INSTRUCTOR:
Batoul M. Khalifa
OFFICE NUMBER: 218
PHONE:44035221
EMAIL: Batoul@qu.edu.qa
OFFICE HOURS: Wednesday 2-3 p.m.
-77280600
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and
Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in
this course)
Teaching
1. Content: Demonstrate a deep and thorough understanding of the key theories and
concepts of the subject matter.
2. Pedagogy: Ensure effective planning for instruction and the use of multiple learning
and pedagogical content strategies to maximize student learning and promote critical
thinking.
1
3. Technology: Evaluate and use current and emerging technologies in instructionally
powerful ways and to assist in the management of educational environment.
4. Diversity: Respond to every student’s uniqueness and foster successful learning
experiences by meeting individual differences.
Scholarship
5. Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven
decision making to maximize teaching and learning.
6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning
objectives: process a variety of factors in identifying solutions and making sound,
well-informed decisions.
Leadership
7. Ethical Values: Apply professional ethics in all educational contexts and have
enduring respect for self-confidence in teaching as a profession.
8. Initiative: Demonstrate the qualities of effective leadership to plan with vision and
reason, collaborate with all stakeholders, and communicate effectively in
interpersonal and public contexts.
COURSE DESCRIPTION:
This course focuses on the instructional skills necessary for teaching students with high incidence
disabilities (LD, E/BD, and ID) who receive special education services. Topics of primary
emphasis include, developing effective individualized education plans; preparing and delivering
exemplary lesson plans; and identifying instructional strategies that promote effective classroom
learning. Research-based methodology will be emphasized. Three credits
2
COURSE OBJECTIVES
1) Sources of specialized materials, curricula, and resources for individuals with disabilities.
2) Strategies for integrating student-initiated learning experiences into ongoing instruction
3) Use strategies to facilitate integration into various settings
4) Select, adapt, and use instructional strategies and materials according to characteristics of
the individual with exceptional learning needs
5) Organize, develop, and sustain learning environments that support positive intercultural
and intercultural experiences.
6) Identify and prioritize areas of the general curriculum and accommodations for
individuals with exceptional learning needs.
7) Prepare IEP and lesson plans.
8) Interpret sensory, mobility, reflex, and perceptual information to create or adapt
appropriate learning plans
COURSE LEARNING OUTCOMES:
Upon completion of this course, students will be able to
1) Use effective, research-based instructional strategies and practices to meet the individual
needs of individuals with disabilities.
2) Identify and implement the principles of effective teaching for students with
mild/moderate disabilities in content area curriculum.
3) Document student progress and use student data to monitor progress and facilitate
decision-making.
4) Develop and evaluate IEP's for students with mild/moderate disabilities.
5) Perform a task analysis of basic daily living skill.
3
6) Demonstrate the ability to implement specific instructional strategies, materials, and
curriculum for students with mild/moderate disabilities, as appropriate.
7) Describe the elements of curriculum as they apply to special education and how this fits
with Qatari curriculum standards and national examinations.
8) Plan, organize, and implement educational programs appropriate to the cognitive and
affective needs of individuals with disabilities
9) Use effective instructional strategies to assist individuals with disabilities to detect and
correct errors in oral and written language.
10) Use appropriate instructional strategies to teach math skills and concepts according to the
characteristics of the learner and patterns of error.
11) Modify pace of instruction and use organization cues.
12) Integrate appropriate teaching strategies and instructional approaches to provide effective
instruction in academic and nonacademic areas for individuals with disabilities
TEXTBOOKS & READINGS

Weinbrenner, S. (2006).
Teaching children with learning difficulties in the regular
classroom: Strategies and techniques every teacher can use to challenge and
motivate struggles students. (Translated into Arabic in UAE: 2008)

Bateman, B. D. & Herr, M.H. (2006). Writing measurable IEP, Goals & objectives. IEP
Resources. (e-book: desk copy)

Harwell, J. M. (2008). Learning disabilities Handbook. New 3rd edition. JosseyBoss publication. ISBN: 978-0-7879-9755-7

Bender, W. N. (2008). Differentiating Instruction for Students With Learning
Disabilities: Best Teaching Practices for General and Special Educators. 2nd edition,
4
Crown Press. Council for Exceptional Children, California. ISBN-13: 9781412954464

.‫ مطبعة علي بن علي‬:‫ الدوحة‬،‫ صعوبات التعلم بين النظرية والتطبيق‬.)2007( ‫ براندا‬،‫ شريفة & الزوراس‬،‫ العلي‬،‫ بتول‬،‫خليفة‬
Recommended
1. http://www.ehow.com/students-with-learning-disabilities/
2. http://helpguide.org/mental/learning_disabilities.htm
3. http://nichcy.org/wp-content/uploads/docs/bib15.pdf
4. http://helpguide.org/mental/adhd_add_teaching_strategies.htm
COURSE REQUIREMENTS
Use of Blackboard
COURSE MATRIX
Unit Learning
QNPS
Outcomes
1. Content
Course
Course Learning Outcomes
Assessment
Objectives
1
1
10
(Tasks/Artifacts)
1. Use effective, research-based
instructional strategies and practices
Web-quest
Reflective journal
to meet the individual needs of
individuals with disabilities.
1
Content
1
1
5 Scholarly
2
3
Inquiry
2. Identify and implement the
Report
principles of effective teaching for
Reflective journal
7
students with mild/moderate
Team work
9
disabilities in content area
Quiz
curriculum.
2
Pedagogy
6 Problem Solving
6
3
7
4
9
3. Document student progress and use
student data to monitor progress and
Report
facilitate decision-making
Site visit report
10
In-class assignments,
2 Pedagogy
2
6
6 Problem Solving
3
7
9
10
Note book (IEP)
4. Develop and evaluate IEP's for
Note book (IEP)
students with mild/moderate
Observation student in
disabilities.
school
In-class assignments.
5
2 Pedagogy
2
1
3 Technology
3
3
7
5
9
1 Content
3
5
2 Pedagogy
4
6
10
5. Perform a task analysis of basic
daily living skill.
6. Demonstrate the ability to
Note Book (task analysis)
Reflective Journal
Note Book (design
implement specific instructional
strategy)
strategies, materials, and curriculum
Note book (lesson plan:
for students with mild/moderate
IEP)
disabilities, as appropriate.
In-class assignments,
7. Describe the elements of curriculum
Note Book (task analysis)
as they apply to special education
Reflective Journal
and how this fits with Qatari
Note Book (design
curriculum standards and national
strategy)
examinations.
Note book (lesson plan)
Exam quiz
8. Plan, organize, and implement
2
Pedagogy
2
4
6
Problem
3
5
educational programs appropriate to
Reflective Journal
Solving
4
6
the cognitive and affective needs of
Note Book (design
individuals with disabilities
strategy)
3 Technology
11
Note Book (task analysis)
Note book (lesson plan)
Exam quiz
1 Content
1
6
9. Use effective instructional strategies
2 Pedagogy
2
7
to assist individuals with disabilities
strategy)
8 Initiative
3
to detect and correct errors in oral
Note book (lesson plan)
and written language.
Exam quiz
1 Content
2
2 Pedagogy
3
8
10. Use appropriate instructional
Note Book (design
Note Book (design
strategies to teach math skills and
strategy)
7 Ethical Values
concepts according to the
Note book (lesson plan)
8 Initiative
characteristics of the learner and
Exam quiz
patterns of error.
Open book exam In-class
assignments,
1 Content
7
6
2 Pedagogy
12
7
11. Modify pace of instruction and use
organization cues.
Note book (IEP)
Report
Class activities
2 Pedagogy
7
2
12. Integrate appropriate teaching
7 Ethical Values
11
3
strategies and instructional
an instructional method;
8 Initiative
12
8
approaches to provide effective
Note book (IEP)
instruction in academic and
Report
nonacademic areas for individuals
Class activities:
with disabilities.
Observation student in
Mini researches report-on
school
6
COURSE OUTLINE
Week 1

Course overview and syllabus

Course introduction, syllabus review

Special education and inclusive schooling

Computer -research expedition
Week 2

Creating Learning Opportunities for Students With Severe Disabilities in Inclusive
Classrooms

Applications.

Providing Support for Student Independence Through Scaffolded Instruction

Video.

Course Participation routine
Week 3

Models of Teaching Children with disabilities. (Cooperative Groups Engaging
Elementary Students With Pragmatic Language Impairments)

Strategies for Tactile Learners.

Video
Week 4

Instructional strategies

( IPE) how to write the IEP

Application, Sample of case study, training to write the IEP in class
Week 5 & 6
7

Planning for lesson in ED.

Goal, ILOs.

Application for Lesson Plan.

Video

Demystifying the IEP Process for Diverse Parents of Children With Disabilities
Week 7

How to reach teach children with ADD/ ADHD

Practical techniques, strategies and interventions

Video
Week 8

Mid Semester Examination

Helping Students Who Are Deaf or Hard of Hearing Succeed
Week 9

Instructional strategies for the autistics children, Reading, Differentiated instruction concept
(Autism, Autobiography, and Adaptations)

Developing Children’s Oral Language Skills Through Dialogic Reading

Training in class to design the strategies.

Application( case study, lesson plan)
Week 10

Instructional strategies in the content areas, Writing ,

(Direct Teaching),

Content Enhancement Routines
Week 11

Teaching adolescents with special needs
8

Course, unit, and lesson organizers

Self-advocacy strategy,

Reciprocal Teaching.

Watching Video
Week 12

Mathematics Teaching Strategies, (going beyond math wars)

Linking assessment to strategies in special education

Enhancing Core Mathematics Instruction for Students At Risk for Mathematics Disabilities

Cooperation Building Strategies

Students Presentations, sharing
Week 13

Remedial Teaching.

Resources Room.

Students Presentations, sharing
Week 14

Final Exam
9
Web-quest
5% TaskStream
IEP
10% TaskStream
Three strategies &
15% TaskStream
Task analysis
2 Reflective Journals
5%
observation
10%
Quiz
10%
Mid exam
15%
Final exam
30%
GRADING SYSTEM
A
=
100 - 90
B+
=
89.99 - 85
B
=
84.99 - 80
C+
=
79.99 - 75
C
=
74.99 - 70
D+
=
69.99 - 65
D
=
64.99 - 60
F
=
59.99 - 0
10
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:
specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
44839802; Email:
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/
REFERENCES

Patricia Howlin, Simon Baron-Cohen & Julia Hadwin (2006).Teaching Children with
Autism to Mind – Read, a Practical Guide. New York, Willy & Sons Press.

Philip Abrams & Leslie Henrique (2006). The Autistics Spectrum, A work book of you and
your child. Berkeley, CA, Ulysses Press.

Polloway, E. A., Patton, J. R., and Serna, L. (2005). Strategies for teaching learners with
special needs, 8th Ed. Upper Saddle River, NJ, USA: Allyn & Bacon Co.

Putnam, J. W. (2001). Cooperative Learning and Strategies for Inclusion. Celebrating
Diversity in the Classroom. 2nd, Brookes Publishing.
 Sabornie, E. J. & de Bettencourt, L .U. (2004). Teaching students with mild and high-incidence
disabilities at the secondary level, 2nd Ed. Upper Saddle River, NJ.
USA: Pearson, Merrill/
Prentice- Hall Co.
‫ السططلة‬:
‫ الريططا‬. ‫ط‬
‫ وع‬، ‫ اططباب‬،‫ وحططر ال رألططة لططدب اه ططاج‬،‫ اضطططران ص ططن ااصتبططاط‬.)2002( ‫ جمددال مامددد‬،‫ الحامددد‬
.‫إصدارات ألاديمية التربية الخاصة‬
.‫ عالم الكتب‬:‫ ال اهرة‬.‫ االيب التعلم لأل اج ذوي ااحتيا ات الخاصة‬.)2005(‫ رفعت محمود بهجات‬
.‫ دار ال ح‬:‫ دبي‬.‫ ال راءة والكتابة‬،‫ صعوبات التعلم‬.)2006(‫ صالح عميرة علي‬
‫‪ ‬عبد الناصر أنيس عبدد الوادا (‪ .)2003‬الصطعوبات الخاصطة حطي الطتعلم‪ ،‬اهاطظ النظريطة والت‪.‬خيصطية‪ .‬السطلة اطيكولو ية‬
‫اه اج غير العاديين(‪ ،)1‬ال اهرة‪ :‬دار الوحاء لدصيا الطباعة والن‪.‬ر‪.‬‬
‫‪ ‬كمال عبد الحميد زيتون(‪ .)2003‬التدريظ لذوي ااحتيا ات الخاصة‪ .‬ال اهرة‪ :‬عالم الكتب‪.‬‬
‫‪ ‬محمد عبد المطلب جاد( ‪ .)2003‬صعوبات التعلم حي اللغة العربية‪ .‬ال اهرة‪ :‬دار ال كر العربي‪.‬‬
‫‪ ‬عبد الفتاح مافظ‪ ،‬نبيل (‪ .)2002‬صعوبات التعلم‪ ،‬والتعليم الع‬
‫ي‪ ،‬ال اهرة‪ :‬مكتبة زهراء ال‪.‬رق‪.‬‬
‫‪ ‬مورتيمير‪ ،‬انا (‪ .)2004‬تعليم ذوي ااحتيا ات حي انوات العمر اهولى‪ .‬تر مة‪\ :‬‬
‫‪\ ‬خالد توحيق & خميظ حسن‪ .‬ال اهرة‪ :‬ه للن‪.‬ر والتوزيع‪ ( .‬سلسلة كتب في موضوعات تعليم ذوي االمتياجات الخاصة)‬
‫‪ ‬القبالي‪ ،‬يحيى (‪ .)2004‬مدخل إلى صعوبات التعلم‪.‬‬
‫‪ ،2‬ال اهرة‪ :‬دار الطريق للن‪.‬ر والتوزيع‪.‬‬
‫‪Web sites‬‬
‫‪www.athealth.com‬‬
‫‪http://www.werathah.com‬‬
‫‪http://www.vocationallearning.org.u‬‬
‫‪http://www.ldresources.com‬‬
‫‪http://www.idebate.org/main/home.asp‬‬
‫‪http://www.psychtest.com‬‬
‫‪http://www.ldonline.org‬‬
‫‪http://www.lewisschool.org‬‬
‫‪http://www-hoover.stanford.edu‬‬
‫‪http://www.nild.net‬‬
‫‪Disclaimer‬‬
‫‪instructor may modify the syllabus if it is in the best interest of the students‬‬
Qatar National Professional Standards for Teachers
1) Structure innovative and flexible learning experiences for individuals and groups of students.
2) Use teaching strategies and resources to engage students in effective learning.
3) Foster language literacy and numeracy development.
4) Create safe, supportive, and challenging learning environments.
5) Construct learning experiences that connect with the world beyond school.
6) Apply information and communication technology in managing student learning.
7) Assess and report on student learning.
8) Apply teaching/subject area knowledge to support student learning.
9) Work as a member of professional teams.
10) Build partnerships with families and the community.
11) Reflect on, evaluate, and improve professional practice.
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.