QATAR UNIVERSITY
COLLEGE OF EDUCATION
COURSE NUMBER: EDUC 317
COURSE TITLE (CRH) : Inclusive Classrooms ( 3 CHS )
SEMESTER AND YEAR
INSTRUCTOR:
OFFICE NUMBER:
PHONE:
EMAIL:
OFFICE HOURS:
CLASS MEETING TIME/LOCATION:
College of Education Conceptual Framework
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership
.
College of Education Unit Learning Outcomes:
Teaching (mark on the box as appropriate)
1
Content: Apply key theories and concepts of the subject matter.
√
2
Pedagogy: Plan effective instruction to maximize student learning.
√
Technology: Use current and emerging technologies in instructionally
3
powerful ways.
Diversity: Foster successful learning experiences for all students by
4
√
addressing individual differences.
Scholarship
Problem Solving: Arrive at data-informed decisions by systematically
5
examining a variety of factors and resources.
Scholarly Inquiry: Actively engage in scholarship by learning from and
6
√
contributing to the knowledge base in education.
Leadership
1
7
Ethical Values: Apply professional ethics in all educational contexts.
8
Initiative: Lead positive change in education.
√
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
Course DESCRIPTION
This course is designed to prepare the educator to effectively teach a range of students
found in the typical general education classroom. Various disabilities will be addressed in
terms of Intervention techniques that are research proven. Practical strategies,
accommodations and Modifications for students with disabilities in the general education
classroom will be emphasized.
Prerequisites: None.
Course Objectives:
1. Demonstrate an understanding of relevant international and national legislation,
regulation, and policies that pertain to the development of educational programs for
students with special needs, including major categories of disabilities.
2. Discuss the concept of least restrictive alternatives and examine the research and
rationale for inclusive education.
3. Demonstrate an understanding of the role and responsibilities of the general
educator in the design of Individual Education Programs (IEP), including identification,
referral, IEP development, and implementation.
4. Discuss principles of educational assessment for special populations, including testing
bias, sensitivity to cultural and language factors.
5. Demonstrate an understanding of appropriate instructional materials and methods
for students with low incidence disabilities and the accommodations that can be
made for them in general education classrooms.
6. Describe effective curricular and instructional approaches and accommodations that
ensure access to the content areas, including literacy, mathematics, science, and
social studies.
7. Demonstrate an understanding of strategies for increasing students' positive
behaviors and promoting the social integration of students with special needs in
general education classrooms.
8. Demonstrate an understanding of the characteristics and effective applications of
collaboration, including working with families and paraprofessionals in the design and
implementation of assessment and instructional programs for students with
disabilities.
Course Learning Outcomes
1. Apply relevant international and national legislation, regulation, and policies that
pertain to the development of educational programs for students with special needs,
including major categories of disabilities.
2. Implement the concept of least restrictive alternatives.
3. Design as general educator Individual Education Programs (IEP), including
identification, referral, IEP development, and implementation.
2
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
4. Analyze classroom and student needs in organizing and planning instruction for special
populations, including the design of accommodations and the use of assistive
technologies.
5. Implement the assessment data and instructional programs for with special learning
needs.
6. Use appropriate instructional materials and methods for students with low incidence
disabilities and the accommodations that can be made for them in general education
classrooms.
7. Apply effective curricular and instructional approaches and accommodations that
ensure access to the content areas, including literacy, mathematics, science, and social
studies.
8. Apply strategies for increasing students' positive behaviors and promoting the social
integration of students with special needs in general education classrooms.
9. Participate effectively as a team member in making placement and instructional
decisions and planning individual programs that result in appropriate placement and
intervention for individuals with exceptional learning needs.
Textbooks and Readings
Mastropieri, M.A. & Scruggs, T.E (20011).The inclusive Classroom Strategies for Effective
Instruction (2nd Ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Mitchell, D. (2008). What really works in special and inclusive education: Using evidence
based Teaching strategies. Abingdon, Oxon: Rutledge.
SUPPLEMENTARY Readings
1. Algozzine, B., Audette, B., Ellis, E., Marr, M.B., & White, R. (2000). Supporting
teachers, principals, and students through unified discipline. Teaching Exceptional
Children, 33, 42-47.
2. Anguiano, P. (2001). A first-year teacher’s plan to reduce misbehavior in the
classroom. Teaching Exceptional Children, 33, 52 - 55.
3. Blake, C., Wang, W., Cartledge, G., & Gardner, R. (2000). Middle school students
with serious emotional disturbances serve as social skills trainers and reinforcers for
peers with SED. Behavioral Disorders, 25, 280-298.
4. Boyce, C. A., Hoagwood, K., Lopez, M. L., & Tarullo, L. B. (2000). The head start
mental health research consortium: New directions for research partnerships.
Behavioral Disorders, 26, 7 - 12.
5. Boulineau, T., Fore III, C., Hagan-Burke, S., & Burke, M. D. (2004). Use of storymapping to increase the story-grammar text comprehension of elementary students
with learning disabilities. Learning Disability Quarterly, 27, 105-111.
6. Cartledge, g., Kea, C.D. & Ida, D.J. (2000). Anticipating differences: Celebrating
strengths. Teaching Exceptional Children, 32, 30-38.5
3
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
7. Chapman, D. A., Scott, K. G., & Mason, C. A. (2002). Early risk factors for mental
retardation: Role of maternal age and maternal education. American Journal on
Mental Retardation, 107, 46-59.
8. Coutinho, M. J., Oswald, D. P., Best, A. M., & Forness, S. R. (2002). Gender and
sociodemographic factors and the disproportionate identification of culturally and
linguistically diverse students with emotional disturbance. Behavioral Disorders,27,
109 – 125.
9. Crum, C. F. (2004). Using a cognitive-behavioral modification strategy to increase
ontask behavior of a student with a behavior disorder. Intervention in School &
Clinic,39, 305 – 309.
10. Cruz, L., & Cullinan, D. (2001). Awarding points, using levels to help children improve
behavior. Teaching Exceptional Children, 33, 16 - 23.
11. Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a wholeclass
token economy and coaching of teacher skills in a preschool classroom to manage
disruptive behavior. Psychology in the Schools, 41, 351 – 361.
12. Forness, S. R., Kavale, K. A., Crenshaw, T. M., & Sweeney, D. P. (2000). Best practice
in treating children with ADHD: Does not using medication in a comprehensive
intervention program verge on malpractice? Beyond Behavior, 10, 4 – 7.
13. Fuchs, L. S., & Fuchs, D. (2004). Responsiveness to mathematical problem-solving
instruction: Comparing students at risk of mathematics disability with and without
risk of reading disability. Journal of Learning Disabilities, 37, 293-306.
14. Gibb, G. S., Dyches, T. T. (2000). Guide to writing quality individualized education
programs: What’s best for students with disabilities. Needham Heights, MA: Allyn
&Bacon.
15. Gonzalez-Alvarez, L.I. (1998). A short course in sensitivity training. Working with
Hispanic families of children with disabilities. Teaching Exceptional Children , 31, 7377.
16. Greenes, S., Powers, L. E., Lopez-Vasquez, A. L. (2001). Multicultural aspects of
parent involvement in transition planning. Exceptional Children, 67, 265 - 282.
17. Greenwood, C. R. (2001). Science and students with learning and behavior problems.
Behavioral Disorders, 27, 37 – 52.
18. Higgins, J. W., Williams, R. L., & McLaughlin, T. F. (2001). The effects of a token
economy employing instructional consequences for a third-grade student with
learning disabilities: A data-based case study. Education & Treatment of Children, 24,
99 – 106.
19. Leach, J. M., Scarborough, H, & Roscorla, L. (2003). Late-emerging reading
disabilities. Journal of Educational Psychology, 95, 211-224.
20. Maag, J. W. (2000). Rewarded by punishment: Reflections on the disuse of positive
reinforcement in schools. Exceptional Children, 67, 173-186.
4
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
21. Mathes, M.Y., & Bender, W.N. (1997). Effects of self-monitoring on children with
attention deficit hyperactivity disorder who are receiving medical interventions:
Implications for inclusive instruction. Remedial and Special Education, 18, 121-128.
22. Meyers, B., Valentino, C.T., Meyers, J., Boretti, M., & Brent, D. (1996).Implementing
prereferral intervention teams as an approach to school-based consultation in an
urban school system. Journal of Educational and Psychological Consultations, 7,119149.
23. Miller, S. P. (2002). Validated practices for teaching students with diverse needs and
abilities. Boston, MA: Allyn & Bacon.
24. Penno, D.A., Frank, A.R., & Wacker, D.P. (2000). Instructional accommodations for
adolescent students with sever emotional or behavioral disorders within the natural
classroom context. Behavioral disorders, 25, 325-343.
25. Posavac, H.D., Sheridan, S.m., & Prosavac, S. (1999). A cueing procedure to control
impulsivity in children with attention deficit hyperactivity disorder. Behavior
Modification, 23, 234-254.
26. Reinecke, D.R.k, Newman, B., & Meinberg, D.L. (1999). Self-management of sharing
in three pre-schoolers with autism. Education and Training in Mental Retardation
and Developmental Disabilities, 34, 312-317.
27. Safran, S.P. (2000). Using movies to teach students about disabilities. Teaching
Exceptional Children, 32, 44-48.
28. Wagner, M., Kutash, K., Duchnowski, A. J., & Epstein, M. H. (2005). The special
education elementary longitudinal study and the national longitudinal transition
study: Study designs and implications for children and youth with emotional
disturbance. Journal of Emotional & Behavioral Disorders, 13, 25 – 41.
29. Walsh, K.K. (2002). Walsh, Kevin K. (2002). Thoughts on changing the term mental
retardation. Mental Retardation; 40, 70-75.
30. Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental
retardation more self-determined in regular classrooms? Education and Training in
Mental Retardation and Developmental Disabilities, 36, 357-62.
31. Supportive Websites
www.athealth.com
http://www.werathah.com
http://www.vocationallearning.org.u
http://www.ldresources.com
http://www.idebate.org
http://www.psychtest.com
http://www.ldonline.org
5
http://www.lewisschool.org
http://www-hoover.stanford.edu
http://www.nild.net
http://www.pacificnet.net/
http://www.khass.com/vb
http://www.iisesa1.com/iisesa
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
Person First Language
All educators must practice the person-first language which places a focus on the
person rather than his/her disability. In your oral and written communication,
students in this program are expected to be role model and practice it.
Use of Blackboard: Students must visit the course site on Blackboard to view periodical
announcements, posted course materials, grade book, and discussion board activities.
TaskStream Assignment(s): TaskStream assignments must be loaded onto your TaskStream
page. All TaskStream assignments are graded on the TaskStream system, In this course, the
TaskStream assignment is: IEP.
COURSE MATRIX
Unit
Learning
Outcomes
Content
Course
Objectives
QNPS
1
1
3
Pedagogy
Diversity
Problem
Solving
Ethical
Value
6
2, 3, 6
8
5, 7
5
4
10
8
Course Learning
Outcomes
2
2, 3, 7
4, 8
5
9
Assessment
(Tasks/Artifacts)
Exams
Film report
Observation tools
Case Study
Lesson plan
IEP
Accommodations &
Modifications Strategies
Designing IEP
Designing IEP
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
COURSE OUTLINE
Course Content Overview, Calendar and Teaching Methods
Units
Course Content
Overview of the Syllabus &
Assignments
- Introduction to Inclusive Teaching
Cooperation Between Home And
School Partnerships And Procedures
Therapeutic Intervention And Design
Individualized Educational Plan
Writing Behavioral Objectives LongTerm & Short-Term (SMART)
Planning For The Lesson
Classroom Management Strategies
- Respond To Intervention (RTI) And
SPED System At Supreme Education
Council In Qatar For Additional
Support
- Instruction Of Students With Mild
Disabilities
- Teaching Students With Additional
Support In Learning
- How To Prepare The Student For The
Diagnostic Process And The Process To
Collect The Evidence For His/ Her
Performance (Instructions Based On
Evidence) And Planning To Be Taught
In Inclusive Classroom
- Effectiveness Education For All
Students In The Classroom
Improve Classroom Behavior And
Development Of Social Skills (inclusive
classroom strategies)
Med term exam
Teaching
Methods
Calendar
-
The
Fundamentals-
Developing
Effective
Teaching Skills
7
Brainstorming
Presentations
Group Discussion
Presentations
week 1
week 2-3
Cooperative
learning
week 4-5
Presentations
Case Study
Film (Taare
Zameen Taare)
week 6-7
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
Units
Course Content
Learning Disability: Reading
“Dyslexia, Writing And Dyscalculia,
Dysgraphia, And Attention Deficit,
Hyperactivity
- Planning For Teaching LD Students
Motivation And Reinforcement
Methods
Strategies For Teaching Students in
the inclusive classroom
- Cooperative Learning And The
Theory Of Multiple Intelligences
- Improve The Focus And Attention
And Study Skills
Training Memory
- Strategies for Teaching Students in
the inclusive classroom (VAKAT)
- Accommodations & modifications
in the inclusive classroom and
outside the classroom in various
stages of education (k-12)
- Transition From Stage To Stage nd
Present The Plan (Transition Plan)
Final Exam
-
Teaching in
the Content
Areas
Teaching
Methods
Presentations
Group discussion
Case Study
(My brother, two
brothers in one
soul, film)
Calendar
week 8-9
Videotapes (Kuwait
video tape , LD
Week 10-11
school)
Group discussion
week 12
Visiting MADA
CENTER for
IctQATAR
Presentations
week 13
Week 14
Teaching Methods and Assessments
Brainstorming
Cooperative
learning
Videotapes/ films
Group discussion
Case study
Web access
Presentation
Field visits
jigsaw
Guest speaker
Requirements and Assessment
In order to achieve the goals of this course, candidates are expected to do the following:
1. Attendance lectures on time ( Qatar University Roles )
2. Participate and interaction with instructor and colleagues
3. Finish assignment on time (check the Bb regularly)
8
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
Assignments (check the rubrics for each assignment in the Bb)
N
Assignments
Points
1
Observation checklist (tools): case
study (film)
Lesson plan/accommodations ( ONE
lesson plan/ list of accommodations
and modification)
Case study / Film report
Design IEP (assimilation)
Midterm exam
Final exam
10
2
3
4
5
6
Total
Grading System:
A
=
B+
=
B
=
C+
=
C
=
D+
=
D
=
F
=
15
15
10
15
35
100
100 - 90
89.99 - 85
84.99 - 80
79.99 - 75
74.99 - 70
69.99 - 65
64.99 - 60
59.99 - 0
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As
members of this community, students are expected to recognize and honor standards of
academic and intellectual integrity. The College of Education supports the ideals of
scholarship and fairness by rejecting all dishonest work when it is submitted for academic
credit. Qatar University encourages students to be responsible and accountable for their
decisions and actions. Any attempt by students to present the work of others as their own
or to pass an examination by improper means is regarded as a most serious offense and
renders those students who do so liable to disciplinary action. Assisting another student in
any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a
grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in
the Qatar University Student Handbook.
SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar:
"Education is the right of all.", and "the State shall extend efforts to achieve fair and
appropriate access in education for all". Qatar University seeks to ensure fair and
appropriate access to programs, services, facilities, and activities for students with special
needs. Any student who feels s/he may need an accommodation based on the impact of a
disability should contact the instructor privately to discuss your specific needs. Please
9
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.
contact the Office for Disability Services to coordinate reasonable accommodations for
students with documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802;
Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff,
and other students. The nature of the complaints may be either academic or nonacademic. For more information about the policy and processes related to this policy, you
may refer to the students’ handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to
students to supplement their in-class instruction and ability to meet course requirements.
These services include tutoring, acquiring efficient learning skills and strategies, academic
and learning assessment (in conjunction with the Counseling Center), and writing labs and
workshops. Information about the Learning Center may be found
at http://www.qu.edu.qa/students/services/slsc/
Rubrics for the assignments will be posted on the Blackboard course site.
Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1. Structure innovative and flexible learning experiences for individuals and groups of
students.
2. Assess and report on student learning.
3. Use teaching strategies and resources to engage students in effective learning.
4. Foster language, literacy, and numeracy development.
5. Create safe, supportive, and challenging learning environments.
6. Construct learning experiences that connect with the world beyond school.
7. Apply Information and Communication Technology (ICT) in managing student learning,
8. Apply knowledge of students and how they learn to support student learning and
development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
10
. The instructor reserves the right to modify the syllabus in response to the best interests of the students.