....
UNIVERSITY OF
1119 Main Administration Building
College Park, Maryland 20742-5031
301.405.5252 TEL 301.405.8195 FAX
. MARYLAND
•
OFFICE OF THE SENIOR VICE PRESIDENT AND PROVOST
June 6, 2013
MEMORANDUM
TO:
Donna Wiseman
Dean, College of Education
FROM:
Elizabeth Beise
Associate Provost for Academic Planning and Programs
SUBJECT:
Proposal to Modify the Bachelor of Science and Master of Education in Special
Education (PCC Log no. 12056)
EjO
Your proposal to modify the Bachelor of Science and Master of Education in Special
Education has been administratively approved. A copy of the approved proposal is attached.
The change is effective Fall 2013. Please ensure that the change is fully described in the
Graduate Catalog, the Undergraduate Catalog and in all relevant descriptive materials, including
the undergraduate program's four-year plan (contact Lisa Kiely at lkiely@umd.edu for more
information).
MDC/
Enclosure
cc:
William Idsardi, Chair, Senate PCC Committee
Sarah Bauder, Office of Student Financial Aid
Reka Montfort, University Senate
Erin Howard, Division of Information Technology
Pam Phillips, Institutional Research, Planning & Assessment
Anne Turkos, University Archives
Linda Yokoi, Office of the Registrar
Robert Gaines, Undergraduate Studies
Alex Chen, Graduate School
Maggie McLaughlin, College of Education
Robert Lent, Counseling, Higher Education, and Special Education
THE UNIVERSITY OF MARYLAND, COLLEGE PARK
PROGRAMUCURRICULUNUUNITPROPOSAL
•
Please email the rest of the proposal as an MSWord attachment
to pcc-submissions@umd.edu.
•
IPCC LOG NO.
.
Please submit the signed form to the Office ofthe Associate Provost - - - - - - - - - - - - - - - - - - - ­
for Academic Planning and Programs, 1119 Main Administration Building, Campus.
College/School:
Please also add College/School Unit Code-First 8 digits: 01203100
Unit Codes can befound at: https://hypprodumdedu/Html Reports/units.htm
DepartmentIProgram:
Please also add DepartmentlProgram Unit Code-Last 7 digits: 1312301
Typ~
of Action (choose one):
xx Curriculum change (including informal specializations)
o Renaming ofprogram orformal Area ofConcentration
oAddition/deletion offormal Area ofConcentration
o Suspend/delete program
0 New academic degree/award program
0 New Professional Studies award iteration
0 New Minor
0 Other
Italics indicate that the proposed program action must be presented to the full University Senate for consideration.
Summary of Proposed Action:
The Special Education Program in the Department of Counseling, Higher Education, and Special Education Department
(CHSE) in the College of Education requests a change to its EDSP BS/MEd Program sequence through the removal of
EDSP 481: Cultural Diversity and Disability from the coursework starting Fall, 2013. The course is not required for
oandidates to meet the Special Education Teacher Preparation Standards by the Council for Exceptional Children (CEC)
since diversity content is infused throughout the special education coursework. The course deletion allows teacher
candidates in the program to select an open elective or an elective on the recommended list of existing courses offered
within the College of Education.
=====~===========::::=================================================
APPROVAL SIGNATURES - Please
Use additional lines for multi-unit programs.
2. Department Chair
3.
4. Dean -J/J~~'1LJ.:!:a~~~~(ft~10.~----A'-------------5. Dean of the Graduate School (if required)
_
--{---T------,~---H'+~Hf--------~-=--f----,,.........~'------
6. Chair, Senate PCC
7. University Senate Chair (ifrequired)
8. Senior Vice President and Provost
---i
--'-~~ ~-------={p+-(.L.f7fi---'-1
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_
Special Education Early Childhood CURRENT
Program 5-Year Plan
NOTE: This is a proposed plan and the College of Education does not guarantee that these courses will be offered in the
designated semester. Consult the Schedule of Classes for class availability and meeting times.
FRESHMAN:
Fall Semester:
ENGL 101 (FE)
MATH 110 (FM)
CORE Biological Science (LL) or Physical
Science (PL)
PSYC 100 (SB)
UNIV 100
Total Credits
Cr.
Spring Semester:
Cr.
3
3
4
MATH 212
CORE Literature (HL/ENGL)
CORE PS/PL/LS/LL
3
3
3-4
3
1
14
SOCY 100 or SOCY 105 (SB)
CORE Arts (HA/D)
Total Credits
3
3
SOPHOMORE: Apply to Professional Program between 45 and 60 credits
Fall Semester:
Cr.
Spring Semester:
EDSP 210 Introduction to Special Education
STAT 100 (MS)
HIST 200 or 201 (SH)
Elective
Elective
Total Credits
JUNIOR YEAR:
Fall (Only) Semester:
EDSP 499D
EDSP 413
EDHD 425
ENGL 39_ Advanced Composition
Advanced Study
Total Credits
SENIOR YEAR:
Fall (Only) Semester:
EDSP 400/602*
EDSP 484
EDSP 420 or 626*
EDSP 421
EDSP 481
Total Credits
3
3
3
3
3
15
EDHD elective
EDHD411/PSYC 355
HESP 202
EDPS 210 (HO)/CORE HA/HL/HO/IE
Elective
Total Credits
15-16
Cr.
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
3
3
15
EDSP 403
EDSP 415
EDSP 416
EDPS 301/Elective
Recommended Elective (see list)
Total Credits
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
4
3
16
EDSP 423 or 624*
EDSP 430 or 631*
EDSP 424
Core Elective/Advanced Study
Recommended Elective (see list)
Total Credits
3
3
4
3
3
16
NOTE: All undergraduate coursework MUST be completed (with a minimum of 123 credits)
before beginning the master’s portion of the program.
***AWARD B.S., NO CERTIFICATION***
MASTER’S PROGRAM:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 627
3
EDSP 690
3
EDSP 687
3
EDSP 694
11
EDSP 604
3
EDSP 691
4
*Double Count Credits from UG included
12
Total Credits
Total Credits
25
14
***AWARD M.Ed., WITH TWO SPECIAL EDUCATION CERTIFICATIONS: GENERIC INFANT-GRADE 3;
SEVERELY AND PROFOUNDLY DISABLED
Special Education Elementary Program CURRENT
5-Year Plan
NOTE: This is a proposed plan and the College of Education does not guarantee that these courses will be offered in the
designated semester. Consult the Schedule of Classes for class availability and meeting times.
FRESHMAN:
Fall Semester:
ENGL 101 (FE)
MATH 110 (FM)
CORE Biological Science (LL) or Physical
Science (PL)
PSYC 100 (SB)
UNIV 100
Total Credits
Cr.
Spring Semester:
Cr.
3
3
4
MATH 212
CORE Literature (HL/ENGL)
CORE PS/PL/LS/LL
3
3
3-4
3
1
14
SOCY 100 or SOCY 105 (SB)
CORE Arts (HA/D)
Total Credits
3
3
SOPHOMORE: Apply to Professional Program between 45 and 60 credits
Fall Semester:
Cr.
Spring Semester:
EDSP 210 Introduction to Special Education
STAT 100 (MS)
HIST 200 or 201 (SH)
HESP 202
Elective
Total Credits
3
3
3
3
3
15
EDHD elective
EDHD 411/PSYC 355
EDPS 210 (HO)/Core HL/HA/HO
Elective
Elective
Total Credits
15-16
Cr.
3
3
3
3
3
15
JUNIOR YEAR:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 499D
EDSP 413
EDHD 425
Advanced Study
Advanced Composition
Total Credits
3
3
3
3
3
15
EDSP 403
EDSP 415
EDSP 416
EDPS 301/Elective
Recommended Elective (see list)
Total Credits
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
4
3
16
EDSP 410/614*
Recommended Elective (see list)
EDSP 485/683*
EDSP 454
Advanced Study
Total Credits
3
3
3
4
3
16
SENIOR YEAR:
Fall (Only) Semester:
EDSP 400/602*
EDSP 484
EDSP 451/652*
EDSP 452
EDSP 481
Total Credits
NOTE: All undergraduate coursework MUST be completed (with a minimum of 123 credits)
before beginning the master’s portion of the program.
***AWARD B.S., NO CERTIFICATION***
MASTER’S PROGRAM:
Fall (Only) Semester:
EDSP 687
EDSP 604
EDSP 692
Cr.
Spring (Only) Semester:
Cr.
3
3
4
EDSP 690
EDSP 695
3
11
* Double Count Credits from UG Included
12
Total Credits
Total Credits
22
14
***AWARD M.Ed., WITH TWO SPECIAL EDUCATION CERTIFICATIONS: GENERIC GRADES 1-8;
SEVERELY AND PROFOUNDLY DISABLED
Special Education Middle/Secondary CURRENT
Program Sample 5-Year Plan
NOTE: This is a proposed plan and the College of Education does not guarantee that these courses will be offered in the
designated semester. Consult the Schedule of Classes for class availability and meeting times.
FRESHMAN:
Fall Semester:
ENGL 101 (FE)
Math 110 (FM)
CORE Biological Science (LL) or Physical
Science (PL)
PSYC 100 (SB)
UNIV 100
Total Credits
Cr.
Spring Semester:
Cr.
3
3
4
MATH 212
CORE Literature (HL/ENGL)
CORE PS/PL/LS/LL
3
3
3-4
3
1
14
SOCY 100 or SOCY 105 (SB)
CORE Arts (HA/D)
Total Credits
3
3
SOPHOMORE: Apply to Professional Program between 45 and 60 credits
Fall Semester:
Cr.
Spring Semester:
EDSP 210 Introduction to Special Education
STAT 100 (MS)
HIST 200 or 201 (SH)
Elective
Elective
Total Credits
15-16
Cr.
3
3
3
3
3
15
EDHD elective
EDHD411/PSYC 355
EDPS 210 (HO)/Core HL/HA/HO
HESP 202
Elective
Total Credits
3
3
3
3
3
15
JUNIOR YEAR:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 499D
EDSP 413
EDHD 425
Advanced Study
Advanced Composition
Total Credits
3
3
3
3
3
15
EDSP 403
EDSP 415
Advanced Study
EDPS 301/Elective
Recommended Elective (see list)
Total Credits
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
4
3
16
EDSP 410/614*
EDSP 474/674*
Elective
EDSP 435
EDSP 485
Total Credits
3
3
3
4
3
16
SENIOR YEAR:
Fall (Only) Semester:
EDSP 400/602*
EDSP 466/664*
EDHD 426
EDSP 434
EDSP 481
Total Credits
NOTE: All undergraduate coursework MUST be completed (with a minimum of 123 credits)
before beginning the master’s portion of the program.
***AWARD B.S., NO CERTIFICATION***
MASTER’S PROGRAM:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 677
3
EDSP 690
3
EDSP 687
3
EDSP 696
11
EDSP 682
3
EDSP 693
4
*Double Count Credits from UG included
12
Total Credits
Total Credits
25
14
***AWARD M.Ed., WITH TWO SPECIAL EDUCATION CERTIFICATIONS: GENERIC GRADES 6-12;
SEVERELY AND PROFOUNDLY DISABLED
Special Education REVISED
Early Childhood Program Sample 5-Year Plan
NOTE: This is a proposed plan and the College of Education does not guarantee that these courses will be offered in the
designated semester. Consult the Schedule of Classes for class availability and meeting times.
FRESHMAN:
Fall Semester:
ENGL 101 (FE)
MATH 110 (FM)
CORE Biological Science (LL) or Physical
Science (PL)
PSYC 100 (SB)
UNIV 100
Total Credits
Cr.
Spring Semester:
Cr.
3
3
4
MATH 212
CORE Literature (HL/ENGL)
CORE PS/PL/LS/LL
3
3
3-4
3
1
14
SOCY 100 or SOCY 105 (SB)
CORE Arts (HA/D)
Total Credits
3
3
SOPHOMORE: Apply to Professional Program between 45 and 60 credits
Fall Semester:
Cr.
Spring Semester:
EDSP 210 Introduction to Special Education
STAT 100 (MS)
HIST 200 or 201 (SH)
Elective
Elective
Total Credits
JUNIOR YEAR:
Fall (Only) Semester:
EDSP 499D
EDSP 413
EDHD 425
ENGL 39_ Advanced Composition
Advanced Study
Total Credits
SENIOR YEAR:
Fall (Only) Semester:
EDSP 400/602*
EDSP 484
EDSP 420 or 626*
EDSP 421
Recommended Elective (see list)
Total Credits
3
3
3
3
3
15
EDHD elective
EDHD411/PSYC 355
HESP 202
EDPS 210 (HO)/CORE HA/HL/HO/IE
Elective
Total Credits
15-16
Cr.
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
3
3
15
EDSP 403
EDSP 415
EDSP 416
EDPS 301/Elective
Recommended Elective (see list)
Total Credits
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
4
3
16
EDSP 423 or 624*
EDSP 430 or 631*
EDSP 424
Core Elective/Advanced Study
Elective
Total Credits
3
3
4
3
3
16
NOTE: All undergraduate coursework MUST be completed (with a minimum of 120 credits)
before beginning the master’s portion of the program.
***AWARD B.S., NO CERTIFICATION***
MASTER’S PROGRAM:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 627
3
EDSP 690
3
EDSP 687
3
EDSP 694
11
EDSP 604
3
EDSP 691
4
*Double Count Credits from UG included
12
Total Credits
Total Credits
25
14
***AWARD M.Ed., WITH TWO SPECIAL EDUCATION CERTIFICATIONS: GENERIC INFANT-GRADE 3;
SEVERELY AND PROFOUNDLY DISABLED
Special Education Elementary Program REVISED
Sample 5-Year Plan
NOTE: This is a proposed plan and the College of Education does not guarantee that these courses will be offered in the
designated semester. Consult the Schedule of Classes for class availability and meeting times.
FRESHMAN:
Fall Semester:
ENGL 101 (FE)
MATH 110 (FM)
CORE Biological Science (LL) or Physical
Science (PL)
PSYC 100 (SB)
UNIV 100
Total Credits
Cr.
Spring Semester:
Cr.
3
3
4
MATH 212
CORE Literature (HL/ENGL)
CORE PS/PL/LS/LL
3
3
3-4
3
1
14
SOCY 100 or SOCY 105 (SB)
CORE Arts (HA/D)
Total Credits
3
3
SOPHOMORE: Apply to Professional Program between 45 and 60 credits
Fall Semester:
Cr.
Spring Semester:
EDSP 210 Introduction to Special Education
STAT 100 (MS)
HIST 200 or 201 (SH)
HESP 202
Elective
Total Credits
3
3
3
3
3
15
EDHD elective
EDHD 411/PSYC 355
EDPS 210 (HO)/Core HL/HA/HO
Elective
Elective
Total Credits
15-16
Cr.
3
3
3
3
3
15
JUNIOR YEAR:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 499D
EDSP 413
EDHD 425
Advanced Study
Advanced Composition
Total Credits
3
3
3
3
3
15
EDSP 403
EDSP 415
EDSP 416
EDPS 301/Elective
Recommended Elective (see list)
Total Credits
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
4
3
16
EDSP 410/614*
Elective
EDSP 485/683*
EDSP 454
Advanced Study
Total Credits
3
3
3
4
3
16
SENIOR YEAR:
Fall (Only) Semester:
EDSP 400/602*
EDSP 484
EDSP 451/652*
EDSP 452
Recommended Elective (see list)
Total Credits
NOTE: All undergraduate coursework MUST be completed (with a minimum of 120 credits)
before beginning the master’s portion of the program.
***AWARD B.S., NO CERTIFICATION***
MASTER’S PROGRAM:
Fall (Only) Semester:
EDSP 687
EDSP 604
EDSP 692
Cr.
Spring (Only) Semester:
Cr.
3
3
4
EDSP 690
EDSP 695
3
11
* Double Count Credits from UG Included
12
Total Credits
Total Credits
22
14
***AWARD M.Ed., WITH TWO SPECIAL EDUCATION CERTIFICATIONS: GENERIC GRADES 1-8;
SEVERELY AND PROFOUNDLY DISABLED
Special Education Middle/Secondary REVISED
Program Sample 5-Year Plan
NOTE: This is a proposed plan and the College of Education does not guarantee that these courses will be offered in the
designated semester. Consult the Schedule of Classes for class availability and meeting times.
FRESHMAN:
Fall Semester:
ENGL 101 (FE)
Math 110 (FM)
CORE Biological Science (LL) or Physical
Science (PL)
PSYC 100 (SB)
UNIV 100
Total Credits
Cr.
Spring Semester:
Cr.
3
3
4
MATH 212
CORE Literature (HL/ENGL)
CORE PS/PL/LS/LL
3
3
3-4
3
1
14
SOCY 100 or SOCY 105 (SB)
CORE Arts (HA/D)
Total Credits
3
3
SOPHOMORE: Apply to Professional Program between 45 and 60 credits
Fall Semester:
Cr.
Spring Semester:
EDSP 210 Introduction to Special Education
STAT 100 (MS)
HIST 200 or 201 (SH)
Elective
Elective
Total Credits
15-16
Cr.
3
3
3
3
3
15
EDHD elective
EDHD411/PSYC 355
EDPS 210 (HO)/Core HL/HA/HO
HESP 202
Elective
Total Credits
3
3
3
3
3
15
JUNIOR YEAR:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 499D
EDSP 413
EDHD 425
Advanced Study
Advanced Composition
Total Credits
3
3
3
3
3
15
EDSP 403
EDSP 415
Advanced Study
EDPS 301/Elective
EDSP 426
Total Credits
3
3
3
3
3
15
Cr.
Spring (Only) Semester:
Cr.
3
3
3
4
3
16
EDSP 410/614*
EDSP 474/674*
Elective
EDSP 435
EDSP 485
Total Credits
3
3
3
4
3
16
SENIOR YEAR:
Fall (Only) Semester:
EDSP 400/602*
EDSP 466/664*
EDHD 426
EDSP 434
Recommended Elective (see list)
Total Credits
NOTE: All undergraduate coursework MUST be completed (with a minimum of 120 credits)
before beginning the master’s portion of the program.
***AWARD B.S., NO CERTIFICATION***
MASTER’S PROGRAM:
Fall (Only) Semester:
Cr.
Spring (Only) Semester:
Cr.
EDSP 677
3
EDSP 690
3
EDSP 687
3
EDSP 696
11
3
EDSP 682
EDSP 693
4
*Double Count Credits from UG included
12
Total Credits
Total Credits
25
14
***AWARD M.Ed., WITH TWO SPECIAL EDUCATION CERTIFICATIONS: GENERIC GRADES 6-12;
SEVERELY AND PROFOUNDLY DISABLED
Recommended Electives: Special Education
Diversity Classes Highlighted
AASP 202
Black Culture in the United States
AMST 298C Selected Topics in American Studies: Asian American Experience
AMST 429D Children and the Media
EDCI 243
Literature, Mass Media and Schooling: Formation of Group/Ind. Identity
EDCI 281
Cultural Competence, Leadership and You
EDCI 432
Issues in the Education of English Language Learners
EDCI 435
Teaching English Language Learners Reading and Writing (Secondary)
EDCI 436
Understanding Cross-Cultural Communication for Teaching ELL
EDCP 220
Intro to Human Diversity in Social Institutions
EDCP 420
Education and Racism
EDCP 462
Disability in American Society
EDHD 413* Adolescent Development
EDHD420*
Cognitive Development and Learning
EDHD 445* Guidance of Young Children
EDHD 460* Educational Psychology
EDSP289I
Disability: From Stigma and Sideshow to Mainstream and Main Street
EDSP 376
Fundamentals of Sign Language
EDSP 450
Inclusive Practices in the Schools
EDSP 476
Communicating with Sign Language
EDSP 488B
El Salvador’s Children: Risk, Poverty and Education (study abroad)
EDUC 498I
International and Multicultural Perspectives in Education (study abroad)
FMSC 298F
Future of Families
FMSC 330
Family Theories and Patterns
FMSC 332
Children in Families
FMSC 381
Poverty, Affluence, and Families
FMSC 430
Gender Issues in Families
FMSC 431
Family Crises and Intervention
FMSC 432
Adult Development and Aging in Families
FMSC 460
Violence in Families
FMSC 487
Legal Aspects of Family Problems
FMSC 498A Maternal, Child and Family Health
HESP 300
Introduction to Psycholinguistics
HESP 305
Anatomy and Physiology of the Speech Mechanism
HESP 400
Speech and Language Development in Children
HLTH 460
Minority Health
KNES 333
Physical Activity for Students with Special Needs
KNES 370
Motor Development
KNES 385
Motor Control and Learning
PSYC 221
Social Psychology
PSYC 330
Child Psychopathology
PSYC 334
Psychology of Interpersonal Relationships
PSYC 353
Adult Psychopathology
PSYC 354
Cross-Cultural Psychology
SOCY 227
Introduction to the Study of Deviance
SOCY 230
Sociological Social Psychology
SOCY 241
Inequality in American Society
SOCY 325
The Sociology of Gender
SOCY 424
Sociology of Race Relations
SOCY 441
Social Stratification and Inequality
SOCY 443
The Family and Society
SOCY 467
Sociology of Education
SPAN 101
Elementary Spanish I or higher
*May not be taken if used for sophomore EDHD elective
"Ifyou are neutral in situations ofinjustice, you have chosen the side ofthe oppressor.
If an elephant has his foot on the tail ofa mouse and you say you are neutral, the mouse will
not appreciate your neutrality. " - Desmond Tutu
EDSP481/681 Cultural Diversity and Disability
Fall 2012 Mondays, 10:00 am - 12:45 pm
Location: 2416 CSS (Computer Science)
Instructor: Peter Leone, Ph.D., leonep@umd.edu
Office: 1232 Benjamin; 301-405-6489
Office Hours: Mondays, 1:00 -2:00 pm; Wednesdays 9:00 am -11:00 am and by appointment.
TA: Jennifer Kline, jenniferakline@comcast.net
Office: 1224A Benjamin; 301-405-6462
Office Hours: Tuesdays, 12:00-3:30 pm and by appointment
Texts:
Alexie, S. (2007). The absolutely true diary ofa part-time Indian. New York: Little, Brown, &
Company. [ISBN: 9780316013697]
Nogura, P. (2008). The Trouble with Black Boys: ...And Other
Reflections on Race, Equity, and the Future ofPublic
Education. San Francisco: Jossey-Bass. [ISBN: 978-0­
4704-5208-0]
Delpit, L. (2006). Other People's Children: Cultural Conflict in
the Classroom. New York: The New Press.
•
Readings:
Additional readings will be posted on the course website
[www.elms.umd.edu].
Course Description:
The term diversity is a multifarious concept in education. In the
simplest terms diversity means difference. It is an area of study
concerned with the various ways human beings differ from each
other, provide distinct points of exceptionality and construct
"otherness". Because the term can be ambiguous, its use is often
developed in relationship to the interests of the inquiring
individual or group. For instance, during discussions about diversity within a women's studies
program, one might refer to genders or sexual orientations. Within sociology or anthropology
EDSP 481/681, Diversity & Disability, Sept 9, 2012
I2
course, diversity might refer to religious beliefs, language variations, socioeconomic class, or
national origins. For the purposes of this course - a study of diversity issues within special
education - the term includes attention to issues of race, culture and disability as they pertain to
teaching, learning, and social justice. These foci do not exhaust the concept of diversity. Rather
they suggest ways we can examine social and political ideas about color, culture,
socioeconomics, and power and their implications for special education. Focusing the term
diversity in this way can support various schemas for thinking about difference. In tum, these
frameworks can support the development of more effective pedagogies for teachers and produce
enumerable benefits for students' social and academic successes. In the first part of the course
we examine beliefs, biases, and stereotypes associated with diversity and disability in the United
States. In the second part of the course, we examine the nature and extent of disparate outcomes
and opportunities available to students. Finally, in the last part of the course we will examine
strategies that individuals, schools, and communities can take to ensure that all students achieve
success in school and in life. Successful completion of this course will require that you examine
your own beliefs about race, ethnicity, disability, and diversity. At times during the course, you
may feel uncomfortable about discussing some of the topic in class. That's OK. As a class we
will challenge our beliefs and expectations and examine ways in which we can erase the
achievement gaps among children we serve.
Learning Outcomes
• Teacher candidates* will demonstrate an understanding of key concepts related to
culture, diversity, and disability and the ways those concepts affect teaching and learning.
• Teacher candidates will be able to thoughtfully examine and discuss their beliefs and
experiences concerning race, ethnicity, disability, and diversity
• Teacher candidates will reflect on the differences between tolerance and respect in
relationship to diversity and expectations for social and academic excellence.
• Teacher candidates will demonstrate an understanding of diversity and incorporate their
ideas into conversations about pedagogy.
• Teacher candidates will investigate frameworks for thinking about race and culture in
relationship to learning and citizenship.
The learning activities in this course address the College of Education Conceptual Framework in several
areas. In Domain 1: Commitment, diversity; in Domain 2: Knowledge, knowledge of learners and
knowledge of social and cultural contexts. The course also addresses Emerging Commitments in the
College Conceptual Framework in the following areas: EC1- equity and diversity, EC6 - responsible and
ethical action. The course also addresses the InTASC Core Teaching standard #2: Learner Differences (The
teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards. InTASC 2)
With regard to SPA standards, the course addresses the following CEC Standards for the Preparation of
Special Education Teachers: Standard 1: Foundations; Standard 3: Individual Learning Differences;
Standard 5: Learning Environments and Social Interactions
EDSP 481/681, Diversity & Disability, Sept 9, 2012
Key concepts and terms used in this course can be found under the
Course Documents tab on the course website.
Assignments and Point Values
Assignments
Points
Sample Dropbox file
2
Personal Diversity and Disability
Narrative
School District Analysis (2 parts @ 10
each)
Wiki Contributions (10 & 15 pts.)
40
25
Quizzes (2)
40
Final Paper
60
Participation
10
Completion of course evaluation
3
TOTAL POINTS
20
200
All assignments with the exception of the contributions to the Class Wiki, should be written
using 12 pt. font. Written assignments should be submitted via the digital dropbox by 9 am on
the due date on the course website [www.elms.umd.edu]. (The exception is the final paper which
is due by noon on the due date, December 14.) Information about naming assignment files you
submit is discussed below. At the instructor's discretion, points will be deducted from
assignments that are late or are improperly formatted. Detailed information for the major
assignments can be found on the course website.
Brief Description of Assignments
Sample Dropbox file submission
All students need to properly label and submit a sample text document to the digital dropbox at
elms.umd.edu by September 17.
Personal Diversity and Disability Narrative
.
This assignment requires you to write an autobiographical reflection which describes personal
experiences that contributed to your understanding of diversity and disability. This assignment is
due September 24.
School District Analysis
We will begin this assignment in class. Following our preliminary analysis, individually or in
pairs, each student will analyze disproportionality in special education identification and/or
school discipline in a school or school district and briefly describe the results. Students should be
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EDSP 481/681, Diversity & Disability, Sept 9,2012
prepared to discuss their analyses in class. Due dates for this two-part assignment are October 15
and November 5.
Wiki Contributions
As a class, we will develop a course wiki on cultural diversity and disability during the semester.
Each student will pair up with another student to make at least two contributions to the course
wiki. Contributions may include brief essays as well as annotated graphs and images as approved
by the instructor or TA. Wiki contributions are due October 29 and November 19.
Quizzes
Two quizzes covering major topics from class and our readings will be given in class on October
8 and December 3.
Final Paper
In place of a final exam, each student will complete a final paper. Guidelines for completion of
the paper will be available by late November. Final papers are due December 14 at noon.
Participation
Students who regularly attend class and actively participate in class discussions and as members
of their discussion groups can earn all 10 participation points. Students who do not attend class
regularly and do not regularly participate in small group and class discussions will not be able to
earn all participation points.
Course Evaluation
Your participation in the evaluation of courses through CourseEvalUM is a responsibility you
hold as a student member of our academic community. Your feedback is confidential and
important to the improvement of teaching and learning at the University as well as to the tenure
and promotion process. CourseEvalUM will be open for you to complete your evaluations at the
end of the semester. By completing all of your evaluations, you will have the privilege of
accessing the summary reports for thousands of courses online at Testudo. Completing the
course evaluation and providing evidence that you have completing the evaluation, is worth 3
points.
Blackboard & Course Website
We will use the Blackboard course tool to communicate, disseminate information, and
submit and return all assignments. Our Blackboard course website will be used for email, weekly
announcements, grades, and access to the syllabus, lessons, resources, course readings, and
internet-links. This course can be found at www.elms.umd.edu. Students are encouraged to visit
the course website weekly for updates on class activities.
Naming the assignments you submit (This is very important!)
All assignments posted on Blackboard must begin with your last name followed by the
name ofthe assignment. For example, I would save and post my disability and diversity
narrative assignment on Blackboard as Leone-narrative [or something similar that begins with
your last name]. No assignments will be accepted via email. Do not use characters such as #,
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EDSP 481/681, Diversity & Disability, Sept 9, 2012
( , !, &, and * in your filename. Elms may allow you to upload and send these files but I will be
unable to open them. (See Student Resources and Tutorials on the Blackboard site if you need
help figuring out how to submit assignments.)
Schedule of Class Activities
Week/date
Topic
Readings
Assignments/
assessments
2. Sept. 17
Part-time Indians, stereotypes
and evolving understandings.
Breaking the silence. Discussion
groups.
True Diary (entire
book)
Sample dropbox
submission
4. Oct. 1
Getting personal about race and
disability; language diversity &
learning; discussion of personal
narratives; - Guest speaker:
Trouble: Chapter 2, pp.
17-42; ope: 48-69.
7. Oct 15
What about disability?
Multiple perspectives on race
and disability; Analyzing school
district data
Trouble: Chapter 3, pp.
43-59; Chap. 5, pp. 75­
82
School district
analysis 1
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EDSP 481/681, Diversity & Disability, Sept 9,2012
10. Nov. 12
Discussion of Color of Fear;
teachers' perspectives;
Discussion of school district
analyses
opc: pp. 105-127
14. Dec. 10
Promoting and engaging in
courageous conversations in
schools; next steps for beginning
teachers
Trouble Chap. 4, pp.
61-71; ope: pp. 152­
166.
Academic Integrity
The University is one of a small number of universities with a student-administered Code of
Academi'c Integrity and an Honor Pledge. The Code prohibits students from cheating on exams,
plagiarizing papers, submitting the same paper for credit in two courses without authorization,
buying papers, submitting fraudulent documents, and forging signatures. Please type the
following statement at the end of each exam or assignment you submit via the digital dropbox:
I pledge on my honor that I have not given or received any
unauthorized assistance on this examination (or assignment).
Compliance with the code is administered by the Student Honor Council, which strives to
promote a "community oftrus!" on the College Park campus. Allegations of academic
dishonesty should be reported directly to the Honor Council (314-8450) by any member of the
academic community.
Accommodations
The University provides appropriate accommodations for students with documented disabilities.
In order to ascertain what accommodations may be required, please inform the instructor of your
needs at the beginning of the semester. If you have specific questions and supports available,
I6
·
,
arrangements with you to determine and implement appropriate academic accommodations.
Religious Observance
The University System of Maryland policy "Assignments and Attendance on Dates of Religious
Observance" states that students should not be penalized in any way for participation in religious
observances and that, whenever feasible, they be allowed to make up academic assignments that
are missed due to such absences. However, the student must personally hand the instructor a
written note or send an email to the instructor about the projected absence within two weeks of
the start of the semester. The request should not include travel time.
Attendance and Participation
Regular attendance and participation in this class is the best way to grasp the concepts and
principles being discussed. However, in the event that a class must be missed due to an illness,
the policy in this class is as follows:
1. For every medically necessary absence from class, a reasonable effort should be made to
notify the instructor in advance of the class. When returning to class, students must bring
a note identifying the date of and reason for the absence, and acknowledging that the
information in the note is accurate.
2. If a student is absent more than three times due to a medical condition, please provide
documentation signed by a health care professional.
3. If you are absent on days when quizzes are scheduled please notify the instructor in
advance, and upon returning to class, bring documentation of the illness, signed by a
health care professional.
University Closings
If the University is closed due to inclement weather, information about completing and/or
rescheduling class activities will be posted on the course website.