects of partnering with families in the education of all students. Visualize a framework for planning inclusive instruction and understand how to develop
individualized plans for students with disabilities. Understand how the concept and practice of support for teachers and students works in effective
inclusive schools to strengthen learning and the school community.
Recognize students who vary in their academic abilities and see how these relate to best practiceinstruction. Meet the need for leadership to create effective inclusive schools, and explore strategies for
change. Become familiar with how technology could be used to promote the independence, productivity,
and inclusion of persons with disabilities. Become an effective advocate for your students and their families.
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Required Course Materials
Texts:
Salend, S. J. (2010). Creating inclusive classrooms: Effective and reflective practices for all students (7thed.). Upper Saddle River, NJ: Pearson / Merrill Prentice Hall.
Tomlinson, C.A. (2005). How to differentiate instruction in mixed ability classrooms (2nded.). Upper SaddleRiver, NJ: Pearson/Merrill Prentice Hall.
Textbooks can be ordered online..
Additional ReadingsOther required reading materials may be made available in the Course Documents section of each unit. It is
your responsibility to check this section each unit in addition to your text.
Computer Hardware and SoftwareSince this course is being delivered online, your computer system will need to meet specific hardware andsoftware requirements. You will find a complete listing of hardware and software needs athttp://student.arcadia.edu/online. Please review this list thoroughly. For this course, you will also need tohave access to Microsoft Office (Microsoft Word will be used extensively).
EmailYou are required to use your Arcadia email account for all communication regarding this course. This is theemail address that your instructor will use for all communication. There are no exceptions to this policy.
Your Arcadia email account can be easily accessed through Blackboard. Go to the Check email link in themenu of My Arcadia.
Please contact me immediately if you have any difficulty obtaining any of these materials.
Assistance with Technology
If you experience any difficulties with the technology requirements of the course or have trouble accessingthe course site, email, etc. at any point in the semester; please contact the IT Helpdesk at (215-572-2898).You should also contact me should these technical problems cause delays in completing assignments orcontributing to discussions.
Course Guidelines and Expectations
Participation & Preparation (Active Learning): Since this course is being presented in an online fashion,your leadership in creating learning opportunities throughparticipation in our online discussions is criticalfor everyone. It is important that you login regularly (daily if possible) and work on a consistent basis tocomplete your requirements. Since we are not meeting face-to-face, it is required that you participate in the
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discussion forums by replying to the postings of your classmates. Additionally, the Cyber Caf is availablefor you to develop community outside of the course content. Although, participation in the Cyber Caf is notrequired (except for Unit 1 & Unit14/), it is recommended that you utilize this forum to enhance your ownclassroom experience. Preparation is also critical to a successful learning experience. It is expected thatyou will complete all required reading and refer to the concepts and ideas from the readings in your weekly
assignments. You will need to be self-motivated and should try to stay as organized as possible,developing a schedule would be a good idea. I also suggest that you login at the beginning of the week andcopy all assignments to a Word document. This will allow you to construct a quality answer, spell check,grammar check, and copy and paste into the forum.
Timeliness of Assignments & Postings:The pace of the course requires that you actively engage with thecourse materials in a timely manner so that conversations are relevant and extend our learning. You arerequired to post responses to Discussion Board questions each week. I realize that life can sometimespresent unexpected circumstances. For this reason, you are allowed no more than one late posting. Youwill not be penalized for this late posting, as long as your required post and responses are postedto Discussion Board no later than the Monday of the following week and you send me an email.
(Please send an email confirming the submission of a late posting.) Beyond this, there will be noextensions granted for required assignments. Postings and assignments not received by the required duedate will impact your grade. Missed posts (beyond the one excused) will also result in a lower grade. If youanticipate difficulty responding to a unit post (i.e., you are on a family vacation planned a year ago in asouth seas island far from internet accessIm not kidding, this actually happened), please contact me inadvance, so that we can arrange an alternative assignment. Discussion Board Postings beyond 3 days latewill not be accepted.
Written Assignments: All written assignments (excluding Discussion Board postings) should be double-spaced with 12 point, Times New Roman font. All written work (including Discussion Board postings)should comply with the American Psychology Association (APA) Style Guidelines. These can be found athttp://www.apastyle.org/learn/tutorials/basics-tutorial.aspx orhttp://owl.english.purdue.edu/owl/resource/560/01/. Additionally, please familiarize yourself with the APAguidelines for removing bias in language, See pdf attached to course for the guidelines. AlthoughDiscussion Board postings will be much less formal in their style than the other written assignments,appropriate use of citations and referencing in all written work is expected including informationfrom texts.
Academic Integrity: Cheating and plagiarism are serious offenses. Conventional rules of plagiarism apply toall assignments. Any student who plagiarizes will receive an F for the assignment and will have their final
course grade reduced by one letter grade. More than one incidence of plagiarism will result in an F for
the course. You can avoid inadvertently plagiarizing by familiarizing yourself with APA guidelines andapplying them to your work (see above Written Assignments).
http://www.apastyle.org/http://www.apastyle.org/learn/tutorials/basics-tutorial.aspxhttp://www.apastyle.org/learn/tutorials/basics-tutorial.aspxhttp://owl.english.purdue.edu/owl/resource/560/01/http://owl.english.purdue.edu/owl/resource/560/01/http://owl.english.purdue.edu/owl/resource/560/01/http://www.apastyle.org/learn/tutorials/basics-tutorial.aspxhttp://www.apastyle.org/7/30/2019 Spring2013 ED580 Syllabus
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Grading Scale
Course Requirements and Assignments
Below you will find a detailed description of each requirement and assignment.
1. Discussion Board 30 %
2. Teaching & Learning Representation 15 %
3. Fieldwork: Family Experience 30 %
4. Lesson Plan for Inclusion 25 %
100 %
Grades will be posted within two weeks of each submission in the mygrade section located on theBlackboard site.
Due Dates: Except where otherwise noted, all assignments are due by the Saturday of the week bymidnight. All responses to other learners posts are due by the following Monday no later than midnight.
Requirement 1. Discussion Board (30%)
*All Discussion Board responses are due by Saturday of each week (no later than midnight).
Responses to at least three classmates postings are due by the following Monday of each week
(no later than 12 midnight) unless specified on the Proposed Schedule.
Percentage of Total Points Grade
100-94 A
93-90 A-
89-87 B+
86-84 B83-80 B-
79-77 C+
76-74 C
73-70 C-
69-67 D+
66-64 D
63-60 D-
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Discussion Board Guidelines
1. You are required to answer each question that is posted by the professor in the
Discussion Board area. If you use Microsoft Word to compose your responses, please
cut and paste your text into the body of the Discussion Board post. Please DO NOTattach a Word document as your response. (Points will be deducted if your response is
attached as a Word document.)
2. It is important that you support your comments with research from the field. Citations
are to be provided at the end of each post as well as within the body of your answer. If
you refer to the text, please note this within your post; you do not need to provide a
citation at the end of the post for any references to the text. Please provide in-text and
end of the text citations for any references beyond the course texts.
Example:
Within the context of the posting:"Constructivism is an epistemology, a theory of knowledge used to
explain how we know what we know" (Lorsbach, 1997).
At the end of the posting:
Lorsbach, A. (1997). Constructivism as a referent for science teaching.
Retrieved January 5, 2005, fromhttp://www.exploratorium.edu/IFI/
resources/research/constructivism.html.
3. You are required to respond to a minimum of three other student postings. I will be
looking at the way you analyze the postings and extend/enhance the conversation.Please use this opportunity to share your own experiences, but remember to support
your assertions with current research findings and references to course
materials. At this level we can all learn a great deal by sharing our experiences.
4. Your postings will be evaluated based upon the substantive nature of the
response and how it efficiently addresses the question at hand. Simple
responses such as "I agree" are of no value and will not be counted as an
acceptable posting. Please review the Discussion Board rubric as a
guideline for a quality posting.
5. Postings should also express your point of view concisely. Try to use the"no scroll" rule, when possible. If you have to scroll a great deal to read the
posting, it becomes an arduous task. Please try to be succinct and to the
point. Strive to respond at the synthesis or evaluation levels according to
Blooms Taxonomy.
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Discussion Etiquette
In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on
the basis of research in the field. I expect critical reflection of all course readings and
assignments through active reading and engagement. At times, some of you will not agree on
the positions that are taken in the discussion forum. This diversity is welcomed. However,each student must exercise respect for the thoughts and comments that are posted by their
peers. If any posted comments are inappropriate or of an offensive nature, they will be
removed from the forum and I will address the issue with the author of the content. Please
follow the following guidelines:
Refrain from the use of profanity, and/or abusive, threatening, or offensive language. Oneexception to this rule is when citing direct quotes in which this language is relevant to the
point you are making (i.e. a student called another "retard").
If you disagree with a comment made by a fellow classmate, please respond to the
content of the posting, avoid disparaging remarks about the individual. It is also always a
good idea to identify an area of agreement prior to the critique, if possible. This is notonly more palatable to the original writer, but is also a much more balanced form of
argument.
Never post, transmit, or distribute information, material, or documents with content that
is known to be illegal.
Be as succinct as possible. Try to avoid lengthy postings by focusing on the quality of thecontent, not the quantity.
Discussion Board GradingThe Discussion Questions for each week are designed for you to both reflect on the concepts
discussed in the readings and apply those concepts to teaching and learning contexts. Grading
is based more on the quality of your responses and your contribution to the discussion, thanon mastery of the concepts. Please review the Discussion Board Rubric for more specificcriteria. You will not necessarily receive individual feedback on your posts, although I will
participate in the discussions.
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Arcadia UniversityED 580 Introduction to Inclusive Education
Discussion Board Rubric
Name: ________________________ Teacher: Dr. Priscilla Jeter-Iles
Criteria Points
1 2 3 4
Completeness &
depth of response
Discussion questions are
minimally addressed;
most elements are
missing.
Discussion questions
are addressed; some
elements are
identified.
All questions are
adequately
addressed.- ON TIME
Each discussion
question is completely
examined and the
relevant elements are
addressed.- ON TIME
____
Connection to
Course Readings
and Materials
Posting has minimal
connections to ideas,
concepts, and topics
from course readings
and materials with no
development.
Posting has some
connections to ideas,
concepts, and topics
from course readings
and materials, but
they are not fully
developed.
Posting has made
adequate
connections to
ideas, concepts, and
topics from course
materials with
adequate
development.- ON TIME
Posting has madeexplicit connections to
and development of
ideas, concepts and
topics from course
materials with clear
examples. Citations
and references
included in initial
posting.- ON TIME
____
Professional Use
of Language and
Citation Format
Posting does not comply
with APA language,
citation guidelines or
no citations included.
Posting attempts to
comply with APA
language & citationguidelines, but is
missing some
elements in both
language and
citation format. Few
citations were used
but not connected to
insights in a clear
manner.
Posting complies
with APA languageand citation
guidelines, with
only a few minor
errors. Some
citations were used
to support insights.- ON TIME
Posting complies withAPA language and
citation guidelines
with no errors.
Citations were used to
support insights.- ON TIME
____
Posting
Requirements
for Learner Post
Posting is more than
one day late and is of
acceptable quality.
Posting is one day
late - acceptable
quality.
Posting is on time
AND is of
acceptable quality.
Posting is on time
AND it is well
developed.
____
Posting
Requirements
for Replies to
Other Learners
Postings are late morethan 1 day and / or
Learner has not met the
minimum 3 replies.
* No more than 3 days
late
Postings are late
one day or Learner
has met the
minimum 3 replies
and replies are
limited.
Postings are on
time. Learner has
met the minimum 3
replies and all
replies are of
substance.
Postings are on time.Learner has met the
minimum 3 replies
and replies are of
substance and add
significantly to the
discussion.
____
Total----> ____
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Teacher Comments:
Requirement 2. Teaching & Learning Representation / Counseling &
Learning Representation (15%)
(This is due on Saturday, February 2. Your responses to at least three other T&L/C&L
Representations posted by your classmates are due on Monday, February 4.)
T&L Representation Guidelines
Your goal in constructing your T&L Philosophy Representation is to conceptualize and
communicate clearly, as a future or current professional educator, your current viewpoint on
teaching and learning. Multiple contexts within the educational community should be addressed(i.e. students, teachers, administration, community, parents, etc.), as well as the concept of
including all learners.
Some questions you may care to consider when formulating your representation:
What does it mean to teach? To be a teacher?
What does it mean to learn? To be a learner? Are all students learners?
Who teaches and when? Who learns and when?
How do you incorporate all learners in the classroom?
How does one teach? How does one learn?
How does your content area/environment fit into/impact your T&L philosophy?
You do nothave to directly answer all of the questions posed. (This is not a Q&A assignment!)The questions are meant primarily to stimulate your thinking. Your representation should be
holistic.
MediaYou may use any medium or group of media that you feel best conveys your message to your
colleagues. Naturally, since this is an internet-based course, you must choose a medium that will
permit you to easily present your representation to your classmates. You will be asked to postthem in Blackboard. You may choose to write an essay, a detailed values/mission statement, a
letter to someone who inspired your teaching, or a poem in Microsoft Word, draw a picture or
diagram in Inspiration or PowerPoint, construct a web page using FrontPage, etc. These are just asampling. In deciding on your content and form, use your creativity andfactor in such issues as
goals, time, resources, expertise, and so on.
Presentation
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You will post your T&L Representation by due date. You must include any additional
explanation in the text field of your post if your representation alone is not clear enough. Forinstance, a graphic illustration or coat of arms may need some additional explanation of the
symbols you chose for your representation. Since feedback from your classmates is anticipated,
it is also expected that you will suggest areas for feedback if you have particular aspects of your
representation that you want critiqued. You will also provide feedback to three other T&Lrepresentations by due date.
GradingAlthough this assignment is personal in nature, it is expected that your product will meet several
criteria. It is especially important that your T&L representation addresses the needs of diverse
learners, includes the various members of the school community (teachers, administrators,students, parents, community, etc.), and clearly communicates your beliefs about teaching and
learning. Please review the T&L Representation Rubric for more specific grading criteria.
Teaching & Learning Philosophy
Representation RubricCriteria for
AssessmentAdvanced (4) Proficient (3) Basic (2)
Unsatisfactory(1)
Representation Criteria
Teaching Philosophy
Representationclearly conveysyour philosophyof teaching andlearning as aprofessionaleducator
Representationadequatelyconveys yourphilosophy ofteaching andlearning as aprofessionaleducator
Representationbriefly conveysyour philosophyof teaching andlearning as aprofessionaleducator
Representationdoes not conveyyour philosophy ofteaching andlearning as aprofessionaleducatorSources are used
and cited.Integrated orsupport yourphilosophy withreadings.
Educational Contexts
Representationaddressesmultipleeducationalcontexts
Representationaddresses a feweducationalcontexts
Representationaddressesminimaleducationalcontexts
Representationaddresses noeducationalcontexts
Including All
Learners
Representationclearly addressesthe importance of
including alllearners
Representationadequatelymentions the
importance ofincluding alllearners
Representationbriefly mentionsthe importance of
including alllearners
Representationfails to mention theimportance of
including alllearners
Media
Your selectionand use of mediaeffectivelysupports yourmessage
Your selectionand use of mediaadequatelysupports yourmessage
Your selectionand use of mediabarely supportsyour message
Your selection anduse of media doesnot support yourmessage
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Discussion Board
Posting is well-developed andcontributes todiscussion.Responses aresubstantive. All
posts are on-time.
Postingadequately andresponsesadequatelycontribute todiscussion and
are on-time.
Posting andresponses areminimallydeveloped andon-time
Posting andresponses aremissing elementsand/or late.
Total Score
(This is due on Saturday, February 2, 2013. Your responses to at least three other T&L or C&L
Representations posted by your classmates are due on Monday, February 4, 2013 .)
C&L Representation Guidelines
Your goal in constructing your C&L Philosophy Representation is to conceptualize andcommunicate clearly, as a future or current professional school counselor, your current viewpoint
on counseling and learning. Multiple contexts within the educational community should be
addressed (i.e. students, teachers, administration, community, parents, etc.), as well as theconcept of including and acceptance of all learners.
Some questions you may care to consider when formulating your representation:
What does it mean to provide counseling? To be a school counselor?
What does it mean to learn? To be a learner? Are all students learners?
Who counsels and when? Who learns and when?
How do you incorporate all learners into classroom guidance lessons?
How does one counsel? How does one learn?
How does your perspective on counseling fit into or/influence your C&L philosophy?
You do nothave to directly answer all of the questions posed. (This is not a Q&A assignment!)
The questions are meant primarily to stimulate your thinking. Your representation should be
holistic.
Media
You may use any medium or group of media that you feel best conveys your message to your
colleagues. Naturally, since this is an internet-based course, you must choose a medium that will
permit you to easily present your representation to your classmates. You will be asked to postthem in Blackboard. You may choose to write an essay, a detailed values/mission statement, a
letter to someone who inspired you to enter school counseling, or a poem in Microsoft Word,draw a picture or diagram in Inspiration or PowerPoint, construct a web page using FrontPage,
etc. These are just a sampling. In deciding on your content and form, use your creativity and
factor in such issues as goals, time, resources, expertise, and so on.
Presentation
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You will post your C&L Representation by due date. You must include any additional
explanation in the text field of your post if your representation alone is not clear enough. Forinstance, a graphic illustration or coat of arms may need some additional explanation of the
symbols you chose for your representation. Since feedback from your classmates is anticipated,
it is also expected that you will suggest areas for feedback if you have particular aspects of your
representation that you want critiqued. You will also provide feedback to three other C&Lrepresentations by due date.
GradingAlthough this assignment is personal in nature, it is expected that your product will meet several
criteria. It is especially important that your C&L representation addresses the needs of diverse
Students, includes the various members of the school community (teachers, administrators,students, parents, community, etc.), and clearly communicates your beliefs about C&L
Representation Rubric for more specific grading criteria.
Counseling & Learning Philosophy
Representation RubricCriteria for
AssessmentAdvanced (4) Proficient (3) Basic (2)
Unsatisfactory(1)
Representation Criteria
Teaching Philosophy
Representationclearly conveysyour philosophyof counseling andlearning as aprofessionalschool counselor(Sources are
used and cited.)
Representationadequatelyconveys yourphilosophy ofcounseling andlearning as aprofessionalschool counselor
Representationbriefly conveysyour philosophyof schoolcounseling andlearning as aprofessionalschool counselor
Representationdoes not conveyyour philosophy ofcounseling andlearning as aprofessional schoolcounselor.
Educational/Counseling Contexts
Representationaddressesmultiplecounseling/educationalcontexts
Representationaddresses a fewcounseling/educationalcontexts
Representationaddressesminimalcounseling/educationalcontexts
Representationaddresses nocounseling/educationalcontexts
Including AllLearners
Representationclearly addressesthe importance ofincluding all
(Students)
Representationadequatelymentions theimportance of
including all(Students)
Representationbriefly mentionsthe importance ofincluding all
(Students)
Representationfails to mention theimportance ofincluding all
(Students)
Media
Your selectionand use of mediaeffectivelysupports yourmessage
Your selectionand use of mediaadequatelysupports yourmessage
Your selectionand use of mediabarely supportsyour message
Your selection anduse of media doesnot support yourmessage
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Discussion Board
Posting is well-developed andcontributes todiscussion.Responses aresubstantive. All
posts are on-time.
Postingadequately andresponsesadequatelycontribute todiscussion and
are on-time.
Posting andresponses areminimallydeveloped andon-time
Posting andresponses aremissing elementsand/or late.
Total Score
Requirement 3. Fieldwork: Family Perspective Experience (30%)
Individual Assignment:
Family Perspective Experience
Will run from January 14 until mid-April (approximately twice a month, at least 6 visits total)Your Final Report, Journal Entries, Activity Logs are due in Unit 12. Due April 15.
The purpose of this experience is to learn firsthand the experiences that families of children withdisabilities go through and what it means to raise a child with a disability.
During the semester, you will spend time with a family with a child with a disability receivingspecial education services. You will be with them both in their homes and during family outings,
at least twice a month. Family outings may include extracurricular school activities, tutoring
sessions, sports events, shopping trips, parent teacher conferences, playdates, etc. Your fieldwork
will start as soon as the semester begins, and it will conclude mid-April.
Your role is to listen, observe, ask questions, gain understanding, and help out if asked to do so.
Your role is not to be the expert, offer unsolicited advice or be a consultant to the family.
You will keep an Activity Log (see attached) and a reflective journal entry for each visit
throughout your experience. Please attach these journal entries to your Final Report.
Please submit the Family Approval Form in the forum provided in Unit 3.
If possible, go to school with the child. Observe that child and describe any differences you may
notice in childs behavior between home and school. Remember to take notes. (This is a plus, butnot a requirement)
Some information will be shared with you in natural conversations. If not, find times when you
can ask specific questions to different members of the family about raising the child, their
educational and social experiences, as well as their expectations for the childs future. It wouldbe important to include siblings if possible. Notice whether there are differences or similarities in
their responses. You may audiotape or take notes during your conversation.
Use some of the questions below as guidelines when conversing with the family. In addition, you
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can ask your own questions.
1. Introduce yourself. Explain the requirements of your assignment. Ask permission to takenotes or to audiotape the interview. Ask the parent the name of their child.
2. How did you learn that _______ has a disability? (Who was present? When did this
happen?) If you were giving advice to professionals who need to explain to parents thattheir child has a special need, what would that advice be?
3. What have been the positive aspects of having a child in the family with a disability?4. What have been the problems or challenges youve experienced having a child with a
disability?
5. How did your other children react to learning their brother/sister had a disability? Whatimpact has ________ had on them? (if appropriate)
6. What kinds of supports have been most helpful to you? (family members, parent groups,neighbors, other?)
7. What does a typical weekday look like for ________? And a weekend day?8. Where does __________ go to school? (public, private?) Is ________ included in a
general education classroom? Is it all day? Part of the day? If not, which is your childsclassroom (resource room, learning support, autistic support, etc). Was the placement
your decision, the schools, or the IEP teams with your input?9. How is ________ social life? (if appropriate)10.How do you imagine ________ 20 years from now? What dreams do you have for
________? What are you concerned about?
11.What have been your experiences in working with school personnel? What have theydone that has been most helpful? What have they done that was least helpful or was even
harmful?
12.If I were to be ________s teacher next year, what advice would you want to give me sothat he/she has an optimum learning experience?
13.What would you want me to do/not do in terms of my interactions with you if I were________s teacher?
14.I am just learning about students with disabilities and how to work effectively with themin my classroom. What other information would you like me--and my classmates--to
know about working with children with special needs?
Reminders
If a parent answers a question before you ask it, do not ask it just for the sake of
completeness!
If a parent makes a comment you do not understand, ask him or her for an example to
clarify or to speak further about the response.
Be sure to thank parents for their time and assure them that their privacy will be
protected. Invent fictitious first names for the parent and child to use when reporting yourinformation. Do not use last names and do not include other potentially identifying
information (e.g., town, school).
If possible, ask some questions to the student him or herself. Ask them about school, friends, lifein general, expectations for the future what they would like to do when they grow up. Just listen.
Do not be judgmental.
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If possible, interview one of the childs teachers and ask about their expectations for the
students future. For instance, what do you imagine childs name doing when he or she grows up.What are your dreams for him or her? What are your concerns for his or her future? (Again, this
is a plus, but not a requirement)
Reporting Back
Use the attached Activity Log, have it signed by a household adult, and attach it to yourfinal project. (* Please scan and attach these sheets to your final report.)
Part A of your Final Report (Please label)
Learning about the family: In the first section of the report you will be telling the familys storyintegrating the information from the interview listed above, informal conversations,
observations, and experiences (4 to 5 double-space pages long):
Include a reflection on what impact this experience had on you and why.
Any other thoughts you would like to include or share.
Make sure you include information about the child, such as age, family
composition, age of siblings, etc.
Part B of your Final Report (Please label)The second part of your report will consist on making connections between what you are
learning through the family experience and the textbook. This section should be 3-4 pages in
length. In addition, this section should include direct citations from the textbook, including pagenumbers and other resources included in our course, if appropriate. Remember to use People
First Language and APA Style!
IMPORTANT THINGS TO REMEMBER
1. You must keep all information about your family and child strictly confidential. Do notuse real names of students or teachers. Use initials or pseudonyms, instead.
2. Please keep in mind that this is an assignment for you, but it is very possible that thefamily, and in particular the child, may develop an attachment with you. So, you must be
aware of it and treat it professionally and respectfully. Clear communication always
helps. Be clear with the family when they should expect you. If you need to cancel,before you do so, be thoughtful that the child may be disappointed and hurt. It is
important that the family and the child know exactly that your activity will end by the endof April. Give plenty of warning and talk about it with the child.
3. If at any time you feel that something is not working, or you are seeing things you are notsure they are appropriate, please, please, please, come to your instructor and discuss them
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with him or her. Your classmates may be good resources for other things, but when your
experience is not going well, you should inform your instructor. Information will be keptconfidential, and if really necessary, another placement will be arranged for you.
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ED. 580 Introduction to Inclusive Education
Family Experience Activity Log
Your Name: Familys Name (Pseudonym):
Month:
DayTime
In
Time
Out
Setting/Activity Log
(Where were you? What did you do?
Who was there? What happened?)
Parent/GuardiansSignature (Use
initials)
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Family Experience Approval
Graduate Students Name:
_________________________________________________________
Permission for Family Experience was granted by:
Familys Name: _____________________________________________(You may use a
pseudonym)
Childsor Persons Name: _______________________________________________(You may
use a pseudonym.)
Address or Telephone Number (*If willing)
_______________________________________________________________
_______________________________________________________________
Start Date: ______________________________________________________
Projected End Date: _______________________________________________
Please Note: *This form must be submitted prior to working with the family
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Arcadia UniversityED 580 Family Experience Perspective
Name: ________________________Teacher: Dr. Priscilla Jeter-Iles
Criteria
CategoriesPlease Note: Scan the Activity logs and attach to your report.)
Points
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Analysis and
Personal
Reflection
within your
journal entries
The student has
minimally discussed
their personal analysis
of the observation and
their own learning in
journal entries.
Minimal development
Minimal requirements
met.
The student has
discussed their
personal analysis
and their own
learning, but has not
developed their
ideas and concepts
in journal entries.
Developing topic.
The student has
discussed their
personal analysis
of their own
learning in journal
entries. Topic
developed.- ON TIME
The student has
effectively discussed
their personal analysis
of their own learning
and has used
examples and insights
from field
experiences and
personal experience
in journal entries.- ON TIME
Specific
Reflection on the
child- parent
relationship and
the child-family
relationship
Discussion and analysis
of interview minimally
developed with no
examples.
Discussion and
analysis somewhat
developed with
some examples.
Discussion and
analysis of the
interactions
adequately
developed.
- ON TIME
Discussion and
analysis of
interactions were
well-developed and of
high quality.
- ON TIME
Connection of
Reflection to
Course Readings
and Materials
Minimal connections to
ideas, concepts, and
topics from course
readings and materials
with no development.
Some connections
to ideas, concepts,
and topics from
course readings and
materials, but they
are not fully
developed.
Adequate
connections to
ideas, concepts,
and topics from
course materials
with adequate
development.- ON TIME
Explicit connections
to and development
of ideas, concepts and
topics from course
materials.- ON TIME
Professional Use
of Language and
Citation Format
Report does not comply
with APA language or
citation guidelines.
No citations were used.
Report attempts to
comply with APA
language & citation
guidelines, but is
missing some
elements in both
language and
citation format or
only one citation
was used.
Report complies
with APAlanguage and
citation guidelines,
with only a few
minor errors or.
citations were
used.
- ON TIME
Report complies withAPA language and
citation guidelines
with no errors. All
needed citations were
used.
- ON TIME
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Report
Organization
and Guidelines
Report is unorganized,
or is missing significant
elements and is not
presented in a
professional manner.
*Late more than 1 day
but less than 3. NoActivity logs are
submitted.
Report has all or
most of the
elements outlined in
the guidelines is
organized, but not
professionally
presented orActivity logs are
late,
. -Late
The report follows
the guidelines and
is organized and
neatly presented.
Activity Logs are
included in report.
-On Time
Complete report
which follows the
guidelines and
exceeds the
expectations of the
assignments. The
report is presented ina well organized and
professional fashion.
Activity Logs are
included in report.
-On Time
Total----> ____
Requirement 5. Final Project: Lesson Plan for Inclusion (25%)
(The final is due no later than midnight, April 29. * Please note: no late lesson plans will be
accepted after midnight on April 30.) Please post your lesson plan in the Lesson Plan for Inclusionassignment link. In addition, please post your lesson plan in the discussion board forum for Unit 14/Unit 15,so that your classmates may view your plan. Points will be deducted if you do not post in both forums.(You are not required to respond to any posts.) * If you are preparing to be a school counselor,you may develop a classroom guidance lesson based on the scenarios given. Please feel free to
contact me directly for clarification regarding this assignment.
You will create a lesson plan for a content area of your choice based on one of the attached classroomscenarios. The scenarios describe three diverse learners that are present in your classroom, along withother students that we can assume are generally at grade level and perform typically in the classroom,
though they would present with diverse learning styles, interests, and abilities.
You choose which scenario you want to work with and the content area for your lesson (math, reading,social studies, science, etc.). You can be as creative as you like with the lesson, though it should adhere tocontent standards for that grade level. Also, feel free to be creative with your focus students. Although youmust adhere to the descriptions provided, you can add to these descriptions and of course will need to givethe students names and gender identities.
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Your job is to develop a lesson plan based on the principles of Universal Design and DifferentiatedInstruction. You will also want to consider specific individual accommodations and adaptations that may beappropriate for each student. Consider all possibilities (i.e., technology, grouping, assessment, etc.). Thescenarios push you to consider multiple aspects of learning educational, social and behavioral address
these in your lesson plan. In addition to the lesson plan, you will also write a brief rationale for yourdecisions. You will upload your lesson plan in the assignment link provided on the unit andpost your lesson plan to the Lesson Plan for Inclusion forum.
Lesson PlanYour lesson plan should be constructed based on the format provided (Lesson Plan template is attached).It should be clearly written and provide a detailed description of the ways in which you will differentiateaccording to content, process, and product. Any additional individual accommodations that you design forspecific students should also be noted where appropriate. In addition to this plan, you should also attachany supporting documentation, such as materials you created for the lesson, etc., so that the lesson plan isas self-explanatory as possible.
RationaleYou will also write a brief rationale as supporting documentation. It is expected that this rationale wouldinclude your reasoning for the decisions you made regarding differentiation andaccommodations/modifications to the lesson plan. This rationale should be no less than 2 pages in length.
GradingYour final project should reflect a culmination of your learning from the course. Explicit connections tocourse readings and materials are expected. In addition, any references to outside sources should be c itedappropriately and it should be written in a professional manner. Please review the Lesson Plan for Inclusionrubric located in the syllabus.
CHOOSE ONE:
Scenario #1 Elementary School (Third grade)
Student A is a highly able student. In the third grade, she reads at an eighth-grade level. Sheenjoys discussing politics and social issues and is beginning to learn simple algebraic equations.She is also very creative and has an amazing grasp of writing engaging stories, which she alsoloves to act out. She likes to help other students but also gets frustrated at not being challengedand can sometimes be impulsive and competitive.
Student B has Down syndrome. In his third grade class, he loves reading and computers but hehas no identifiable speech. He has difficulties with motor movements and coordination that makesit difficult for him to do hands-on projects. He has a sense of the dramatic so that when an excitingstory is read, he cant contain acting out part of the story, standing and chattering while the teacherreads.
Student C is very bright. In the third grade he has already learned all the multiplication tables andcan recite them from memory up to two digit multiplications, however he has trouble. He seems to
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not know how to talk to the other students and is very stiff and uncomfortable. Transitions aredifficult for him to handle, when the class schedules change, he may get very upset and stand inthe middle of the room saying things over and over to himself. He does have two friends but theyoften get into fights when he gets upset.
Scenario #2 Middle or High School (CHOOSE GRADE LEVEL)
Student A has severe cerebral palsy, is considered severely cognitively disabled and has periodicseizures. She uses a small wheelchair and pushes herself along with her feet slowly. She haslimited speech and communication skills. Its not clear to people how much she is able tounderstand. She loves being with other students, hearing stories, and has a terrific sense of humor.
Student B is a very smart, active young adult, who can alternate between high activity levels anddepression if he does not do well. He has a learning disability and has difficulty writing and reading.He often has difficulty organizing materials and focusing. He is very good at doing activities
building things, listening, and talking.
Student C is considered an average student academically. He reads on grade level. However, he isoften withdrawn and has few friends in the class. He frequently has outbursts, some which result inhis screaming in the classroom and storming out. The cause of his outbursts is not clearly evident.He is very good at athletics, loves to run, and play baseball and basketball.
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(Adapted from ARCADIA UNIVERSITY Required Lesson Template)
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Arcadia UniversityED 580 Introduction to Inclusive Education
Lesson Plan for Inclusion
Name: ________________________Teacher: Dr. Priscilla Jeter-Iles
Unit: ___________________
Criteria Points
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
InstructionGoals and
Objectives
Instructional goals
and objectives arenot stated. Learnerscan not tell what is
expected of them.
Learners can notdetermine what
they should know
and be able to do asa result of learning
and instruction. No
differentiation
where appropriate.
Instructional
goals andobjectives arestated but are
not easy to
understand.Learners are
given some
informationregarding what
is expected of
them. Learners
are not givenenough
information to
determine what
they shouldknow and be
able to do as a
result of learningand instruction;
not sufficiently
differentiated.
Instructional
goals andobjectives arestated. Learners
have an
understandingof what is
expected of
them. Learnerscan determine
what they
should know
and be able todo as a result of
learning and
instruction.
Goals &objectives are
differentiated if
appropriate.
Instructional goals
and objectivesclearly stated.Learners have a
clear
understanding ofwhat is expected
of them. Learners
can determinewhat they should
know and be able
to do as a result of
learning andinstruction. Goals
& objectives are
differentiated if
appropriate.
Instructional
StrategiesFor Diverse
Learners
Instructional
strategies fordiverse learners are
missing or
strategies used are
inappropriate andnot differentiated as
Some
instructionalstrategies are
appropriate for
learning
outcome(s) fordiverse learners.
Most
instructionalstrategies are
appropriate for
learning
outcome(s) fordiverse
Instructional
strategies areappropriate for
learning
outcome(s) for
diverse learners.Strategy based on
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ED580. Page 26Spring 2013
needed. Some strategies
are based on acombination of
practical
experience,
theory, researchand documented
best practice.
learners. Most
strategies arebased on a
combination of
practical
experience,theory, research
and
documentedbest practice.
a combination of
practicalexperience,
theory, research
and documented
best practice.
Assessment
Method forassessing student
learning and
evaluating
instruction ismissing or does not
address diverselearners.
Method forassessing
student learning
and evaluating
instruction isvaguely stated.
Assessment isteacherdependent and
minimally
addresses
diverse learners.
Method forassessing
student learning
and evaluating
instruction ispresent. Can be
readily used &is differentiatedfor diverse
learners.
Method forassessing student
learning and
evaluating
instruction isclearly delineated
and authentic.Can be readilyused & is
differentiated for
diverse learners.
Materials
Needed
Material list ismissing.
Some materialsnecessary for
student and
teacher to
complete lesson
are listed, butlist is
incomplete.
Most materialsnecessary for
student and
teacher to
complete lesson
are listed.
All materialsnecessary for
student and
teacher to
complete lesson
clearly listed.
Organizationand
Presentation
Lesson plan is
unorganized andnot presented in a
neat manner.
Lesson plan is
organized, butnot
professionally
presented.
Lesson plan is
organized andneatly
presented.
Complete package
presented in wellorganized and
professional
fashion.
Rationale forLesson Plan
Rationale is not
clearly expressed or
does not support
lesson plandecisions.
Late
Rationale
provides
minimal support
for lesson plandecisions.
Missing or weakreasoning.
Rationale
provides
adequate
support forlesson plan
decisions.
Rationale is well
developed and
strongly supports
lesson plandecisions.
Total----> ____
Teacher Comments:
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Proposed Class Schedule
Unit Date Topic / Readings Discussion Topics Due This Week
Unit 1 Start: 1/14
End: 1/21
Introductions / Getting to
know one another andexpectations for the course(yours and mine)
Readings: Syllabus, APA
Guidelines, See Course
Documents
U1D1: Personal
Experience of Inclusionand ExclusionU1D2: Previous
Experience with People
with Disabilities
Cyber Caf
(IntroduceYourself),
Classroom Chat
(Syllabus
review);
U1D1 & U1D2
Unit 2 Start: 1/22
End: 1/28
Understanding Inclusion:
Philosophical and Legal
Foundations
Readings: Chapter 1(Salend); Chapter 2 (pp. 46-
65) (Salend); Credo forSupport (video)
U2D1: Values &
Assumptions of
Education
U2D2: That CrazyDocument called the
IEP
U2D1 & U2D2
Unit 3 Start: 1/29
End: 2/4
Understanding the Strengths
and Needs of DiverseLearners
Readings: Chapter 2 (pp.
66-106) (Salend) & Chapter3 (Salend); See Course
Documents
U3D1: Personal &
ProfessionalPerspectives of Diverse
Learners;
U3D2:T&LRepresentation Share
Forum
Please Note: You mustsubmit the T&L/C&L
in two place on the
unit.
U3D1; U3D2:
Teaching &
Learning
Representation
(2/2)
Family
Perspective
Approval
Form(submitted via
forum) Due in
this Unit
Unit 4 Start: 2/5
End: 2/11
Introduction to
Differentiating Instruction
for Diverse Learners
Readings: Chapter 8(Salend), Chapters 813
(Tomlinson), See Course
Documents
U4D1: My Learning
Style
U4D2: Pick an
Accommodation,
U4D1 & U4D2
Unit 5 Start: 2/12
End: 2/18
Cooperative Learning:
Differentiating Large &
U5D1: To Study or Not
to Study?
U5D1 & U5D2;
*optional (Mid-
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Small Group Instruction
Readings: Chapter 9
(Salend), Chapters 4- 6
(Tomlinson), See CourseDocuments
Mid-Term Kaizen(optional)
U5D2: Cooperative
Learning Conundrum
Term Kaizen)
-See
instructions in
introductionsection
Unit 6 Start: 2/19
End: 2/25
Assessing Student
Performance in an Inclusive
Classroom
Readings: Chapter 12
(Salend), Chapter 14
(Tomlinson),
See Course Documents
U6D1: Adapting
Evaluations;
U6D2:FamilyPerspective Share
U6D1 & U6D2
Unit 7 Start: 2/26End: 3/4
Promoting and SupportingPositive Behavior and
Positive Social Relationships
Readings: Chapters 5 & 7
(Salend), Making Friends
ppt, Social Network Profile,
See Course Documents
U7D1: The Troublewith Victor
U7D2: FriendsFitting them in
U7D1 & U7D2
**Unit 8 Start: 3/5
End: 3/18
Long Unit
due to Spring
Break
Enjoy your
break!
Creating Successful
Transitions to Adulthood
Readings: Chapter 6(Salend), See Course
Documents
U8D1: Chch...ch
changes
U8D2: Many dreams
U8D1 & U8D2
*Please note the
due dates:Initial Posting is
due on 3/8 and
peer posts aredue 3/18
Unit 9 Start: 3/19
End: 3/25
Collaborative Relationships
with Families and other
Professionals
Readings: Chapter 4(Salend), Chapter 7
(Tomlinson), See Course
Documents
U9D1: My
Collaboration Profile;
U9D2: Update on Your
Family PerspectiveExperience Positive
Share (Share another
insight gained throughthis experience.)
U9D1 & U9D2
Unit 10 Start: 3/26 Creating Successful U10D1: Person- U10D1 &
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End: 4/1 Transitions: Planning for
Inclusion
Readings: Chapter 6
(Salend), See CourseDocuments
Centered Planning
Tools
U10D2: A Fathers
Story
U10D2
Unit 11 Start: 4/2
End: 4/8
Web Site Review: PATTAN
Readings: Review
Tomlinson
U11D1: ReviewPATTAN
for information and
resources
U11D1 &Continue
working on
Lesson planProject and
your Family
Perspective
ExperienceReport.
Unit 12 Start: 4/9End: 4/15
Web Site Review: CECReadings: Review Salend
U12D1: Review CECfor information and
resources
U12D1Your Final
Report is due
4/15 for your
Family
Perspective
Experience.
Unit 13 Start: 4/16
End: 4/ 22
Web Site Review: Wrights
law
Readings: Review Salend
U13D1: Review
Wrights law for
information andresources
U13D1
Continue
working onFinal Lesson
Plan Project
Unit 14/
Unit 15
Start: 4/23
End: 4/30
*I am giving
you an extra
day to work
on this final
assignment.
Final Project: Lesson Planfor Inclusion is due on April
30 (midnight). *No late
plans will be accepted after
midnight on May 1.
U14D1: Lesson Planfor Inclusion Share
Lesson Plan
for Inclusion;
Course
Evaluation;
Cyber Caf(Final
Thoughts)
Recommended