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Nature of course request C00167 :

New course

Undergraduate

First term offered :
Course Prefix&Number	Descriptive Title	Credits/Hours
ED 370D	Special Education and Inclusive Communities	3 -

Abbreviation for Class Schedule(20 spaces) SpEd and Incl Comm

Catalog Description: This course will provide an in-depth study of the diverse student body in today¿s classrooms including students identified as Talented and Gifted (TAG) and students who have identified disabilities. Application of universal design, differentiation, and systematic interventions will be addressed to meet the needs of these students in the 21st century classroom.

Course Goal and Objectives: Students will be able to: ¿ Define inclusion and describe the roles of the professionals who collaborate to facilitate student success. ¿ Develop awareness of legislation and policy governing services and protections for special populations. ¿ Identify, define and use a number of terms and acronyms used in schools as related to diverse populations of students. ¿ Identify general characteristics and learner needs of students with one or more of the 11 disabilities covered under IDEA (Individuals with Disabilities Education Act). ¿ Identify characteristics and learner needs for students who are identified as Talented and Gifted (TAG). ¿ Develop and apply empathy and strategies for working with students with varied abilities and disabilities. ¿ Incorporate language development strategies in the course of instruction that meet the learning and language development needs of all learners. ¿ Embed and teach success strategies in the context of the general education curriculum. ¿ Participate in the development of and implementation of Positive Behavioral Supports (PBS), Functional Behavioral Analysis (FBA), and Behavior Intervention Plans (BIP) in the secondary general education classroom. ¿ Use universal design to differentiate instruction and incorporate assistive technology to reduce the need for individual accommodations and modifications.

Justification for adding the course (e.g. alignment with other institutions, program revision, etc.): Teachers in 21st century schools are expected to understand and serve well students with a range of handicapping and at-risk conditions. Structured coursework in this area is necessary to give due diligence to this agenda especially in light of increasing litigiousness in our society. This has been a long-standing hole in our undergraduate/post-bacc initial teacher licensure program.

Faculty and facilities needed: Existing capacity currently exists within the Division of Teacher Education and no unique facilities needs are required.

Brief Course outline: Assignments and Reading Assignments Points Related Reading and/or in-class Activities and Lectures Reading/Lecture Reflections (in-class) 10 pts each 80 Will Vary ¿ See course Calendar for Specifics Person First Mini-Quest 20 Reading will be found on the web (see assignment handout) Web Simulations 40 Video, Online activities and reading, Text Vocabulary and Acronyms Quiz (in-class) 20 Lecture, Text Instructional Assistant Policies 20 Lecture Collaboration ¿ Scavenger Hunt 40 Interviews and research in the school community Think like an ¿Aspy¿ (in-class) 10 Lecture Task Analysis (in-class) 10 Lecture, Handouts Lesson Plan (Embedding Success Strategies) 30 Lecture, Supplementary Reading FBA and BIP (in-class) 10 Lecture, Supplementary Reading What¿s in the Middle (in-class) 10 Lecture Technology for Inclusion 10 Lecture, Supplementary Reading Final Quiz (in-class) 20 All prior reading, class activities and lectures Final Project (Universal Design and Differentiation Unit ) 50 All prior reading, class activities and lectures Totals 380

Approval Queue C00167

Attached Files:

draft_ED370D_syllabus.pdf		Download
ED370D_Diversity_designation.pdf		Download