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EDUCATION DEPARTMENT ED 580: Introduction to Inclusive Education

Summer 2013 Online Delivery It is within a classroom that openly and directly addresses the interests, needs, and possibilities of all its members that students may best experience democratic structures that empower and support all participants (Sapon-Shevin, 1992, p. 21) Instructor: Dr. Priscilla Jeter-Iles Office: Education Dept., Taylor Hall 3rd fl. Phone: (215) 242-0188 (up to 8PM) Office Hours: by appt. only E-mail: jeterilp@arcadia.edu

Although this course is offered online, I realize that there may be times when you may want to meet with me face to face. I enjoy teaching and talking with my students, so please do not hesitate to contact me. The best 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 diverse learning needs, especially students with disabilities. You will become familiar with the philosophical and legal 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 collaborate with colleagues in pursuit of pedagogical practices that empower the diverse childre n of todays schools. You will engage in fieldwork and school-based observations, among other learning experiences.

State Standards
The following Pennsylvania State standards are addressed by the content and assignments for this course: I.A. Philosophical, historical and legal foundations of Special Education I.C/D. Current identification criteria and legal and educational definitions of students with disabilities I.E. Impact of health and medical issues summer 2013

I.F. Legal provisions, regulations and guidelines I.H. Development and implementation of the Individual Education Program (IEP) and the Individual Transition Program (ITP) I.J. Selection and implementation of instructional assistive technologies II.B. Creating a safe psychological and physical environment II.D. Creating an instructional environment that communicates challenging learning expectations II.E. Establishing and maintaining consistent standards of classroom behavior II.F. Managing the educational environment II.G. Communicating and collaborating with partners III.A. Professional organizations, professional literature, resources and advocacy groups III.B. Integrity and ethical behavior, professional conduct III.C. Communicating effectively III.D. Establishing and maintaining collaborative relationships III.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 develop communities in which difference is valued and celebrated. Understand the research, legal principles, and instructional practices upon which effective inclusive schools are based. Visualize and understand how to create an inclusive community of learners in the school and classroom. 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 practice instruction. 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.

Required Course Materials


Texts: Salend, S. J. (2010). Creating inclusive classrooms: Effective and reflective practices for all students (7th

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ed.). Upper Saddle River, NJ: Pearson / Merrill Prentice Hall. Tomlinson, C.A. (2005). How to differentiate instruction in mixed ability classrooms (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Please order your textbooks online. They may not be available through the Arcadia University bookstore. Feel free to check! Additional Readings Other required reading materials may be made available in the Course Documents folder for each week. It is your responsibility to check this folder for weekly reading assignments in addition to your text . Computer Hardware and Software Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. You will find a complete listing of hardware and software needs at http://student.arcadia.edu/online . Please review this list thoroughly. For this course, you will also need to have access to Microsoft Office (Microsoft Word will be used extensively). Email You are required to use your Arcadia email account for all communication regarding this course. This is the email 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 the menu of My Arcadia. Please check your Arcadia email several times a week. 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 accessing the 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 or contributing 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 through participation in our online discussions is critical for everyone. It is important that you login regularly (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face-to-face, it is required that you participate in the discussion forums by replying to the postings of your classmates. Additionally, the Cyber Caf is available for you to develop community outside of the course content. Although, participation in the Cyber Caf is not required (except for Unit 1 & the Final unit), it is recommended that you utilize this forum to enhance your own classroom experience. Preparation is also critical to a successful learning experience. It is expected that you 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;
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developing a schedule would be a good idea. I also suggest that you login at the beginning of the Unit and copy 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 the course materials in a timely manner so that conversations are relevant and extend our learning. You are required to post responses to Discussion Board questions each unit. I realize that life can sometimes present unexpected circumstances. For this reason, you are allowed no more than one late Unit posting, as long as your required post and responses are posted to Discussion Board no later than the Monday of the following week. (Please send an email confirming the submission of a late posting.) Beyond this, there will be no extensions granted for required assignments. Postings and assignments not received by the required due date will impact your grade. Missed posts (beyond the one excused) will also result in a lower grade. If you anticipate difficulty responding to a weekly post (i.e., you are on a family vacation planned a year ago in a south seas island far from internet access Im not kidding, this actually happened), please contact me in advance, so that we can arrange an alternative assignment. Written Assignments: All written assignments (excluding Discussion Board postings) should be doublespaced 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 at http://owl.english.purdue.edu/owl/resource/560/01/ . Additionally, please familiarize yourself with the APA guidelines for removing bias in language, http://owl.english.purdue.edu/owl/resource/560/14/ Although Discussion 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. Academic Integrity: Cheating and plagiarism are serious offenses. Conventional rules of plagiarism apply to all 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 and applying them to your work (see above Written Assignments).

Grading Scale
Percentage of Total Points 100-94 93-90 89-87 86-84 83-80 79-77 76-74 73-70 69-67 66-64 63-60
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Grade A AB+ B BC+ C CD+ D DPage 4

Course Requirements and Assignments


Below you will find a detailed description of each requirement and assignment. 1. Discussion Board 2. Teaching & Learning Representation/ Counseling & Learning Representation 3. Fieldwork: Family Experience 4. Lesson Plan for Inclusion 30 % 10 % 30 % 30 % 100 % Grades will be posted within two Units of each submission in the Gradebook located on the Blackboard site. Due Dates: Except where otherwise noted, all assignments are due by the due date no later than noon. 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 (noon) of each unit (no later than 12 p.m.). Responses to at least two other postings per discussion question are due by the following Monday of each week (no later than 12 midnight). *Unit 1 and Unit 7 are exceptions to the rule. Please read these due dates carefully. Discussion Board Guidelines 1. You are required to answer each question that is posted by the professor in the Discussion Board area. In addition, you must respond to a minimum of two student posts, per Discussion Question. 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 NOT attach a Word document as your response. (*Points will be deducted if you attach your posting in 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 texts, 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 but you will need to use correct in paper citations. Please provide in-text and end of the text citations for any references beyond the course texts. Example:
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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, from http://www.exploratorium.edu/IFI/ resources/research/constructivism.html. 3. 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. I am looking for you to integrate your readings within your responses.

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. 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 (http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm). 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. One exception 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 not only more palatable to the original writer, but is also a much more balanced form of argument.

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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 the content, not the quantity.

Discussion Board Grading The 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, than on mastery of the concepts. Please review the Discussion Board Rubric for more specific criteria. You will not necessarily receive individual feedback on your posts, although I will participate in the discussions.

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Arcadia University ED 580 Introduction to Inclusive Education

Name: ________________________ Unit: ___________________

Teacher: Dr. Priscilla Jeter-Iles Criteria Points 3 4

Each discussion Discussion questions are Discussion questions All questions are question is completely adequately examined and the Completeness & minimally addressed; are addressed; some most elements are elements are addressed. relevant elements are depth of response missing. identified. - ON TIME addressed. - ON TIME Posting has made Posting has made explicit connections to Posting has some adequate Posting has minimal and development of connections to ideas, connections to connections to ideas, ideas, concepts and concepts, and topics ideas, concepts, and Connection to concepts, and topics topics from course from course readings topics from course Course Readings from course readings materials with clear and materials, but materials with and Materials and materials with no examples. they are not fully adequate development. Documentation developed. development. (APA). - ON TIME - ON TIME Posting attempts to Posting uses cite and comply with citation and Posting uses citations Posting does not comply APA language & complies with APA and complies with Professional Use with APA language or citation guidelines, language and APA language and of Language and citation guidelines. Has but is missing some citation guidelines, citation guidelines Citation Format not cited source. elements in both with only a few with no errors. language and minor errors. - ON TIME citation format. - ON TIME Posting is more than Posting is one day Posting is on time Posting is on time Posting one day late and is of late acceptable AND is of AND it is well Requirements acceptable quality. quality. acceptable quality. developed. for Learner Post Postings are on time. Initial posting or peer Postings are late Postings are on Learner has exceeded postings are more than 1 and/or the Learner time. Learner has Posting the minimum 2 replies day late and / or has not met the met the minimum 2 Requirements and replies are of replies and all for Replies to Learner has not met the minimum 2 replies substance and add replies are of Other Learners minimum number of and/or all replies are significantly to the peer replies. not of substance. substance. discussion.

____

____

____

____

____

Total----> Teacher Comments:

____

*In Unit 6, no responses to peers are necessary. You will receive the maximum amount of points for this section.
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Requirement 2. Teaching & Learning Representation or Counseling & Learning Representation (10%) (Due Friday, May 31). Your responses, to at least two other T&L Representations posted by your classmates, are due on Monday, June 3. 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 not have 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 post them 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 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 You will post your T&L Representation no later than Friday, May 31 in the grading forum and the Peer Share Discussion forum. You must include any additional explanation in the text field of your post if your representation alone is not clear enough. For instance, 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 peers (at least two) based on their T&L or C&L representations by Monday, June 3. Please Note: You will need to post the T&L in two places on the unit.

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Grading Although 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 Rubric


Criteria for Assessment Advanced (4)
Representation clearly conveys your philosophy of teaching and learning as a professional educator. Representation addresses multiple educational contexts Representation clearly addresses the importance of including all learners Your selection and use of media effectively supports your message Posting is welldeveloped and contributes to discussion. Responses are substantive. All posts are on-time.

Proficient (3)
Representation adequately conveys your philosophy of teaching and learning as a professional educator. Representation addresses a few educational contexts Representation adequately mentions the importance of including all learners Your selection and use of media adequately supports your message Posting adequately and responses adequately contribute to discussion and are on-time.

Basic (2)
Representation briefly conveys your philosophy of teaching and learning as a professional educator Representation addresses minimal educational contexts Representation briefly mentions the importance of including all learners Your selection and use of media barely supports your message Posting and responses are minimally developed and on-time

Unsatisfactory (1)
Representation does not convey your philosophy of teaching and learning as a professional educator Representation addresses no educational contexts Representation fails to mention the importance of including all learners Your selection and use of media does not support your message Posting and responses are missing elements and/or late.

Representation Criteria

Teaching Philosophy

Educational Contexts

Including All Learners

Media

Discussion Board

Total Score

Score: _____/ 20 = _____


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Teacher Comments:
C&L Representation Guidelines Your goal in constructing your C&L Philosophy Representation is to conceptualize and communicate 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 the concept 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 not have 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 post them 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 You will post your C&L Representation no later than Friday, May 31 in the grading forum and the Peer Share Discussion forum. You must include any additional explanation in the text field of your post if your representation alone is not clear enough. For instance, 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 peers (at least 2) based on their T&L or C&L representations by Monday, June 3. Please note: You will need to post the T&L in two places on the unit.

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Grading Although 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 Rubric


Criteria for Assessment Advanced (4)
Representation clearly conveys your philosophy of counseling and learning as a professional school counselor (Sources are used and cited.)

Proficient (3)
Representation adequately conveys your philosophy of counseling and learning as a professional school counselor

Basic (2)
Representation briefly conveys your philosophy of school counseling and learning as a professional school counselor

Unsatisfactory (1)
Representation does not convey your philosophy of counseling and learning as a professional school counselor .

Representation Criteria

Teaching Philosophy

Educational/ Counseling Contexts

Including All Learners

Representation addresses multiple counseling/ educational contexts Representation clearly addresses the importance of including all (Students) Your selection and use of media effectively supports your message Posting is welldeveloped and contributes to discussion. Responses are substantive. All posts are on-time.

Representation addresses a few counseling/ educational contexts Representation adequately mentions the importance of including all (Students) Your selection and use of media adequately supports your message Posting adequately and responses adequately contribute to discussion and are on-time.

Representation addresses minimal counseling/ educational contexts Representation briefly mentions the importance of including all (Students) Your selection and use of media barely supports your message Posting and responses are minimally developed and on-time

Representation addresses no counseling/ educational contexts Representation fails to mention the importance of including all (Students) Your selection and use of media does not support your message Posting and responses are missing elements and/or late.

Media

Discussion Board

Total Score

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Requirement 3:

Fieldwork: Family Perspective Experience (30%) Individual Assignment: Family Perspective Experience

Will run from May until the end of June (approximately twice a week for a month, at least 6 visits in total.) Each visit should be at least 2.5- 3 hours. Your Final Report, Journal Entries, Activity Logs are due in Unit 6. The purpose of this experience is to learn firsthand the experiences that families of children with disabilities 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 receiving special 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, play dates, etc. Your fieldwork will start as soon as the semester begins, and it will conclude at the end of June. (JUNE 30th) 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. (*See unit assignments for date.) 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, but not 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 would be 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 can ask your own questions. 1. Introduce yourself. Explain the requirements of your assignment. Ask permission to take notes 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 that their 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? What
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impact 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 childs classroom (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 they done 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 so that 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 them in 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 your information. 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, life in general, expectations for the future what they would like to do when they grow up. Just listen. Do not be judgmental. 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 your final project. (* Please scan and attach these sheets to your final report.) Attach your Journal entries to your final report.
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Part A Learning about the family: In the first section of the report you will be telling the familys story integrating 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 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 page numbers. Remember to use People First Language and APA Style! A complete submission will have each of the following components: Part A, Part B, Journal entries and the Activity logs.

IMPORTANT THINGS TO REMEMBER


1. You must keep all information about your family and child strictly confidential. Do not use 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 the family, 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 end of 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 not sure they are appropriate, please, please, please, come to your instructor and discuss them 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 kept confidential, 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: Month:


Time In Time Out

Familys Name (Pseudonym):

Day

Setting/ Activity Log (Where were you? What did you do? Who was there? What happened?)

Parent/Guardians Signature

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Family Experience Approval Graduate Students Name: _________________________________________________________ Permission for Family Experience was granted by: Familys Name: ______________________________________________________ Childs Name: ___________________________________________________________ Address or Telephone Number _______________________________________________________________ _______________________________________________________________ Start Date: ______________________________________________________ Projected End Date: _______________________________________________

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Arcadia University ED 580 Family Experience Perspective

Teacher: Dr. Priscilla Jeter-Iles Name: ________________________ Criteria Categories Please Note: Scan the Activity logs and attach to your report.) Beginning 1 Developing
2

Points Score

Accomplished
3

Exemplary

The student has The student has minimally discussed discussed their their personal analysis personal analysis Analysis and of the observation and and their own Personal their own learning in learning, but has not Reflection journal entries. developed their within your journal entries Minimal development ideas and concepts Minimal requirements in journal entries. met. Developing topic. Specific Reflection on the Discussion and analysis Discussion and child- parent of interview minimally analysis somewhat developed with no developed with relationship and examples. some examples. the child-family relationship Some connections Minimal connections to to ideas, concepts, Connection of ideas, concepts, and and topics from Reflection to topics from course course readings and Course Readings readings and materials materials, but they and Materials with no development. are not fully developed.

4 The student has effectively discussed The student has their personal analysis discussed their of their own learning personal analysis and has used of their own examples and insights learning in journal from field experiences entries. Topic and personal developed. experience in journal - ON TIME entries. - ON TIME Discussion and Discussion and analysis of the analysis of interactions interactions were adequately well-developed and of developed. high quality. - ON TIME - ON TIME Adequate connections to Explicit connections ideas, concepts, to and development of and topics from ideas, concepts and course materials topics from course with adequate materials. development. - ON TIME - ON TIME

Report attempts to Report complies comply with APA with APA Report complies with language & citation language and APA language and Report does not comply guidelines, but is citation guidelines, citation guidelines Professional Use with APA language or missing some with only a few with no errors. All of Language and citation guidelines. elements in both minor errors or. needed citations were Citation Format No citations were used. language and citations were used. citation format or used. - ON TIME only one citation - ON TIME was used. Report is unorganized, Report has all or The report follows Complete report Report ED580.1 summer 2013 Page 18

Organization and Guidelines

or is missing significant elements and is not presented in a professional manner. *Late more than 1 day but less than 3. No Activity logs are submitted.

most of the elements the guidelines and outlined in the is organized and guidelines is neatly presented. organized, but not Activity Logs are professionally included in report. presented or Activity logs are -On Time late, . -Late

which follows the guidelines and exceeds the expectations of the assignments. The report is presented in a well-organized and professional fashion. Activity Logs are to be attached to the end of the report. -On Time

Total---->

____

Requirement 4. Final Project: Lesson Plan for Inclusion (30%) (This project is due no later than noon, July 6. If your plan is submitted after noon on the July 8th it will be late.) No Lesson Plan will be accepted after midnight on July 7. * Please Note: 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. Please post your Lesson Plan in the forum. I will also create a forum for you to share your lesson plans/or your classroom guidance lesson plans with your peers in the last unit. You are not required to respond to any posts. You will create a lesson plan for a content area of your choice based on one of the attached classroom scenarios. The scenarios describe three diverse learners that are present in your classroom, along with other 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.

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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 to content standards for that grade level. Also, feel free to be creative with your focus students. Although you must adhere to the descriptions provided, you can add to these descriptions and of course will need to give the students names and gender identities. Your job is to develop a lesson plan based on the principles of Universal Design and Differentiated Instruction. You will also want to consider specific individual accommodations and adaptations that may be appropriate for each student. Consider all possibilities (i.e., technology, grouping, assessment, etc.). The scenarios 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 your decisions. This should be attached to the lesson plan when you submit it in the forum provided. Lesson Plan Your 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 differentiate according to content, process, and product. Any additional individual accommodations that you design for specific students should also be noted where appropriate. In addition to this plan, you should also attach any supporting documentation, such as materials you created for the lesson, etc., so that the lesson plan is as self-explanatory as possible. Rationale You will also write a brief rationale as supporting documentation. It is expected that this rationale would include your reasoning for the decisions you made regarding differentiation and accommodations/modifications to the lesson plan. This rationale should be no less than 2 pages in length. Grading Your final project should reflect a culmination of your learning from the course. Explicit connections to course readings and materials are expected. In addition, any references to outside sources should be cited appropriately and it should be written in a professional manner. Please review the Lesson Plan for Inclusion rubric located in the Syllabus.

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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. She enjoys 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 also loves to act out. She likes to help other students but also gets frustrated at not being challenged and can sometimes be impulsive and competitive. Student B has Down syndrome. In his third grade class, he loves reading and computers but he has no identifiable speech. He has difficulties with motor movements and coordination that makes it difficult for him to do hands-on projects. He has a sense of the dramatic so that when an exciting story is read, he cant contain acting out part of the story, standing and chattering while the teacher reads. Student C is very bright. In the third grade he has already learned all the multiplication tables and can recite them from memory up to two digit multiplications, however he has trouble. He seems to not know how to talk to the other students and is very stiff and uncomfortable. Transitions are difficult for him to handle, when the class schedules change, he may get very upset and stand in the middle of the room saying things over and over to himself. He does have two friends but they often 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 periodic seizures. She uses a small wheelchair and pushes herself along with her feet slowly. She has limited speech and communication skills. Its not clear to people how much she is able to understand. 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 and depression 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 is often withdrawn and has few friends in the class. He frequently has outbursts, some which result in his 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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Lesson Plan with Adaptations


(Adapted from ARCADIA UNIVERSITY Required Lesson Template)

Scenario # ___

Your name: _________________________________

Subject_____________________ Topic________________________ Grade__________________ Basic Design of Lesson Pre-Instructional Planning Student Accommodations/Modifications

Differentiation of Instruction (content, process, product)

Lesson Objectives Materials/Resources

Introductory Activities (motivation) Developmental Activities

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Concluding Activities (closure)

Student Assessment

Arcadia University ED 580 Introduction to Inclusive Education Lesson Plan for Inclusion
Teacher: Dr. Priscilla Jeter-Iles Name: ________________________

Criteria Beginning
1

Points Exemplary
4

Developing
2

Accomplished
3

Score

Instruction Goals and Objectives

Instructional goals Instructional Instructional Instructional goals and objectives are goals and goals and and objectives not stated. Learners objectives are objectives are clearly stated. can not tell what is stated but are stated. Learners Learners have a expected of them. not easy to have an clear Learners can not understand. understanding understanding of determine what Learners are of what is what is expected they should know given some expected of of them. Learners and be able to do as information them. Learners can determine a result of learning regarding what can determine what they should and instruction. No is expected of what they know and be able differentiation them. Learners should know to do as a result of where appropriate. are not given and be able to learning and enough do as a result of instruction. Goals information to learning and & objectives are determine what instruction. differentiated if they should Goals & appropriate. know and be objectives are able to do as a differentiated if result of learning appropriate.

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Most Instructional instructional strategies are strategies are appropriate for appropriate for learning learning outcome(s) for outcome(s) for diverse learners. diverse Strategy based on learners. Most a combination of strategies are practical based on a experience, combination of theory, research practical and documented experience, best practice. theory, research and documented best practice. Method for Method for Method for Method for assessing student assessing assessing assessing student Assessment learning and student learning student learning learning and evaluating and evaluating and evaluating evaluating instruction is instruction is instruction is instruction is missing or does not vaguely stated. present. Can be clearly delineated address diverse Assessment is readily used & and authentic. learners. teacher is differentiated Can be readily dependent and for diverse used & is minimally learners. differentiated for addresses diverse learners. diverse learners. Material list is Some materials Most materials All materials missing. necessary for necessary for necessary for student and student and student and Materials teacher to teacher to teacher to Needed complete lesson complete lesson complete lesson are listed, but are listed. clearly listed. list is incomplete. Lesson plan is Lesson plan is Lesson plan is Complete plan is Organization unorganized and organized, but organized and presented in a and not presented in a not neatly well organized Presentation neat manner. (late) professionally presented. and professional presented. fashion.

and instruction; not sufficiently differentiated. Instructional Some strategies for instructional Instructional diverse learners are strategies are Strategies missing or appropriate for For Diverse strategies used are learning Learners inappropriate and outcome(s) for not differentiated as diverse learners. needed. Some strategies are based on a combination of practical experience, theory, research and documented best practice.

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Rationale is not Rationale clearly expressed or provides does not support minimal support lesson plan for lesson plan Rationale for decisions. decisions. Lesson Plan Missing or weak reasoning.

Rationale provides adequate support for lesson plan decisions.

Rationale is well developed and strongly supports lesson plan decisions. The rationale integrates course concepts. Documentation is provided.

*No Late Lesson Plan will be accepted after July 7 at midnight.

Total---->
____

Teacher Comments:

Proposed Class Schedule


Unit Unit 1 Date Start: May 20 Topic / Readings Introductions / Getting to know one another and End: May 26 expectations for the course *Short Unit (yours and mine), IEP, Inclusion and Exclusion, due to the Diverse Learners holiday. Readings: Syllabus, APA Guidelines, See Course Documents Understanding Inclusion: Philosophical and Legal Foundations Readings: Chapter 1 (Salend); Chapter 2 (Salend); Credo for Support (video) Discussion Topics U1D1: Personal Experience of Inclusion and Exclusion U1D2: Previous Experience with People with Disabilities U1D3: : Personal & Professional Perspectives U1D4: That Crazy Document called the IEP Due This Unit Cyber Caf (Introduce Yourself), Classroom Chat (Syllabus review); U1D1, U1D2, U1D3, &U1D4 *Initial response for each Discussion Question in this unit is due on Thursday and the postings to peers are due on Sunday.
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Unit 2

Start: May 28 End: June 3

Inclusion continued, The Issue of Labeling & Learning Styles Readings: Review Chapter 2, Chapter 3 and Chapter 8 in Salend; Chapter 8-13; (Tomlinson); Go to Course Documents section for additional materials.

U2D1: Looking Back; U2D2: T&L Representation Share Forum U2D3: Learning Styles U2D4: Accommodations.

U2D1; U2D2 U2D3 & U2D4 *Teaching & Learning Representation DUE: May 31 *Family Experience Approval Form (June 3)

Unit 3

` Start: June 4 End: June 10

Introduction to Differentiating Instruction for Diverse Learners, Cooperative Learning and Assessing Students in the Inclusive Classroom Readings: Chapter 9 & 12 (Salend); Chapters 4-6 & 14 (Tomlinson); Go to Course Documents section for additional materials *Optional Mid-Term Kaizen: Information about this forum can be located in the introduction

U3D1 To Study or Not to Study? U3D2: Cooperative Learning Conundrum, U3D3: Adapting Evaluations U3D4: Family Experience Share

U3D1, U3D2, U3D3 & U3D4

Unit 4

Start: June 11 End: June 17

Positive Behavior Supports Promoting ( Supporting Positive Behavior and Positive Social Relationships) and Successful Transitions Part I Readings: Salend Chapter 5 & Chapter 6; Chapter 7; Go to Course Documents section for additional materials

U4D1: Trouble with U4D1 & Victor, U4D2: Friends W4D2; U4D3, U4D3: Change, Change U4D4 Change & U4D4: Many Dreams

Unit 5

Start: June 18

Collaboration: Considering the Family & Other

U5D1:Collaboration Profile

U5D1; U5D2 * U5D3, & U5D4


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End: June 24

Professionals and Transition (Part II) Readings: Readings due: Chapter 4 & Review Chapter 6) Salend; Chapter 7 (Tomlinson); Go to Course Documents section for additional material

U5D2: PSP Share U5D3: PersonCentered IEP U5D4: A Fathers Story

Unit 6

Start: June 25 End: July 1

Online resources in Special and Inclusive Education for Educators Readings: Review your readings.

U6D1: Website reviewPATTAN U6D2: Website reviewWrightslaw

U6D1 & U6D2 (Please Note: No responses to peers necessary for this unit) Family Experience Report is due on June 30 Lesson Plan for Inclusion; Course Evaluation; Cyber Caf (Final Thoughts)

Week 7

Start: July 2 End: July 8

Final Project: Lesson Plan for Inclusion Lesson plan is due on July 6 by noon. No plan will be accepted after July 7.

Lesson Plan for Inclusion Share

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