The Levin Institute &
WWW.Globalization101.org
ED3820: Foundations of Special Education
Dr. Diana P. Sukhram
Assistant Professor
Chair-Exceptional Education and Learning
Department
SUNY, College at Old Westbury
Spring, 2010
Globalization and Special Education
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Issues and implications
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Classroom dynamics, students/teachers
interaction, unique learning styles
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Observations and interview,
recommendations for change
Learning Outcomes:
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To obtain a general understanding of the relatedness of
global education and global citizenship on historical
development and contemporary dilemmas and practices in
the field of special education.
To understand the field as an evolving and changing discipline
in reference to globalization.
To adopt a critical stance when using the special education
knowledge base, with particular attention to diversity and
social justice issues and its relevance to globalization.
To nurture an appreciation of and respect for individuals with
special needs, and professionals who serve them.
To create a forum, where issues related to special education
and globalization could be discussed and examined.
To create a genuine interest in learning, acknowledging, and
respecting the way in which different individuals approach
the learning processes as is influenced by globalization.
Materials
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New briefs and articles on Global
Education and Global Citizenship (Text)
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Guided discussion questions - Classroom
Summarization
Identify and discuss issues and implications
Explore the relevance to Special education
Advantages and /or challenges
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Observation guidelines – In the Field
Log and journal reflection
Connecting the readings/discussions to classroom practices
attachments will be provided
Materials
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Open-ended interview questions - Teachers
Teachers views/understanding of globalization
Relationship to the field
Incorporation of globalization in classroom practices
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Written report and oral presentation
rubrics - Students
Describe the experience
Overview of activities
Understanding f globalization and special education
Exploring the issues and implications
Discussion of findings and recommendations
Readings
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http://www.globalization101.org/issue_main/Global_Education.
Public Education, Curriculum and Pedagogy
http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Education_
Curriculum_Pedagogy
Global Education and Global Citizenship
http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Global_Ed
ucation
Curriculums going Global within Ed K12
http://www.globalization101.org/issue_sub/Global_Education/Public_Education/k12_Curri
culum
Difficulties implementing a Global Ed K12 Curriculum
http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Difficulties
_k12_curriculum
The Charter School Movement
http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Charter_S
chools
Brick and Mortar Models forced to compete in a Global Worlds
http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Schools_C
ompete
Traditional Universities offer Virtual Realm
http://www.globalization101.org/issue_sub/Global_Education/Public_Education/traditional
_universities
Readings
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Social Studies and the World: Teaching Global
Perspectives.
Merryfield & Wilson (2005)
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Selected Readings: Pages 15-27
The Many Dimensions of Global Education
Teaching Idea 6: The World in the Classroom
Global Education in Social Studies Today
The Controversial Nature of Global Education
Global Education and Multicultural Education
Criticisms of Global Education
Our Perceptivities
Multicultural and Global Education Together
Globalization and Global Education
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Time Required
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Weekly discussion of assigned readings
(news briefs and articles)
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20 hours of field work (classroom
interaction; observation; interview)
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Oral presentations/discussion
(presentations of the findings and
recommendations)
Procedures
Procedures by class sessions
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Prior to field placement: Introduce students to the topic of globalization
through a discussion of the news brief and articles (students will be instructed to
research and bring to class one article that addresses the issue of global education
and global citizenship ) specific readings; discussion guide
 Distribute guidelines and requirements for project (Attachment of field work
requirement and final product)
 Field placement/classroom interaction (students observations begins )
 Students share observations and how the findings relate to the news brief and
articles discussed in class
 Based on classroom interaction and observations as a class, students with construct
teacher interview questions
 Field placement/classroom interaction (students conduct teacher interviews)
 Class discussion of the interview findings and how the information gathered
connects with the observation findings
 Student write-up of the project (summary of activity; observation, and interview,
their stance of global education and global citizenship in the special education
classroom context, and recommendations
 Students oral class presentations /discussion
Assessments
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Participation in class readings and
discussions
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Field placement activities (20 hrs)
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Final project and presentations
Scoring rubric will be attached.