COLLEGE OF EDUCATION
COURSE NUMBER: inclusive Classroom
COURSE TITLE (CRH) : EDUC 317 ( 3 CHS )
SEMESTER AND YEAR
Instructor :
Email :
Office Number
Office Hours
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Class Meeting
College of Education Conceptual Framework
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
College of Education Unit Learning Outcomes:
Teaching
1. 1. Content: Demonstrate understanding of the key theories and concepts of the subject matter.
2. 2 .Pedagogy: Plan effective instruction to maximize student learning.
3. 3 .Technology:. Use current and emerging technologies in instructionally powerful ways
4. 4. Diversity:. Foster successful learning experiences for all students by addressing individual
Scholarship
5. 5. Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to the knowledge base in
education.
6. 6. Problem Solving ; Arrive at data-informed decisions by systematically examining a variety of factors and
resources.
Leadership
7. 7 .Ethical Values. Apply professional ethics in all educational contexts.
8. Initiative:. Lead positive change in education .
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.
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Practical strategies, accommodations and Modifications for students with disabilities in the general education classroom
will be emphasized.
Prerequisites: Admission into the B.Ed. in Education Primary Education Program
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.
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 WEBSITES
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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.
Anguiano, P. (2001). A first-year teacher’s plan to reduce misbehavior in the classroom.Teaching Exceptional
Children, 33, 52 - 55.
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27.
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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.
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.
Boulineau, T., Fore III, C., Hagan-Burke, S., & Burke, M. D. (2004). Use of story-mapping to increase the storygrammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly, 27,
105-111.
Cartledge, g., Kea, C.D. & Ida, D.J. (2000). Anticipating differences: Celebrating strengths. Teaching Exceptional
Children, 32, 30-38.5
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.
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.
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.
Cruz, L., & Cullinan, D. (2001). Awarding points, using levels to help children improve behavior. Teaching
Exceptional Children, 33, 16 - 23.
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.
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.
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.
Gibb, G. S., Dyches, T. T. (2000). Guide to writing quality individualized educationprograms: What’s best for
students with disabilities. Needham Heights, MA: Allyn &Bacon.
Gonzalez-Alvarez, L.I. (1998). A short course in sensitivity training. Working with Hispanic families of children
with disabilities. Teaching Exceptional Children , 31, 73-77.
Greenes, S., Powers, L. E., Lopez-Vasquez, A. L. (2001). Multicultural aspects of parent involvement in transition
planning. Exceptional Children, 67, 265 - 282.
Greenwood, C. R. (2001). Science and students with learning and behavior problems.Behavioral Disorders, 27, 37
– 52.
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.
Leach, J. M., Scarborough, H, & Roscorla, L. (2003). Late-emerging reading disabilities.Journal of Educational
Psychology, 95, 211-224.
Maag, J. W. (2000). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools.
Exceptional Children, 67, 173-186.
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.
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, 7,119-149.
Miller, S. P. (2002). Validated practices for teaching students with diverse needs andabilities. Boston, MA: Allyn
& Bacon.
Penno, D.A., Frank, A.R., & Wacker, D.P. (2000). Instructional accommodations foradolescent students with
sever emotional or behavioral disorders within the natural classroom context. Behavioral disorders, 25, 325-343.
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.
Reinecke, D.R.k, Newman, B., & Meinberg, D.L. (1999). Self-management of sharing in three pre-schoolers with
autism. Education and Training in MentalRetardation and Developmental Disabilities, 34, 312-317.
Safran, S.P. (2000). Using movies to teach students about disabilities. TeachingExceptional 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.
29. Journal of Emotional & Behavioral Disorders, 13, 25 – 41.
30. Walsh, K.K. (2002). Walsh, Kevin K. (2002). Thoughts on changing the term mental retardation. Mental
Retardation; 40, 70-75.
31. Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more selfdetermined in regular classrooms? Education andTraining in Mental Retardation and Developmental Disabilities;
36, 357-62.
32. 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
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
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.
COURSE MATRIX
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COURSE OUTLINE
Course Content Overview, Calendar and Teaching Methods
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Teaching Methods and Assessments
Brainstorming
Videotapes/ films
Group discussion
Case study
Web access
Cooperative learning
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)
Assignments (check the rubrics for each assignment in the Bb)
N
1
2
3
4
5
6
Total
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Assignments
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
Points
10
15
15
10
15
35
100
Grading System:
B+ 98-90 = +
099– 09= A
C+ 98 -90 =
B 99-98 =
D+ 98 -90 = +
C 99-98 =
F 99 ‫= اقل من‬
D 99-98 =
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 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 non-academic. For
more information about the policy and processes related to this policy, you may refer to the
students’ handbook.
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.
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/
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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.
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