3a Macrine EDU 512

3b
UNIVERSITY OF MASSACHUSETTS-DARTMOUTH
SCHOOL OF EDUCATION
DEPARTMENT OF STEM and TEACHER DEVELOPMENT

EDU 512 TEACHING AND MANAGING INCLUSIVE CLASSROOMS, 1-12

SPRING 2015

Instructor/Professor: Sheila Macrine, Ph.D Telephone: 215-768-1486

E-mail: smacrine@umassd.edu

Course Meeting Days/Times: Mondays 5-7:30

Course Meeting Location: LiberalArts110

I. Course Description: Inclusive education is viewed from a historical and legal perspective for pragmatic definition of
terms and identification of those participants in the inclusive classroom. Organizational restructuring, philosophical
implications, educational diversity defined, goal setting, agency resources, curriculum modification, diverse content
instructional models, and alternative assessment prepare the future teacher for effective responses to differing student
learning styles, rates, and needs. Research of the literature, development of an IEP, curriculum and adapted lesson
planning, material development, and classroom management provide essential professional skills for the K-12
inclusionary- classroom teacher. Up to 20 hours pre-practicum suburban experience.

II. Purpose of Course: To develop a comprehensive knowledge and understanding of disabilities in the inclusive
classroom, elementary, middle, and high school, is essential in meeting the learning needs of diverse students. Being
able to identify disabilities and then develop instructional modifications to accommodate them is addressed through a
review of the literature and its applications by way of a class-within-a-class approach.

III. The Department of Teaching and Learning Mission Statement

The Education Department is committed to the preparation of educators who have sensitivity toward multicultural issues,
an awareness of the particular concerns of urban education, knowledge of the unique needs and styles of individual
learners, and a conscious knowledge of the role of schools in promoting social justice in the 21 st Century. Our mission is
to deliver clearly defined teacher preparation programs at the undergraduate, post baccalaureate, and graduate levels. In
addition to a rigorous preparation in subject-matter fields, teacher candidates develop their ability to apply pedagogical
theory to practice and reflect on the complexities inherent in their craft.

IV. The Department of Teaching and Learning Conceptual Framework

The Conceptual Framework of the Department of Teaching and Learning is based on developing: Critical Educators for
Transformative Practice Utilizing a Socially Responsive Curriculum with six UMD CF themes 1) Reflective
Practitioners; 2) Bridge Theory to Practice; 3) Multicultural Sensitivity/Promoting Social Justice; 4) Democratizing
Access for All; 5) Professionalism; and 6) Collaboration. Our analysis of meeting these themes are based on Interstate
New Teachers Assessment and Support Consortium- InTASC 2012 Standard I-The Learner and Learning: 1) Learner
Development; 2) Learning Differences; 3) Learning Environments; II. Content: 4) Content Knowledge; 5) Innovative
Applications of Content; 6) Assessment; III. Instructional Practice, 7) Planning for Instruction; 8) Instructional
Strategies; IV. Professional Responsibility; 9) Reflection and Continuous Growth; 10) Collaboration/Partnerships.

STRANDS:
1.0 Survey of Exceptionalities and Laws related to Special Education and Inclusion. (UMD CF 1, 2, 3, 4; InTASC 1, 2,
3, 4, 5,6,7,8)
2.0 Survey an IEP based upon instructional modifications and accommodations as well as plan an IEP. (UMD CF 1, 2, 3,
4, 5; InTASC 1, 2, 3, 4, 5,6,7,8)
3.0 Survey Classroom Management Techniques and Approaches. (UMD CF 1, 2, 3, 4, 5; InTASC 1, 2, 3, 4, 5, 6, 7,8)

V. UMD Content Knowledge Objectives: To be achieved at the appropriate certification of elementary, middle,
and/or high school.

1
 3a Macrine EDU 512
3b
1.0 Strand (UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8)
1.1 To have a historical and legal perspective of inclusive education, including P94-142, as restructured in 2004, and
Massachusetts Chapter 766, as amended in 09/2000 ((UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8; PSTs e1 and 3,
introduced; SMK 25d6 and7, introduced; SMK25d, 7, introduced)

1.2 To identify participants in the inclusive classroom and how to meet their diverse
styles of learning, particularly as it relates to equity goals (UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8; PSTs d1-4,
introduced; SMK 25d1and 3, introduced)

2.0 Strand (UMD CF 1, 2, 3, 4, 5; InTASC 1, 2, 3, 4, 5,6,7,8)

2.1 To know what is an inclusive classroom, whether full or partial inclusion, and the implications for school
restructuring in alignment with the Massachusetts Curriculum
Frameworks ((UMD CF 1, 2, 3, 4, 5; InTASC 1, 2, 3, 4, 5,6,7,8; PST e6, moderate level/reinforced; SMK 25d1 and
3, introduced)
2.2 To become aware of local and state agencies which service students beyond the
classroom ((UMD CF 1, 2, 3, 4, 5; InTASC 1, 2, 3, 4, 5,6,7,8; PST e1, 4, and 5 introduced SMK 25d6, introduced)
2.0 2.3 To examine educational practices that foster inclusive education, outcome-based education, multicultural
education, constructivist learning, interdisciplinary curriculum, and the Frameworks curriculum, etc.( (UMD CF 1,
2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8; PST a2 and 3, d 3, introduced; SMK 25d4, introduced)
2.4 To explore curriculum modifications of the existing school curriculum and examine
alternative curriculum designs, such as sheltered instruction and universal design for K-12 inclusive classrooms
((UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8; PST d2, 3 and 4, introduced; SMK 25d3. introduced)
2.5 To develop alternative assessments that correlate with modified curricula and teaching strategies and to address
these in light of the MCAS Tests (UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8; PST a2, introduced; SMK 25a3,
introduced)
2.6 To create teaching materials and portfolios reflective of research, classroom practice/field experience, and study of
the Massachusetts Curriculum Frameworks in selective and respective disciplines of the K-12 classrooms (UMD CF
1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8; PSTs e4, d2, introduced; SMK 25d6, introduced)
2.7 To use instructional technology appropriately (UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8;
PSTs a7 and 2f, introduced; SMK 25d4, introduced)
2.8 To complete an IEP as formatted by the Massachusetts Department of Elementary and Secondary Education in the
appropriate certification (UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8;
PST a2 and 8, introduced; SMK 25d2, introduced)
2.9 To undertake a limited field experience in an inclusive classroom at the appropriate certification level so as to
correlate theory with practice (UMD CF 1, 2, 3, 4; InTASC 1, 2, 3, 4, 5,6,7,8; PST e3, introduced; SMK 25d1, 6,
and 9)

3.0 Strand
3.1 To define the term, classroom management, to differentiate the instructional and managerial dimensions of
teaching, and to analyze situations/strategies for effective management in both inclusionary and regular classes
(UMD CF 1, 2, 3, 4, 5; InTASC 1, 2, 3, 4, 5, 6, 7,8; PST c1-4, introduced; SMK 25c1-3, and 4, introduced)(25d1
and 5, introduced)
3.2. To set up an inclusion classroom model using adaptive teaching strategies and classroom management techniques for
the appropriate grade level/s (UMD CF 1, 2, 3, 4, 5; InTASC 1, 2, 3, 4, 5, 6, 7,8; PST a2, introduced; SMK 25d5,
introduced)

VI. UMD Pedagogical Knowledge Objectives:

Upon completion of this course, students will be able to:
Describe how educators and other professionals determine the difference between normal and atypical behaviors.
Describe the legal and historical development of the field of special education.
Describe various theoretical models and perspectives in the field of special education.
Describe research in etiological factors associated with all disability areas.
Describe social, cognitive, intellectual, and academic characteristics associated with all disability areas.
Describe historical points of view and contribution of culturally diverse groups to the field of special education.
Describe the role of families in the educational process.
Describe past, present, and future models of assessment and intervention, including technological advances.
Discuss issues and trends in special education, including legislation and litigation, and use of innovative technology.

2
 3a Macrine EDU 512
3b
Council on Exception Children (CEC) standards that will be addressed in this class include the following:
CEC Core standards:
Standard 1 - Foundations
Knowledge:
Models, theories, and philosophies that form the basis for special education practice.
Laws, policies, and ethical principles regarding behavior management planning and implementation.
Relationship of special education to the organization and function educational agencies.
Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional
learning needs.
Issues in definition and identification of individuals with exceptional learning needs, including those from culturally
and linguistically diverse backgrounds.
Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of
services.
Family systems and the role of families in the educational process.
Historical points of view and contribution of culturally diverse groups.
Impact of the dominant culture on shaping schools and the individuals who study and work in them.
Introduction to Special Education 2
Potential impact of differences in values, languages, and customs that can exist between the home and school.
Standard 2 - Development and Characteristics of Learners
Knowledge:
Typical and atypical human growth and development.
Educational implications of characteristics of various exceptionalities.
Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs
and the family.
Family systems and the role of families in supporting development.
Similarities and differences of individuals with and without exceptional learning needs.
Similarities and differences among individuals with exceptional learning needs.
Effects of various medications on individuals with exceptional learning needs.
Standard 3 - Individual Learning Differences
Knowledge:
Effects exceptional condition(s) can have on an individuals life.
Impact of learners academic and social abilities, attitudes, interests, and values on instruction and career
development.
Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among
individuals with exceptional learning needs, family, and schooling.
Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction.
Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse
backgrounds and strategies for addressing these differences.

Nature of Course Delivery

Learning activities include the following:
1. Class lecture, discussion, and participation.
2. Modules and Videotapes presentations.
3. Study and independent library research.
4. Application activities, including in-class evaluation of intervention research and materials.
5. Class presentations of case studies.
6. Field experiences and observation reports.
VII. Course Required Texts: Required Primary Text: Textbooks you are expected to read the course text:

Smith and Tyler (2010 or 2012) Introduction to Special Education: Making A Difference
Pearson.ISBN10:0136101399ISBN13:9780136101390

Optional But Strongly Recommended:

Metcalf, D. 2011. Succeeding in the Inclusive Classroom: K-12 Lesson Plans Using
Universal Design for Planning. Thousand Oaks, CA: Sage Publications.

3
 3a Macrine EDU 512
3b

VIII. Course Requirements: All requirements must be met before the end of a given semester/term.
Description of Assignments

1. IEP-Development of an IEP for one student at a given grade level, including one lesson plan for classroom
assessment and focusing on an integrated non-graded approach, will be submitted and the modules on development of
pre-referral/progress-report forms will help you correlate with the IEP. Format and due dates will be given by the
professor. This assignment will be completed in class and count as 15% of the final grade. (MA PST a2, , a8, , d3,
25d2.) 20%
IEPS will be undertaken at the appropriate grade level for which the student seeks certification, elementary, middle,
and/or high school.

2. Lesson Plan with Adaptations and Alternative Assessment-10% (MA PST A1-A9; D3, D5)

4. Chapter Quizzes (non-graded) and Midterm Exam (25%

You will have online midterm exam TBA. The midterm will include selected response and essay questions and cover
material from chapters 1-6. 25%

5. Complete the following Modules

Website Activities-IRIS Modules http://iris.peabody.vanderbilt.edu

IRIS materials explore research-validated practices and key elements necessary to provide students with disabilities
greater access to the general education curriculum. Various Website activities will be assigned during the semestersee
course calendar for due dates. These assignments are for credit during the course but are meant to provide resources for
you as you teach.

Complete the following Modules:

Everyone will complete this pre-referral module 10%: The Pre-Referral Process: Procedures for
Supporting Students with Academic and Behavioral Concerns
Thismodulehighlightsthebenefitsoftheprereferralprocessapreventativeapproachthatcaneliminateinappropriate
referralstospecialeducationandoutlinesthesixstagesmostcommonlyinvolvedinitsimplementation.

Pick one of the following two module sequence - so parts 1& 2 of Disruptive Behaviors or parts 1& 2 of
Classroom Management 30%.

Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle
Thefirstinatwopartseries,thismodulediscussesproblembehaviorintermsofthestagesoftheactingoutcycleand
suggestswaystorespondtostudentsinthecycle'sdifferentphases.

Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions

Thesecondinatwopartseries,thismoduledescribesinterventionsthatcanincreaseinitialcompliancetoteacher
requestsaswellasinterventionsthatcanbeimplementedtodecreasedisruptiveandnoncompliantbehaviors.

Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior

Management Plan
ThismodulearevisionofWho'sInCharge?DevelopingaComprehensiveBehaviorManagementSystemhighlights
theimportanceofestablishingacomprehensiveclassroombehaviormanagementsystemcomposedofastatementof
purpose,rules,procedures,consequences,andanactionplan.Italsoprovidesinformationabouthowculture,classroom
factors,andteacheractionscaninfluencestudentbehavior

4
 3a Macrine EDU 512
3b
Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management
Plan
ThismodulearevisionofYou'reinCharge!DevelopingYourOwnComprehensiveBehaviorManagementPlan
reviewsthemajorcomponentsofclassroommanagement(includingrules,procedures,andconsequences)andguides
usersthroughthestepsofcreatingtheirowncomprehensivebehaviorplan.

6. A field experience 15-20 hours in an inclusive classroom is required-15%. If a student does not complete the
minimum pre-practicum requirements including the minimum number of hours, a grade of I is awarded for the course.
Required is a log of the completed hours, a one-page observation report, and a co-operative teachers evaluation form
completed as applicable. The required setting is suburban (see appendix for field experience forms). Meets e1,
introduced, e6, introduced, c1-4, introduced, d1-4, introduced. (25d1, 3, and 5, introduced).

ASSIGNMENTS
Students are required to read the assigned chapter and any other reading ahead of time in order to participate in class
discussions and activities.

All assignments are to be typed, using APA style. For more information on APA style, refer to the manual or go to
www.apastyle.org/previoustips.html.

All Department of Education courses will use the following grading scale:

A+ 99%-100% B 83%-86% C- 70%-72% F

A 93%-98% B- 80%-82% D+ 67%-69% below 60%
A- 90%-92% C+ 77%-79% D 63%-66%
B+ 87%-89 C 73%-76% D- 60%-62%

IX. Field Experience and Clinical Practice:

There is a twenty-hour field experience in an inclusive classroom that is recommended for a particular certification
program. All students must complete the minimum pre-practicum requirements of twenty hours in a given placement or
else receive a grade of I for the course until the requirement is met. The required setting is suburban.

This pre-practicum will require observations of classroom management followed-up by

classroom discussions with cooperating teacher, peers, and university professor. Opportunity to tutor or teach a lesson
will depend upon the classroom situation but is encouraged for classroom application of course content. Students should
observe diverse classroom strategies in accommodating students with disabilities. All students will submit a signed log
of their hours, a one-page, written review of their experiences, and a co-operating teachers evaluation of their
work. (Appendix)

X. UMD POLICIES

Academic Integrity and Honesty:

All UMass Dartmouth students are expected to maintain high standards of academic integrity and scholarly practice. The
University does not tolerate academic dishonesty of any variety, whether

Massachusetts Course Policies:

A. Assessment Policies:
See above.

B. Class Attendance Policy:

Attendance is essential in understanding the course content and sharing with peers
ideas and concepts for classroom application. Students will report all absences to the professor who will determine
whether or not they are excusable. Being tardy will be regarded as an inexcusable absence. A student is no longer
considered a member of the class if there are three or more inexcusable absences. Use the professors e-mail address

5
 3a Macrine EDU 512
3b
and/or telephone number on the front of the syllabus.

C. Policies Related to Students with Disabilities:

Section 504 of the Civil Rights Act and the Americans with Disabilities Act of 1990 offer guidelines for curriculum
modifications and accommodations for students with documented disabilities. Any student with disabilities should
register with the UMD office so that s/he can be accommodated by the professor.

D. Academic Honesty:

All UMD students are expected to maintain high standards of academic integrity and
scholarly practice. The University does not tolerate academic dishonesty of any variety,
whether as a result of a failure to understand proper academic and scholarly procedure,
or as an act of intentional dishonesty.

Plagiarism is a serious offense and could result in a failing course grade. Borrowed sources must be cited for credit. All
submitted work must be authored by the student and not done in collaboration with other student/s. UMD does not
tolerate academic dishonesty. The student handbook provides further information.

E. Incompletes:
Incompletes follow universal policy. When asking for an incomplete, 50% of the class work must be completed before
the end of the semester. Undergraduates must go online and get a form which must be filled out by the course instructor,
department chairperson, and the Dean of the College. Graduate students need not do so.

F. Flexibility Clause:
The above course requirements and policies can be subject to change due to student needs, content coverage, university
calendar changes, and inclement weather

XI. Schedule of Class Meeting and Topics

Book Assignments Due

Date Focus of Instruction Chapter(s)
1/26 Course & Syllabus discussion Read handouts on Ed Psych Read Piaget and
Vygotsky on MyCourses
for next class
2/2 Review of Educational Psychology Read chapter 1 for next Initial
Foundations and Learning Theory class Reflection

2/9 Learning Theory continued

Chapter 1-ThinkingAbout Read chapters 2 & 3 for

Exceptionalities next class

Introduction, Legal Issues, and

Historical Perspectives

FollowMonday'sclassschedule Read Chapter 4 for next

2SupportingallLearnersinGeneral class
Tuesday,2/17 Education
17,2015 CulturallyandLinguistically
DiverseLearners

2/23 Chapter4IndividualProgramPlan Read Chapter 5 for next

6
 3a Macrine EDU 512
3b
andSpecialServices class

3/2 Chapter 5-SpeechandLanguage Read Chapter 6 for next

Impairments class

3/9 Chapter 6-LearningDisabilities I will do this module with

you in class What Do You
See? Perceptions
Review for Midterm of Disability

http://iris.peabody.van
derbilt.edu/module/da-
5/

3/16 Spring Online Midterm Read chapter 7

Break

3/23 Chapter7Attention Read Chapter 8 for next First of the 2 sequenced

Deficit/HyperactivityDisorder class Modules Due

3/30 Chapter 8-EmotionalorBehavioral Read Chapter 9 & 13 for

Disorders next class

4/6 Easter Online continue assignment

Monday

4/6 IntellectualDisabilities 10 & 12 Second of the 2

and Autism Spectrum Disorders sequenced Modules
Low-Incidence Disabilities Due Module Due
4/13 PhysicalandHealthDisabilities 14
HardofHearingandDeafness
LowVisionandBlindness

4/20 Prepare Field Experience

Patriots Day Forms/Journal
NO classes
4/27 Mock IEP Meeting You will prepare your IEP Adapted Lesson Plan
based on the group meeting Due
which will be due next
week
5/4 Final- all assignments due no later IEPs Due
than today

XII. Reflective Teaching Practice

I am a firm believer in the necessity of reflective teaching. Therefore, the class schedule is NOT set in stone and is
subject to change at any time. Additionally, assignments may be tweaked to best serve the needs of the class.
XIII. Bibliography and Suggested Readings:
This bibliography provides an introduction to the literature and will be developed by both
students and professor. It is appropriate for all certifications.

Airasian, P. W. 2001. Classroom assessment: Concepts and Application, 4th ed.

Boston:McGraw Hill,

7
 3a Macrine EDU 512
3b
Armstrong, T. 1994. Multiple Intelligences in the Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.
Bartlett, L. D., G. R. Weinstein, and S. Etscheidt. 2002. Successful inclusion for
educational leaders. Upper Saddle River, NJ: Pearson Education, Inc.
Bateman, B. 2006. Writing measurable IEP goals and objectives. Upper Saddle River,
NJ: Prentice-Hall, Inc., 2003.
Beirne-Smith, M, J. R. Patton, and S. H. Kim. 2006. Mental Retardation: An
introduction to intellectual disability, 7th ed. Columbus, OH: Merrill Education/
Prentice Hall,
Bowe, F. 2005. Making inclusion work. Columbus, OH: Merrill Education/Prentice
Hall.
Bradley, D. F., M. E. King-Sears, and D. M. Tessier-Switlick. 1997. Teaching students
in inclusive settings; From theory to practice. Boston: Allyn and Bacon.
Chandler, L. K., and C. M. Dahlquist. 2006. Functional assessment: Strategies to
prevent and remediate challenging behavior in school settings, 2nd ed. Upper Saddle
River, N J: Pearson.
Charles, C. M. 2002. Building classroom discipline,7th ed. Boston: Allyn and Bacon.

Charles, C. M. 2002. Essentials of effective discipline. Boston: Allyn and Bacon.

Choate, J. S. 2004. Successful inclusive teaching: Proven ways to detect and correct
special needs, 4th ed. Boston: Pearson Publishing.
Cipani, E. 2008. Classroom management for all teachers: Plans for evidence-based
practice, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc.
Clark, B. 2008. Growing up gifted: Developing the potential of children at home and at
School, 7th ed. Columbus, OH: Merrill Education/Prentice Hall.
Corner, J. P., and H. L. Gates, Jr. 2004. Leave no child behind: Preparing todays youth
for tomorrows world. Upper Saddle River, NJ: Prentice-Hall.
Coots, J. J., and K. Stout (eds.). 2007. Critical reflections: About students with special
needs stories from the classroom. Boston: Allyn and Bacon.
Downing, J. E. 2004. Including students with severe and multiple disabilities in typical
classrooms. Minnetonka, MN: Peytral Publications, 2004.
Easton, L. B. 2008. Engaging the disengaged: How schools can help struggling student
succeed. Thousand Oaks, CA: Corwin Press.
Education Department of Massachusetts. 2000. Chapter 766. Malden: State Department
of Education.
Falvey, M. 1996. Inclusive and heterogeneous schooling: Assessment, curriculum, and
instruction. Baltimore: Paul H. Brookes.
Fitch, J. 1999. White oleander. Boston: Little, Brown, and Company.
Friend, M., and W. S. Bursuck. 2012. Including students with special needs, 6th ed.
Boston: Pearson Education Company.
Gaines, E. J. 1993. A lesson before dying. NY: Vintage Books, Inc.
Gardner, H. 1992. The unschooled mind: How children think and how schools should
teach. NY: Basic Books.
Gibb, G. S., and T. T. Dyches. 2007. Guide to writing quality individualized education
programs, 2nd ed. Boston: Allyn and Bacon.
Goodlad, J., and T. Lovitt. 1993. Integrating general and special education. NY:
Macmillan.
Haddon, M. 2003. The curious incident of the dog in the night-time. NY: Vintage
Books.
Hallahan, D. P., J. M. Kauffman, and J.W. Lloyd. 2002. Introduction to learning
disabilities, 2nd ed. Boston; Allyn and Bacon.
Hallahan, D. P., and J. M. Kauffman. 2006. Exceptional learners: Introduction to
Special Education. Boston: Pearson, Allyn and Bacon.
Halmhuber, N., and K.J. Beauvais. 2002. Case studies about children and adolescents
with special needs. Boston: Allyn and Bacon.
Halvorsen, A. T. 2001. Building inclusive schools: Tools and strategies for success

8
 3a Macrine EDU 512
3b
Boston: Allyn and Bacon.
Hammeken, P. A. 2000. 45 strategies for success: A practical guide for all educators
who teach students with disabilities, 2nd ed. Minnetonka, MN: Peytral Publications.
Hardin, C. J. 2008. Effective classroom management. 2nd ed. Columbus, OH: Pearson.
Henley, M. 2006. Classroom management: A proactive approach. Columbus, OH:
Merrill Education/Prentice Hall,
Heward, W. L. 2006. Exceptional children: An introduction to special education, 8th ed.
Columbus, OH: Mill Education/Prentice Hall.
Jensen, M. M. 2005. Introduction to emotional and behavioral disorders: Recognizing
and managing problems in the classroom. Columbus, OH: Merrill Education and
Prentice Hall,
Kerr, M. M. 2006. Strategies for addressing behavior problems in the classroom, 5th ed.
Columbus, OH: Merrill Education/Prentice Hall.
Kirk, S. A., J. J. Gallagher, and N. J. Anastasiow, and M. R. Coleman. 2006.
Educating Exceptional Children, 11th ed. Boston: Houghton Mifflin Co.
Kutscher, M. L., T. Atwood, and R. R. Wolff. 2005. Kids in the syndrome mix of ADHD,
CD, Aspergers, Tourettes, Bipolar and more: The one stop guide for parents,
teachers, and other professionals. Upper Saddle River, New Jersey: Prentice-Hall,
Inc.
Lerner, J. W., and F. Kline. 2006. Learning disabilities and related disorders:
Characteristics and teaching strategies, 10th ed. Boston: Houghton Mifflin Co.,
Lewis, R. B., and D. H. Doorlag. 2011. Teaching special students in general education
classrooms, 8th ed. Boston: Pearson Education Inc.
Lowry, L. 2003. The silent boy. Boston: Houghton Mifflin Company.
Mastropieri, M. A., and T. E. Scruggs. 2007. The inclusive classroom: Strategies for
effective instruction, 3rd ed. Columbus, OH: Merrill Education/Prentice Hall,
McLoughlin, J. A. 2008. Assessing students with special needs, 7th ed. Columbus, OH:
Merrill Education/Prentice Hall.
McEvan, B. 2000. The art of classroom management: Effective practices for building
equitable learning communities. Upper Saddle River, NJ: Merrill.
Mercer, C.D. and P. C. Pullen. 2008. Students with learning disabilities, 7th ed.
Columbus, OH: Merrill Education/Prentice Hall,
Metcalf, D. 2011. Succeeding in the inclusive classroom: K-12 lesson plans using
universal design for learning. Thousand Oaks, CA: SAGE Publications.
Miller, W. 1997. Richard Wright and the library card. NY: Lee and Low Books,
Inc.
Nieto, S., and P. Bode. 2008. Affirming diversity: The sociopolitical context of multi-
education, 5th ed. Boston: Allyn and Bacon.
Overton, T. 2009. Assessing learners with special needs: An applied approach, 6th ed.
Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Pelzer, D.1995. A child called it. Deerfield, FLA: Health Communications, Inc.
Pelzer, D. 1997. The lost boy. Deerfield, FLA: Health Communications, Inc.
Pelzer, D. 1999. A man named David. NY: Penguin Books, Inc.
Pelzer, D. 2004. The privilege of youth. NY: Penguin Books, Inc.
Picoult, J. 2010. House rules. NY: Atria Books.
Polloway, E, J. R. Patton, and L. Serna. 2008. Strategies for teaching learners with
special needs, 9th ed. Columbus, OH: Merrill Education/Prentice Hall.
Polloway, E. A., T. E.C. Smith, J. R. Patton, and C. A. Dowdy. 2012. Teaching students
with special needs in inclusive settings, 6th ed. Boston: Pearson.
Rosenberg, M. S., D. L. Westling, and J. McLeskey. 2008. Special education for todays
teachers: An introduction. Columbus, OH: Merrill Education/Prentice Hall.
Ryan, M. 2000. Ask the teacher: A practitioners guide to teaching and learning in the
diverse classroom. Boston: The McGraw Hill Co.
Salend, S. J. 2011. Creating inclusive classrooms: Effective and reflective practices, 7th
ed. Columbus, OH: Merrill Education/Prentice Hall.
Shaywitz, S. E. 2005. Overcoming dyslexia: A new and complete science-based program
for reading problems at any level. Upper Saddle River, NJ: Prentice-Hall,

9
 3a Macrine EDU 512
3b
Inc.
Spinelli, C. G. 2006. Classroom assessment for students in special and general
education, 2nd ed. Columbus, OH: Merrill Education/Prentice Hall.
Tomlinson, C. A. 2001. How to differentiate instruction in mixed-ability classrooms.
Upper Saddle River, NJ: Prentice-Hall, Inc.
Turnbull, A,, H. R. Turnbull, and M. L.Wehmeyer. 2007. Exceptional lives: Special
education in todays schools, 5th ed. Columbus, OH: Merrill Education/Prentice Hall.
Vaugh, S., C. S. Bos, and J. S. Schumon. 2011. Teaching mainstreamed, diverse, and at-
risk students in the general education classroom, 5th ed. Boston; Pearson Education
Inc.
Wheeler. J. J., and D. D. Richey. 2005. Behavior management: Principles and practices
of positive behavior supports. Columbus, OH: Merrill Education/Prentice Hall.
Winebrenner, S. 2006. Teaching kids with learning difficulties in the regular
classroom: Strategies and techniques every teacher can use to challenge and motivate
struggling students, 2nd ed. Minneapolis, MN: Free Spirit Publishing.
Winkler, H., and L. Oliver. 2003. Hank Zipzer: The mostly true confessions of the
worlds best underachiever (Niagara Falls, or Does It?). NY: Grosset and Dunlap.
Wood, J. W. 2006. Teaching students in inclusive settings: Adapting and
accommodating instruction, 5th ed. Columbus, OH: Merrill Education/Prentice Hall.
Wood, K. E. 2010. Interdisciplinary instruction: A practical guide for all learners K-8:
A practical guide, 4th ed. Boston: Pearson.
Yatvin, J. 2007. English-only teachers in mixed-language classrooms: A survival guide.
Portsmouth, NH: Henemann.
Zentall, S. S. 2006. ADHD and education foundations, characteristics, and
collaboration. Columbus, OH: Merrill Education and Prentice Hall.
Zirpoli, T. J. 2008. Behavioral management: Applications for teachers, 5th ed.
Columbus, OH: Merrill Education/Prentice Hall.

MTEL/PRACTICUM REMINDERS: Please be advised that students must complete all necessary MTELs before
they can begin their practicum (student teaching). This includes the Communication and Literacy test, plus
Content/Subject Test/s. Additionally, students must apply to the Graduate Office and request a placement for student
teaching. The deadline is March 1st for Fall Semester placements and October 1st for Spring Semester placements. All
MTEL scores must be submitted along with your application so please plan ahead in order to complete the tests and have
the test scores processed before the deadline.

10
 3a Macrine EDU 512
3b
UNIVERSITY OF MASSACHUSETTS-DARTMOUTH
SCHOOL OF EDUCATION
DEPARTMENT OF STEM and TEACHER DEVELOPMENT

EDU 512 TEACHING AND MANAGING INCLUSIVE CLASSROOMS, 1-12

APPENDIX

Field Experience-Journal
Field placement or pre-practicum experience is required for all students in this course. The purpose is to
observe an Inclusion classroom or a Self-Contained Special Education classroom, which is different from your current
and/or previous experiences.
Spend 15-20 hours in a school observing special education students and spend time interviewing one of the staff
members listed below. If you work in a school you may choose a special education classroom in your building or go to a
different school. If you do not currently work in a school, you can obtain a placement through the Office of Field
Experience. (Check with instructor for details.)

A. Observe a special education classroom other than classroom in which you work as teacher, teacher
assistant, etc. If possible, interact with students in the classroom (tutor a student, assist students with
lesson, recess or physical activity, etc). Submit one page typed report and include the following:
1. Date of the observation
2. Name of school, city, state
3. Name of teacher (s) in the classroom you observe
4. Number of students in the class
5. Age or grades being served in this class
6. Types of disabilities being served in this class
7. Your interaction with the students
8. Describe how the teacher presented the lesson. For example:
a. Was the lesson directed to individual student, small group, or entire class?
b. What type of media (books, handouts, technology) was used?
c. What type of teaching style was used?

9. Describe what you observed and how this classroom differs from the classroom in
which you teach. Tell about anything you saw that you might want to implement
into your classroom. (If you do not currently teach, describe how it differed from
your expectations.)

B. Interview one of the people listed below and submit one-page typed report of interview. Include
general information described below but feel free to ask other questions, which may be more relevant to you.
Choices of people to interview:
1. special education teacher of the class you observed
2. teacher of gifted students
3. teacher of English as a Second Language
4. speech/language pathologist
5. school psychologist
6. school counselor

If you interview a teacher, include this information:

a) During the interview of the teacher find out about the students he/she teaches
(certifications, inclusion, self-contained, specific courses, content areas, etc. )
b) How does he/she interact with regular classroom teachers?
c) Does this teacher spend any time in the general classroom? If yes, describe.
d) Does this teacher enjoy teaching? Why or why not?
e) Does this teacher enjoy teaching special needs students? Why or why not?
f) What things about this teachers style and techniques that could help your classroom?
g) Questions this observation raises for you

11
3a Macrine EDU 512
3b
If you interview the speech/language pathologist, school psychologist, school counselor or other
school support professional, include this information:
a. Which professional you are interviewing? Briefly describe his/her job responsibilities.
b. During the interview find out what type of students he or she assists (special education
students, general education students, at-risk students, or other)
c. Other questions or information you may want to ask:
i. What materials does he or she use?
ii. How does this person provide assistance to general and special education
classroom teachers?
iii. How does this position differ from your teaching position
iv. How can this person help or support you as a classroom teacher
d. Questions this interview raises for you

12
 3a Macrine EDU 512
3b
UNIVERSITY OF MASSACHUSETTS-DARTMOUTH
SCHOOL OF EDUCATION
DEPARTMENT OF STEM and TEACHER DEVELOPMENT

EDU 512 TEACHING AND MANAGING INCLUSIVE CLASSROOMS, 1-121 -12

Field Experience Sign-off Page

Field Experience

Student: ___________________________________

Description of Setting: _________________________________________________________________

Location of Field Experience: _________________________________________

Details of Observations and Participation:

Date Number of Hours Description of Observations and Participation

(6/3/08) (1.5) (Observed a summer school math lesson, helped 2 spec. ed. students complete assignment/
Led bingo game to practice numbers/ read a story to the class, asked comprehension
questions)

Cooperating Teacher Signature: _________________________________

13
 3a Macrine EDU 512
3b
Initial Writing
This is an informal writing assignment that I will be using to gage your present knowledge and beliefs about the field of
Special Education. It can be hand written or typed. You will not be graded on what you write, but that you write, so
please answer the following as honestly as possible:
1. What is your interest in teaching students with special needs?
2. What is your past experience in working with students with special needs?
3. What are your thoughts about students with special needs being placed in traditional classrooms?
4. In what environment do you believe students with special needs should be placed?
5. What concerns do you personally have with regard to teaching students with special needs?

14