I.
EDUC 6120 Diversity and Disabilities
Department of Secondary and Middle Grades Education
Semester
II. Instructor
Name:
Email:
Office:
Office Hours:
Phone:
III.
Required Text, Readings and Electronic Accounts:
Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-hammond, L., Duffy, H.,
McDonald, M. (2005). Teaching diverse learners in Darling-Hammond, L. & Brandsford, J. (Eds.) Preparing
Teachers for a Changing World: What Teachers Should Know and Be Able to Do. San Francisco, CA: JosseyBass.
Salend, Spencer J. (2007). Creating inclusive classrooms: Effective & reflective practices. (6th Ed.). Upper Saddle
River, NJ: Merrill Prentice Hall.
www.alliance.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf
http://educ6100.wetpaint.com
Chalk and Wire Account. Purchase from the KSU Bookstore. (Note: This must be purchased immediately so that
you can attend college training on Chalk and Wire.)
IV. Description: This course examines the demographic changes in America’s schools that influence teaching and
learning. Attention is given to assisting candidates in developing a socio-cultural consciousness and the disposition
that all students, including those with disabilities, can learn complex content. Candidates engage in in-depth study of
students with disabilities and their educational needs as well as the creation of culturally responsive and inclusive
classrooms that support all students. Pre-requisite: Admission to the MAT program.
V.
Rationale: This course is one of four professional education courses leading to initial certification through successful
completion of the Master of Arts in Teaching degree at Kennesaw State University.
In 2001, NCLB set the tone of high expectations for all, meaning that schools are accountable for closing the
achievement gap between the subgroup of students with disabilities and those of the general population. To be
successful, educators must first, and foremost, have a clear understanding of diversity that guides their practice and
brings them to a better understanding of the various constituency groups in their schools. Second, teachers must
demonstrate the ability to foster learning environments that are culturally responsive, inclusive, caring and accepting
of all individuals. This course prepares prospective content area middle and secondary teachers with a greater
understanding of diversity as well as the collaborative tools necessary to bringing all students, including those with
disabilities, to high educational standards. This course fulfills the Georgia HB 671 requirement.
T. Strieker, October 20, 2009
1
Conceptual Framework
Collaborative Development of Expertise in Teaching, Learning & Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing the
expertise of candidates in both initial and advanced teacher-preparation programs and advanced educational
leadership programs. Expertise in teaching is defined as the capability, intent and ability to facilitate high levels of
learning in all students through the implementation of effective, research-based practices in classroom instruction.
Similarly, expertise in school and district leaders is defined as the ability to enhance the structures, processes and
procedures that support all learning. Within the Conceptual Framework, expertise is viewed as a process of
continued development, not an end-state; therefore, it is the goal of the PTEU to support all candidates as they
move through the various stages of development, from novice to expert/leader. To be effective, teacher leaders and
school leaders must embrace the notion that teaching and learning are entwined and that only through the
implementation of validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the communityat-large. Through this collaboration with professionals in the university, the public and private schools, parents and
other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students
to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes
that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty
at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher
leaders. Researchers describe how during the continuum phases teachers progress from being Novices
learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We,
like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology: Candidates are required to meet the Technology Standards for Educators by the Professional
Standards Commission. Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio. In this
course, we will provide a list of useful resources found on the WWW and you will have the opportunity to use
presentation applications. This course serves to provide a basic foundation for technology related skills for
educators. In EDUC 6120 teacher candidates will learn and/or use:





The basic skills and terminology needed to use a computer
A word processing package
Internet technologies including email, WWW, and online course applications
PowerPoint presentation application
Various other classroom technologies
Diversity Statement: A variety of materials and instructional strategies will be employed to meet
the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural
issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations
influence decisions in employing specific methods and materials for every student. Among these attributes are
ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual
orientation, and geographic region. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (770-4236443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be
T. Strieker, October 20, 2009
2
aware that there are other support/mentor groups on the campus of Kennesaw State University that address each
of the multicultural variables outlined above. For more information contact the Student Life Center at 770 423-6280.
VI.
Course Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers who
are capable of developing successful learners in today’s schools and who choose to continue their professional
development.
The teacher education faculty is committed to preparing effective teachers who can facilitate learning in all
students. Candidates in Initial Programs focus on developing expertise in the knowledge, skills, and dispositions of
effective instruction. They employ standards of best practice to help today’s diverse student population develop as
learners and achieve learning outcomes consistent with local and national standards.
To foster collaboration, candidates will complete several assignments in heterogeneous groups, with a mixture
of majors represented in each group. Professionalism will be practiced in communication and collaboration
with group members and with the instructor. Professional attitudes and behaviors, including attending class,
punctual arrival to class, and quality of work and communication are expected at all times. Candidates will
have an opportunity to demonstrate pedagogical knowledge and skills related to students’ needs and motivation,
classroom management, and the process of active learning by participating in inquiry-oriented lessons, comparing
instructional strategies for a variety of content and learning styles, and by teaching mini-lessons to classmates
using various learning theories as a guide.
This course is designed for graduate candidates who are completing a program of study leading to certification to
teach. It is essential that candidates seeking licensure to teach develop competence in the methods used
or planning, teaching, and evaluating lessons in their selected grade levels and disciplines. The knowledge
base for this course is reflected in the textual readings, references, objectives, assignments, and in-class
activities.
The Professional Teacher Education Unit prepares teachers who understand the disciplines and principles of
pedagogy, who reflect on practice, and who apply this understanding to instructional decision- making that
fosters the success of all learners. As a result of the satisfactory fulfillment of the requirements of this course,
the candidate will accomplish goals as indicated in the grid that follows. Please be aware there are other
support/mentor groups on the campus of Kennesaw State University that address each of the multicultural
variables outlined above.
VII.
Course Goals and Objectives:
Course Goals and Objectives: Upon
successful completion of this course the
candidate will
1. Understand how differences in ethnicity,
class, gender, religion, language and
exceptionality affect the work of schools
and teacher development.
2.
3.
Articulate the legal and ethical
requirements of their role in the
education of students with disabilities
and the ways those continue to evolve
out of legislative, litigation, and
sociological changes.
Demonstrate an understanding of the
way in which general characteristics of
exceptionalities are linked to definitions
under state and federal laws and the
attendant regulations.
T. Strieker, October 20, 2009
CPI Outcomes and
(Proficiencies) & NCATE
Standards*
CPI –Subject Matter Expert (1.3
and 1.4); Facilitator of Learning
(2.1 and 2.7)
NCATE – Standard I (Knowledge,
Skills, and Dispositions), Standard
II (Diversity)
Assignments and
Activities
CPI – Subject Matter Expert (1.3
and 1.4); Facilitator of Learning
(2.1 and 2.7)
NCATE – Standard I (Knowledge,
Skills, and Dispositions)
 Proficiency Exams
 Read/Review/Respond
CPI – Subject Matter Expert (1.3
and 1.4); Facilitator of Learning
(2.1 and 2.7)
NCATE – Standard I (Knowledge,
Skills, and Dispositions)
 Proficiency Exams
 Read/Review/Respond
 Ethno-cultural Heritage
Assignment
 Proficiency Exams
3
4.
Demonstrate an understanding of due
process and their role in its
implementation for parents and
students and their role in engaging and
supporting the participation of parents
of students with diverse characteristics
(including disabilities) in the education
of their children.
Demonstrate an understanding of
disabilities as lifelong circumstances
requiring different strategies and
accommodations in various settings
and stages.
CPI – Subject Matter Expert (1.3
and 1.4); Collaborative
Professional (3.4)
NCATE – Standard I (Knowledge,
Skills, and Dispositions)
 Proficiency Exams
 Read/Review/Respond
CPI – Subject Matter Expert (1.3
 Proficiency Exams
and 1.4); Collaborative
 Read/Review/Respond
Professional (3.4)
NCATE – Standard I (Knowledge,
Skills, and Dispositions), Standard
II (Diversity)
CPI – Collaborative Professional
 In-class activities
6. Demonstrate an understanding of their
(3.4)
 Read/Review/Respond
role in collaborating and co-teaching
NCATE – Standard I (Knowledge,
with professional partners.
Skills, and Dispositions)
CPI – Collaborative Professional
 Ethno-cultural Heritage
(3.4)
Assignment
7. Exhibit a commitment to teaching in a
NCATE – Standard I
diverse world.
(Knowledge, Skills, and
 Professionalism
Dispositions)
* “Outcomes” refers to outcomes evaluated in the Initial Candidate Performance Instrument (CPI), used to evaluate
Practicum II, Practicum III, and the professional portfolio for most MAT programs. The National Council for
Accreditation of Teacher Education (NCATE) Standards can be found at www.ncate.org.
5.
VIII.
Course Requirements and Assignments (to meet course objectives): All work should reflect thorough editing
for accurate grammar, spelling, and punctuation. Excessive errors may impact the grade for the assignment.
Assignments are due at the beginning of class. Timely completion of work is essential for your continued learning.
Late work will not be accepted unless prior approval from the professor has been granted OR due to excused
absences.
A.
Ethno-Cultural Ppt. (75 points): Engage in self-exploration of your ethno-cultural heritage and how it relates to
your decision to become a teacher. Then, using the framework provided by your instructor, interview an adult of
a different race, religion, sexual orientation, physical ability, cognitive ability, etc. than your own. Reflect on your
experience and what you learned about yourself and create a Power Point presentation that summarizes your
ethno-cultural heritage and how it has affected and influenced your decision to be a teacher; your approaches
and attitudes toward your own learning; and your expectations for your future students. You will give a tenminute oral presentation of your ppt. to the class. Specific guidelines and grading criteria will be provided by
your instructor. (Diversity, Technology)
B.
Research on Collaboration and Co-teaching: (50 points). Locate and read one research article addressing
issues in educating students with disabilities in your content area or area of interest, e.g. TESOL, Math or
English. For example, if you are pursuing an MAT in TESOL, you must find research on students with identified
disabilities who are also learning English. If you are pursuing an MAT in Mathematics Education, you must find
an article on teaching math to students with disabilities in the general education classroom. Special emphasize
will be placed upon research articles addressing collaboration and co-teaching with special education teachers.
Journal articles can be located through technology tools such as CD-ROM, WWW, Galileo, ERIC, microfilm or
microfiche, etc. Personal responses to the article will be developed using the rubric provided in class.
(Diversity, Technology)
C.
Special Education Proficiency Exam (100 points): The proficiency examination is a comprehensive
assessment of foundational and pedagogical knowledge of teaching students with disabilities. It is a take-home
examination that is open-book, open-notes. You must reference your textbook, handouts, wiki or professional
literature to substantiate your answers. To pass this course, you must earn a minimum score of 70% on the
exam. Note: This assignment must be posted on Chalk and Wire. (Diversity)

Part I: Legislation and Litigation: Candidates must demonstrate a clear knowledge of the federal laws
that regulate the provision of educational services to students with disabilities.
T. Strieker, October 20, 2009
4
This assessment requires candidates to apply their understanding of laws to authentic cases of students
with disabilities in middle and secondary settings. (50 points)

Part II: Disability Characteristics : It is important that candidates have an understanding of disability
categories contained within the Federal Regulations for Special Education as well as the characteristics
and learning needs of students identified with those disability categories and most important, how to teach
them. This assessment tests the knowledge of candidates in these areas. (50 points.)
D.
Diversity Survey (15 points): You are required to complete the BCOE on-line Diversity Survey. This will be
done as a class activity.
E.
Participation Points (150 points): Your instructor will do daily homework checks for all assignments on the
class agendas and wiki. These are worth 10 points per session.
IX. Evaluation and Grading:
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Excellent
A
Good
B
Satisfactory
C
Less than satisfactory D (must re-take course)
X.
Academic Honesty: Every KSU student is responsible for upholding the provisions of the Student
Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation/falsification of University
records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment,
or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum
one
semester suspension requirement.
XI.
Attendance Policy: The teacher candidate's on-campus attendance will be reflected in the class
assignments and participation section of the course activities. Professional conduct requires that the teacher
candidate show respect for others. This includes coming to class on time, staying for the entire class period,
and collaborating with colleagues during and outside of class. In the event of an absence, the teacher
candidate is responsible for all materials, assignments and announcements presented in class. Work missed
due to an absence cannot be made up and work that is due cannot be turned in unless the
absence
is
excused. Candidates should contact their instruction the day of the absence either by voice mail or email for
the absence to be excused.
XII.
Topics of Discussion. During some semesters, this course may be taught as a hybrid which will the
sequence of the topics listed below. In addition, the faculty reserves the right to make minor changes to topics
of discussion based upon the needs of the cohort. Candidates will have ample notification of changes.
1.
Orientation to Technology
 WebCt and Wetpaint Wiki, Chalk-n-Wire
 KSU Library Services, including Galileo, ERIC, etc.
2.
Demographic Changes in America’s Schools
 Recent immigration trends
 Increases in Autism, TBI, ADHD
 High Poverty
3.
Courageous Conversations on Achievement Gap and Demographic Divide
 High Poverty
 ELL
 SWD
4.
Self-Exploration of Cultural Heritage & Potential Impact Upon Teaching
T. Strieker, October 20, 2009
5
5.
Impact of Federal Law:




NCLB: Assessment, Accountability, Teacher Preparation & Parent Choice
Plyer vs. Doe
Section 504 of Vocational Rehabilitation Act
ADA: Americans with Disabilities Act
6.
IDEA (2004)
 Categories of Exceptionality
 Eligibility for Services: RTI, Assessment & Accountability
 English Language Learners with Disabilities
 Protections for Students and Families
 Provision of Services
7.
On-going Debate: Inclusion vs. Mainstreaming
8.
Inclusive, Collaborative Classrooms
 Differentiated Instruction in Content Classrooms
 Inclusive Classrooms: Accommodations, Modifications, Assistive Technologies
 Effective Collaboration and Co-teaching
 Working with Paraprofessionals
9.
Parent and Family Issues
10. Transition to Adult Life
XII.
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http://www.alliance.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf
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