Western Michigan University
Department of Special Education and Literacy Studies
Fall 2014
Course Title:
SPED 4270: Learners with Disabilities in General Education
Elementary and Middle School Classrooms
Tuesday: 5:30 – 8:00 (Sangren, Rm 4510)
or
Wednesday: 5:30 – 8:00 (Sangren, Rm 3520)
Text:
Mastropiere, M. & Scruggs, T. (2014). The inclusive classroom:
Strategies for effective differentiated instruction
(5th Ed). Pearson Merrill Prentice Hall.
Hours of Credit:
3 Semester Hours
Name of Instructor:
George J. Haus, Ph.D.
3506G Sangren Hall
Phone: (269) 387-5947
email: george.haus@wmich.edu
www: http://homepages.wmich.edu/~haus/
Office Hours*:
Appointments: (call 269-387-5947 or email haus@wmich.edu)
Open Office Hours::
Tuesday & Wednesday:4:00 – 5:15
Doctoral Students Only:
Friday: 12:00-4:00
Additional Appointment times arranged with instructor
*The above “official” office hours are not the only times that I am in my office.
Please feel free to
walk-in and see me at any time. If I am not engaged in a previous commitment I will be happy to
talk with you.
Course Description:
This course is designed to prepare teachers to deliver effective instruction to students with learning
and behavior problems in general education settings. Following a general overview, students will be provided
with information on basic characteristics, effective instructional practices, and appropriate methods and
materials for assessment and instruction. Several fundamental themes guide this course, including, (a)
preparing general education educators to be reflective practitioners who think deeply and thoughtfully about
creating inclusive learning communities in their classrooms, (b) providing general educators with powerful
pedagogical tools of instruction, assessment, and classroom management, and (c) helping to develop general
educators who can collaborate effectively with special education personnel.
Rationale for Class:
At no time in history, have so many students with disabilities been educated in the general education
classroom. Currently, there is a movement at all levels of government to include more students, who were
previously served in segregated special education classrooms, in general education settings. Every general
education teacher can expect to have students with special needs in his/her classroom.
SPED 4270: Fall 2014: Pg. 1
In the past, general education teachers had little or no exposure to issues surrounding special
education in their university course work. This course is representative of a larger movement to help teachers
(a) think critically about their practice (i.e., become reflective practitioners,) (b) be accountable to their
students, parents, and their own professional growth and development through numerous qualitative and
quantitative measures, (c) be keenly aware of and prepared to teach in an increasingly diverse society, (d) be
change agents and leaders in their professional communities, and (e) develop inclusive learning communities
that emphasize the central importance of collaboration, cooperation, and tolerance within an environment of
critical inquiry and problem solving. In short, this course is designed to prepare you to be a professional
teacher who recognizes the importance of teaching all children.
Course Objectives/Outcomes:
Upon completion of this course, you should:
1. Be aware of the major disability areas, including important definition criteria.
2. Have general knowledge of the history of special education, especially the evolution towards more
inclusive settings in recent history.
3. Have knowledge of legislation guiding the service of students with disabilities.
4. Understand the referral process and the critical role of the general education teacher as a contributor
to this process.
5. Understand the Provision of Services and critical debates surrounding the issues of "full inclusion."
6. Understand specific ways to adapt and modify curriculum, instruction, assessment, and to manage
one's classroom.
7. Have knowledge of collaborative strategies which are used with students, parents, and other teachers
and school personnel.
8. Develop awareness, appreciation and a realistic anticipation for the incredible challenges facing the
professional teacher.
Course Requirements:
Attendance and Participation (100 points)
Class attendance and participation are an integral part of your learning experience. The importance of
attendance is related to the discourse that will occur in class and the nature of group activities. It is
impossible to recreate comments or discussions that occur during our class meeting times. Moreover, a
student's absence from class denies both his/her group and the entire class from profiting from the views
of that individual. Thus, attendance is valued not only because of the direct instruction missed, but also
because of the missed opportunities for student interactions. Participation includes: attendance, adding
to discussions, questioning, and initiative. Please note: I do monitor your level of participation. If you
decide that you wish to be a non-contributing student focused on absorbing what happens in your
environment rather than adding to it – do not expect to have earned these points.
Tests (150 Points)
There will be three exams. Each will cover a discrete amount of material, and will include both
objective and short answer questions. Sources of questions will be text, class discussions, handouts,
speakers, videos, web-based instruction, etc.
Portrayal of Disabilities within the Mass Media Project (30 Points)
To increase one's awareness of special education and of individuals with disabilities or other
exceptionalities throughout society. Complete instructions for this assignment are available on the
course web site.
Modified Lesson Plan (50 Points)
Recognizing that all classrooms have students with different characteristics it is imperative that teachers
address these issues by adapting, modifying, and creating the learning environment and teaching
methods to meet each and every child’s needs. Differentiated instruction, based upon a student’s
SPED 4270: Fall 2014: Pg. 2
abilities, knowledge, learning styles, and objectives, are an integral part of your responsibility as a
teacher. Within in this class you will create a complete lesson plan which incorporates modifications and
adaptations appropriate for individual functioning at, at least, three levels of ability. Complete
instructions for this assignment will be discussed in class and available on the course web site.
Teacher Interviews (30 Points)
There is a real difference between the theory of teaching and the reality of teaching. For this
assignment, you will complete two interviews with practicing field-based public school teachers: One
(1) special education teacher working with students with disabilities who are mainstreamed either partor full-time; and one (1) general education teacher working with students with disabilities who are
mainstreamed either part- or full-time. Complete instructions for this assignment are available on the
course web site.
Due Dates:
Assignments and projects are expected on listed due date. Exams must be taken during the assigned
class time. Exceptions will be rare, must be pre-arranged, and must be accompanied by justification.
Points will be deducted for anything turned in late.
Point Sources
Attendance and Participation
100 points
Tests
150 points (3 @ 50)
Portrayal of Disabilities within the Mass Media Project 30 points
Modified Lesson Plan
50 points
Teacher Interviews
30 points (2 @ 15)
Some Things to Make your Life Easier:
Some leeway has been made for the various emergencies that arise in life. Serious VERIFIABLE
personal circumstances should be discussed with me. You need not call or email to notify me why you
will be absent. Also, if you are absent, please do not call or email me asking “Did we do anything?”.
That just makes me crabby. Please develop a relationship with one of your peers and ask them.
Modes of Instruction:
Instruction in this course will be multi-faceted and should reflect the fundamental principles of teaching
and learning that guide this course.
Lecture. Information will be presented in class for instructional purposes. These presentations will
be designed to clarify, expand, and supplement material from your readings. You will be responsible
for presentation material as well as assigned readings. Therefore, it is necessary for you to attend
class and take accurate notes.
SPED 4270: Fall 2014: Pg. 3
Large and Small Group Discussion. You will be expected to participate in class discussions.
Discussion of topic material will occur on a regular and on-going basis. You will be expected to: ask
questions and share insights and revelations during these times.
Technology. A variety of technological tools will be used in this class including computer
presentations, videos, and WEB-based activities.
Speakers. Occasionally there will be speakers who represent various stakeholders in the education of
students with disabilities.
Course Grade Criteria:
You will be graded in this course under the criteria recommended by Western Michigan University.
Please be sure to read the "Qualitative Descriptor" for each of the grade levels. Higher-level grades
(B, BA, A) are obtained only when your work reflects a significant amount of effort beyond
defined minimal criteria.
I teach this class under an assumption that you are proficient in writing at a college level. At the
minimum, I assume that you know how to press the check Spelling & Grammar button in your word
processor. If your paper has excessive grammar, punctuation, spelling, etc. errors, I will not accept it. It
will be handed back to you and you will be expected to resubmit the paper after editing. It will be
considered late and graded accordingly.
If you need help with your writing please take advantage of WMU’s Writing Center located in Elsworth
Hall in room 1343 (http://www.wmich.edu/casp/writingcenter). You may make an appointment or just
“drop-in” for assistance.
Grade
Percentage
Qualitative Descriptor
A
BA
B
CB
C
93 to 100%
88 to 92%
83 to 87%
78 to 82%
73 to 77%
DC
68 to 72%
D
63 to 67%
E
Below 63%
Outstanding, Exceptional, Extraordinary
Outstanding, Exceptional
Very Good, High Pass
Satisfactory, Acceptable, Adequate
Acceptable, Adequate
Unacceptable for
Major/Minor Class
Poor - Unacceptable for Major/Minor
Class
Failing - Unacceptable for Major/Minor
Class
Incompletes (grades of "I") will be given only in very unusual circumstances and must be contracted
with the instructor. Students are advised to keep copies of all assignments turned in and to retain all
graded assignments returned to them.
Acts of Academic Dishonesty:
You are responsible for making yourself aware of and understanding the policies and procedures in the
Undergraduate Catalog that pertains to Academic Honesty (see:
http://www.wmich.edu/conduct/academichonesty/definitionsofviolations.html). These policies include
cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and
computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will
be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s).
SPED 4270: Fall 2014: Pg. 4
If you believe you are not responsible, you will have the opportunity for a hearing. You should consult
with me if you are uncertain about an issue of academic honesty prior to the submission of an
assignment or test. Please be aware that I reserve the right to use resources such as the Turnitin
(http://www.turnitin.com) software to check suspected work for plagiarism.
Need for Accommodations:
Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.)
who needs to arrange reasonable accommodations must contact the professor and the appropriate
Disability Services Office at the beginning of the semester. The two disability service offices on
campus are Disabled Student Resources and Services (387-2116) and Office of Services for Students
with Learning Disabilities (387-4411).
Diversity Statement:
The Department of Educational Studies, Special Education Program maintains a strong and sustained
commitment to the diverse and unique nature of all learners and to maintain high expectations for each
student.
Religious Observance Policy:
The University is a diverse, multicultural enterprise and, as a community, we jointly embrace both
individual responsibility and dignified respect for our differences. It is our general policy to permit
students to fulfill obligations set aside by their faith.

If you have a conflict with class attendance and/or an assignment due date please be sure to
contact your instructor to make arrangements at least two weeks prior to the conflict.

It is your responsibility to complete all class and course work. All handouts and printed
instructions provided during the missed class will be made available to you. Note, the
instructor will not provide an individual tutoring session for missed lecture content.
A copy of Western Michigan Universities’ Religious Observance Policy may be found at:
http://www.wmich.edu/provost/announcements/pdf/ReligiousObservances.pdf
APA Style:
The Department of Special Education and Literacy Studies has officially endorsed the style of the
American Psychological Association (APA) for the completion of all formal written Assignments
unless otherwise stated. APA writing procedures are found in: American Psychology Association
(2009). Publication manual for the American Psychological Association (6th Ed.). Washington, DC. A
one-page handout outlining the important points of the APA Manual can be found in the Education
Library.
SPED 4270: Fall 2014: Pg. 5
Web Site:
The course web site is located at http://homepages.wmich.edu/~haus. The web site contains a variety
of important information including:
o
Grades for Assignments and Tests – It is your responsibility to ensure that the posted grades are
accurate. Discrepancies should be immediately reported to Dr. Haus.
o
PowerPoint’s – You may download these to assist you in taking notes during class. CAUTION
– Not all information covered on the exams will be on the PowerPoints!
o
Announcements – Important announcements will be posted on the web site. Check the site
often.
o
Supplementary Materials – This area will include things such as exam study guides,
instructions for projects, etc.
Email:
Living in the real world, Dr. Haus’ memory could be better. Any requests, grade changes, etc. must be
conveyed to me via email. This holds even if you talk to me in class. I will not remember! Be
advised, I do not constantly monitor my email. I read my email once – sometimes twice in a day. I
rarely read it during the weekend. Therefore, do not expect an immediate response to your questions.
To facilitate my reading your email please include the course number in the subject line: SPED 4270. If
you have a question that needs discussion please come to my office and talk with me.
Assignments:
Assignments will be turned in during class. Do not leave late papers, projects, etc. under my door or in
my mail box.
SPED 4270: Fall 2014: Pg. 6
SPED 4270 – Fall 2014 – Schedule
Week
DATE
1
2
9/2 & 9/3
9/9 & 9/10
3
4
9/16 & 9/17
9/23 & 9/24
5
6
7
8
9
10
11
9/30 & 10/1
10/7 & 10/8
10/14 & 10/15
10/21 & 10/22
10/28 & 10/29
11/4 & 11/5
11/11 & 11/12
12
11/18 & 11/19
13
14
11/25 & 11/26
12/2 & 12/3
15
12/9 & 12/10
TOPIC
Intro & Course Overview
Ch 1: Inclusive Teaching
Ch 2: Collaboration
Ch 3: Higher Incidence
Ch 3: Higher Incidence
(continued)
Test 1
Ch 4: Lower Incidence + Other
Ch 5: Other Special Needs
Ch 6: Effective Teaching Skills
Ch 12: Assessment
Test 2
RTI & Bloom
Modified Lesson Plan
Ch 13: Literacy
Ch 14: Mathematics
Thanksgiving
Ch 7: Classroom Behavior
Ch 9: Enhancing Motivation
Test 3
ASSIGNMENTS
DUE
Mass Media Project
Teacher Interviews
Modified Lesson Plan
SPED 4270: Fall 2014: Pg. 7