SPED 4010 Sample Syllabus
EAST CAROLINA UNIVERSITY
SPED 4010. Effective Instruction in Inclusive Classrooms
(2) (F) (S) 2 lecture hours per week. RP: SPED 2000
I. CATALOG INFORMATION
Catalog Description: Development of knowledge and skills fundamental to effective teaching of
individuals with exceptionalities in the inclusive classroom. Emphasis on individualization, content
modification, instructional techniques, and classroom management.
Final Exam Policy: Final examinations will be held at the close of each term in all courses. There will
be no departure from the printed schedule of examinations. Changes for individual emergencies of a
serious nature will be made only with the approval of the instructor, the student’s major chairperson,
director, or dean. The departmental chairperson, school director, or the college dean will, if a serious
emergency is believed to exist, forward a written request to the Office of the Registrar, setting forth the
nature of the emergency. A student who is absent from an examination without an excuse may be given a
grade of F in the course. The instructor may issue an incomplete (I) in the case of a student absent from
the final examination who has presented a satisfactory excuse or an official university excuse from the
Dean of Students or his/her designee.
Students with Disabilities: East Carolina University seeks to comply fully with the Americans with
Disabilities Act (ADA). Students requesting accommodations based on a disability must be registered
with the Department for Disability Support Services located in Slay 138 (252) 737-1016 (Voice/TTY).
For more information, go to http://www.ecu.edu/cs-studentlife/dss/
Observance of Religious Holidays: Students will not be penalized for missing a class or examination
due to the observance of a religious holiday. A written statement must be submitted to the instructor prior
to the end of the second class meeting if any schedule conflicts exist.
Academic Integrity: Academic integrity is expected of every East Carolina University student.
Academic honor is the responsibility of the students and faculty of East Carolina University.
Academically violating the Honor Code consists of the following:
1. Cheating: Giving or receiving of any unauthorized aid or assistance, or the giving or receiving of
unfair advantage on any form of academic work
2. Plagiarism, copying the language, structure, ideas, and/or thoughts of another and adopting those
as one’s original work
3. Falsification, statement of untruth, either verbal or written, regarding any circumstances relating
to academic work
4. Attempts: Attempting any act which if completed would constitute an academic integrity
violation as defined herein.
Procedures governing academic integrity violations are described in the East Carolina University
Student Handbook and in the Faculty Manual. All students must follow the East Carolina University
Academic Honor Code. Further details are available at http:/www.ecu.edu/csstudentlife/policyhub/academic_integrity.cfm
Policy on Disruptive Behavior: East Carolina University is committed to providing each student with a
rich, distinctive educational experience. To this end, students who do not follow reasonable standards of
behavior in the classroom or other academic setting may be removed from the course by the instructor
following appropriate notice. Students removed from a course under this policy will receive a grade of
“drop” according to university policy and are eligible for tuition refund as specified in the current tuition
refund policy.
II. NATURE OF COURSE
Portfolio Assessment Competencies:
Technology Competencies:
Professional Standards Competencies: This course addresses the following standards from the CEC
Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers.
Knowledge:
1.K1 Models, theories, and philosophies that provide the basis for special education practice.
1.K2 Variations in beliefs, traditions, and values across cultures within society and the effect of the
relationship among child, family, and schooling.
1.K3 Issues in definition and identification procedures for individuals with exceptional learning needs
including individuals from culturally and/or linguistically diverse backgrounds.
1.K4 Assurances and due process rights related to assessment, eligibility, and placement.
1.K5 Rights and responsibilities of parents, students, teachers and other professionals, and schools as
they relate to individual learning needs.
2.K1 Similarities and differences among the cognitive, physical, cultural, social, and emotional needs of
individuals with and without exceptional learning needs.
2.K2 Differential characteristics of individuals with exceptionalities, including levels of severity and
multiple exceptionalities.
2.K7 Educational implications of characteristics of various exceptionalities.
3.K1 Basic terminology used in assessment.
3.K2 Ethical concerns related to assessment.
3.K3 Legal provisions, regulations, and program standards regarding assessment of individuals.
3.K4 Typical procedures used for screening, prereferral, referral, and classification.
3.K8 The relationship between assessment and placement decisions.
4.K5 Techniques for modifying instructional methods and materials.
4.K7 Cultural perspectives influencing the relationship among families, schools, and communities
related to effective instruction for individuals with exceptional learning needs.
5.K1 Basic classroom management theories, methods, and techniques for individuals with exceptional
learning needs.
5.K2 Research-based best practices for effective management of teaching and learning.
6.K3 Teacher attitudes and behaviors that positively or negatively influence behavior of individuals
with exceptional learning needs.
6.K6 Strategies for preparing individuals to live harmoniously and productively in a multi-class,
multiethnic, multicultural, and multinational world.
7.K1 Factors that promote effective communication and collaboration with individuals, parents, and
school and community personnel in a culturally responsive program.
7.K2 Typical concerns of parents of individuals with exceptional learning needs and appropriate
strategies to help parents deal with these concerns.
7.K3 Development of individual student programs working in collaboration with team members.
7.K4 Roles of individuals with exceptionalities, parents, teachers, and other school and community
personnel in planning an individualized program.
7.K5 Ethical practices for confidential communication to others about individuals with exceptional
learning needs.
8.K1 Personal cultural biases and differences that affect one's teaching.
Skills:
3.S2
3.S5
3.S6
Create and maintain records.
Interpret information from formal and informal assessment instruments and procedures.
Report assessment results to individuals with exceptional learning needs, parents, administrators,
and other professionals using appropriate communication skills.
3.S7 Use performance data and information from teachers, other professionals, individuals with
exceptionalities, and parents to make or suggest appropriate modification in learning
environments.
3.S11 Evaluate supports needed for integration into various program placements.
7.S5 Plan and conduct collaborative conferences with families or primary caregivers.
8.S5 Demonstrate proficiency in oral and written communication.
8.S8 Use copyrighted educational materials in an ethical manner.
21st Century Skills Competencies: This course addresses the following goals for the 21st Century to
develop future-ready students outlined by the North Carolina State Board of Education.
1. Every student excels in rigorous and relevant core curriculum that reflects what students need to
know and demonstrate in a global 21sdt Century environment including a mastery of languages, and
appreciation of the arts, and competencies in the use of technology.
2. Every student will be enrolled in a course of study designed to prepare them to stay ahead in
international competition.
3. Every student’s achievement is measured with an assessment system that informs instruction and
evaluates knowledge, skills, performance and dispositions needed in the 21st Century.
4. Every student uses technology to access and demonstrate new knowledge and skills that will be
needed as a life-long learner to be competitive in a constantly changing international environment.
5. Every educational professional uses data to inform decisions.
6. Every learning environment will be inviting, respectful, supportive, inclusive and flexible for student
success.
7. School leaders will create a culture that embraces change and promotes dynamic, continuous
improvement.
8. Educational professionals will make decisions in collaboration with parents, students, business,
education institutions, and faith-based and other community and civic organization to impact student
success.
NCDPI Teacher Candidate Standards: This course addresses the following standards on the NCDPI
Teacher Candidate Evaluation Rubric.
Standard 1: Teachers demonstrate leadership
1a. Teachers lead in their classrooms.
- Uses data to identify the skills and abilities of students
- Draws on appropriate data to develop classroom and instructional plans
Standard 2: Teachers establish a respectful environment for a diverse population of students
2a. Teachers adapt their teaching for the benefit of students with special needs
- Recognizes that students have individual learning needs
- Understands resources and strategies that can provide assistance in meeting the
special learning needs of individual students
- Recognizes and can explain aspects of a respectful and effective learning
environment
- Maintains a positive and nurturing learning environment
2b. Teachers embrace diversity in the school community and in the world
- Identifies the range and aspects of diversity of students in the classroom
- Understands the influence of diversity and plans instruction accordingly
2c. Teachers treat students as individuals
- Articulates the need to treat students as individuals
- Encourages and values individual student contributions regardless of background or
ability
- Maintains a learning environment that conveys high expectations of every student
2d. Teachers adapt their teaching for the benefit of students with special needs
- Recognizes that students have individual learning needs
- Understands resources and strategies that can provide assistance in meeting the special
learning needs of individual students
- Cooperates with specialists and uses resources to support the special learning needs of all
students
- Uses research-verified strategies to provide effective learning activities for students with
special needs
Standard 4: Teachers facilitate learning for their students
4a. Teachers know the ways which learning takes place, and they know the appropriate levels of
intellectual, physical, social, and emotional development of their students
- Demonstrates an understanding of methods for differentiating instruction to
accommodate developmental differences in students
- Assesses and uses resources needed to address strengths and weaknesses of students
4b. Teachers collaborate with their colleagues and use a variety of data sources for short and long
range planning based on the North Carolina Standard Course of Study
- Collaborates with colleagues to monitor student performance and make instruction
responsive to cultural differences and individual learning needs
4c. Teachers use a variety of instructional methods
- Understands a range of methods and materials that can be applied in the classroom
- Demonstrates awareness of the variety of methods and materials necessary to meet the
needs of all students
- Uses a variety of appropriate methods and materials to meet the needs of all students
4d. Teachers integrate and utilize technology in their instruction
- Demonstrates knowledge of methods for utilizing technology in instruction
- Assesses effective types of technology to use for instruction
- Integrates technology with instruction to maximize students’ learning
4g. Teachers communicate effectively
- Uses a variety of methods to communicate effectively with all students
- Recognizes a variety of methods for communicating effectively with students
III. CURRENT SEMESTER INFORMATION
Instructor Information:
Name:
Office:
Phone:
E-Mail:
Office Hours:
Textbooks(s)/Readings:
Garguilo, R.M & Metcalf, D. (2010). Teaching in Today’s Inclusive Classroom: A Universal
Design for Learning Approach. Belmont: Wadsworth.
Companion Website: www.cengage.com/education/gargiulo
Course Outline:
I.
Overview of Special Education Procedures, Policies, and Process
II.
Characteristics of Students with High Incidence and Low Disabilities and Other Special Needs
III.
Collaboration and Cooperative Teaching, Assistive Technologies, and Universal Design for
Learning
IV.
Assessment, Intervention Strategies, and Learning Design for All Learners
V.
Strategies for Teaching in the Content Areas – Literacy, Mathematics, Science, and Social
Studies
VI.
Behavioral Supports for All Learners
Course Objectives:
Upon successful completion of SPED 4010, students will demonstrate the ability to:
1. State the purpose, advantages, and disadvantages of educating students with disabilities in the general
education setting.
2. State various assurances guaranteed under federal and state laws designed for individuals with
disabilities.
3. Explain North Carolina's referral and assessment system for identifying, placing, and serving students
with disabilities, and identify typical procedures used for response-to-intervention, referral, and
classification.
4. Name and describe classifications and characteristics of students identified with high incidence
disabilities, low incidence disabilities, and other special needs.
6. Identify and describe schoolwide, classroom, and individual strategies for three levels of Positive
Behavior Intervention and Supports (PBIS) and proactive classroom management.
7. Define assistive technology and provide examples of assistive technology to address learner needs and
differentiate instruction.
8. Identify and explain effective classroom assessment and instructional approaches for students in high
incidence and low incidence exceptionality areas.
9. Describe the three essential qualities of Universal Design for Learning (UDL) and summarize the
benefits of developing multiple, flexible options in curriculum presentation, expression, and engagement
for all students.
10. Apply UDL principles to lesson planning in the content areas.
11. Identify the role and responsibilities of the general educator as a multidisciplinary team member and
collaborator, including teaching students with disabilities in general curriculum and working with special
educators and other related services personnel.
12. Identify strategies for collaborating with students’ families of varying cultural, linguistic, and ethnic
backgrounds.
Course Expectations:
Attendance and Punctuality
Regular and punctual attendance is a requirement of this course. Please be present and prompt and plan to
stay the entire class period. Attendance will be recorded each class. You may have 1 absence (2 hrs)
during the semester without penalty. Subsequent absences, tardies, or early departures will result in a 1%
per hour subtraction from your final grade. If you cannot attend class, please check the Blackboard site
and contact a classmate to get notes and other information.
Reading Assignments, Attention, and Contributions to Class
Come prepared for class by reading the assigned material so you can raise and respond to questions about
each assigned topic. The expectation is that you contribute to class discussions. Please refrain from cell
phone use, text messaging, checking email, etc. during class time. The quality of your participation during
discussions, activities, and oral presentations will be assessed throughout the semester. Your preparation
and participation will add to your learning and the learning of your classmates.
Blackboard
Blackboard will be used throughout this course for announcements, email communication, assignment
submission, information, documents, and FAQ. Module elements (e.g., PowerPoint presentations,
quizzes, lesson plan format) will be posted in Course Documents. Please check the Blackboard site for
this course at least twice a week.
Written Assignment Guidelines
Please use these guidelines for all written assignments submitted.
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Use 1” margins for all written assignments. Go to File – Page Setup – Margins – 1”
Use Ariel or another standard (e.g., Times New Roman, Courier) 12’ font. Use 12’ font for
titles. Do not use Comic Sans or other informal fonts.
Include a one line Header with (a) your last name, (b) short title of assignment, and (c) page
number. Go to View – Header and Footer
Use Headings for each assignment. Headings are centered, bold, upper and lower case. They are
not italicized or underlined.
Use double-spacing for each assignment.
If you paraphrase a source (e.g., journal, book, Website), use an APA-style citation within the
text. If you use citations, include a Reference section in APA format as the last page of the paper.
If you are unfamiliar with APA writing style, see the Publication Manual (6th ed.) or the Cornell
University Library site,
http://campusgw.library.cornell.edu/newhelp/res_strategy/citing/apa.html. Also check our
textbook for APA examples of citations and references.
Always use Person First language and other appropriate terms as indicated in the APA Manual
(6th ed.). See: Removing Bias in Language, Disabilities: Guidelines for Non-Handicapping
Language in APA Journals, http://www.apastyle.org/disabilities.html.
Written assignments will be graded on content and style. Points for grammatical and spelling errors will
be deducted. Please ask for assistance with writing style if you have questions about these expectations, or
contact the University Writing Center http://www.ecu.edu/writing/writingcenter/ for help with
proofreading and editing.
Assignment Submission and Late Policy
In order to receive a passing grade for this course, all written assignments must be completed and turned
in. All assignments will be submitted through the Assignment Link in Blackboard. Each assignment
should include a heading with your name and the title of the assignment within the document.
Assignments should be uploaded in .rtf or Word (.doc or .docx) format. Assignments emailed to me as an
attachment will not be graded.
Assignments are considered on time when they are received through the Assignment Link by midnight
on the due date. Due dates for all class assignments have been noted on the course schedule. If you will
need to submit work after the assigned due date, it must be approved in advance by the instructor.
However, I reserve the right not to accept work submitted after the designated due date. Materials for
each module will only be available to you during the time allotted on the course schedule for that module.
Therefore, even if you have obtained prior approval for a due date extension, it will be important to access
and save or print all materials you will need for that assignment.
Written Petition for an Exception
Written petitions to the above policy will be considered when submitted with third party documentation
of extraordinary circumstances that details your inability to comply with assignment submission schedule.
For serious extenuating circumstances beyond your control, please contact me as soon as possible.
Please let me know promptly about problems or concerns with assignments or requirements of the
course. Incompletes are given only in third party- documented dire extraordinary circumstances.
Course Requirements:
Additional directions and rubrics for these assignments are located in the Course Documents section of
Blackboard.
1. Class Quizzes: There will be 14 quizzes throughout the semester with ten questions on each quiz.
Questions will be taken from weekly chapter readings. Blackboard is set for only one attempt for each
quiz, and there will be no make-up quizzes. The quizzes are each worth 5 points – for a possible total of
70 points.
2. Module Activities: Students will complete 10 module activities to fulfill the objectives of this course
(2 per module). Activities will include learning and application activities that will vary according to the
content being addressed. Several of these activities will be completed during class time in small working
groups. The module activities are located in the Course Documents section of Blackboard. Each activity
is worth 10 points for a total of 100 points.
3. Characteristics Project: This project addresses the characteristics of special education populations.
Assignments will build to a final project which is part of the final exam. Research on disability
categories, summary of disabilities using a wiki, and a hypothetical case study will be developed. This
assignment is worth 150 points.
4. UDL Toolkit: This project transforms an existing lesson plan by using the CAST Profile model and
culminates in a classroom resource/toolkit which is supported by UDL principles. It is anticipated that
materials developed through this toolkit project will be able to be used to support all learners. This
assignment is worth 150 points.
5. Final Exam: Using the hypothetical case study developed through the Characteristics Project, create a
UDL Profile and Strategies Planner for the hypothetical student, prepare a PP presentation to share with
peers, and a provide a critique of a peer’s profile. The final exam is worth 150 points.
Course Points:
Assignment
Class Quizzes
Module Activities
Characteristics Project
UDL Toolkit
Final Exam
Total
Grade of A
Point Value
70
100
150
150
150
620
93%-100%
574 - 620 points
Grade of B
Grade of C
Grade of D
Grade of F
531 – 573 points
481– 530 points
431– 480 points
430 points and below
86% - 92%
78% - 85%
70% - 77%
69% and Below
SPED 4010 Sample Course Schedule
This is a tentative schedule for the semester. See Bb Announcements for changes as necessary.
Date
Topics
Readings
Week 1
Week 2
Module 1
Teaching in Today’s Classrooms
Chapter 1
*Assignments Due
Creative Flyer
Group Wiki
Week 3
Special Education Procedures,
Policies, and Process
Chapter 2
Chapter 1 & 2 Quiz
Module 1 Learning
Activities (2)
UDL Group Lesson
Plan (without UDL
applications)
Week 4
Week 5
Module 2
Characteristics of Students with High
Incidence Disabilities
Characteristics of Students with Low
Incidence Disabilities and Students
with Other Needs
Chapter 3
Chapter 4
Chapter 3 & 4 Quiz
Module 2 Learning
Activities (2)
Characteristics Project
– Disability
Characteristics Grid
(Wiki)
Week 7
Module 3
Collaboration and Cooperative
Teaching
Assistive Technology
Week 8
Universal Design for Learning
Week 6
Chapter 5
Chapter 6
Characteristics Project
-Disability Summary
Chapter 7
Chapter 5, 6, 7 Quiz
Characteristics Project
- Hypothetical Case
Study
Module 3 Learning
Activities (2)
Module 4
Week 9 Spring Break
Week 10 Assessing and Evaluating Learner
Progress
Chapter 8
UDL Toolkit Project
-CAST - Sophia &
Miguel Profile
Planner and Strategies
Planner
Week 11 Instructional Interventions for
Teaching All Learners
Chapter 9
UDL Toolkit Project
-CAST– Profile
Planner & Strategies
Planner
(2 additional CAST
students)
Week 12 Designing Learning for All Students
Chapter 10
Chapter 8, 9, 10 Quiz
Module 4 Learning
Activities (2)
Module 5
Week 13 Strategies for Teaching in the Content
Areas
Week 14 Strategies for Teaching in the Content
Areas (continued)
Chapters 11-12
UDL Toolkit
– UDL Profile Planner
and Strategies Planner
for Hypothetical
Student
Chapter 13
Chapter 11, 12, and 13
Quiz
UDL Toolkit
-Group Lesson Plan
with UDL Components
Week 15 Behavioral Supports for All Learners
Chapter 14
Chapter 14 Quiz
Complete UDL Toolkit
Project with Power
Point
Final Exam
Module 5 Learning
Activities (2)
UDL Project
-Presentations/Praise
and Polish Critiques
Sample Module Activities that Address 21st Century Learning Skills
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Visit an elementary and secondary school in your area and interview several general educators.
What types of students do they have in their classrooms? How do they feel about teaching
students with special needs? What do they see as the advantages and disadvantages of inclusion?
Visit/volunteer at a local shelter serving homeless children and their families. What types of
services and supports are available? What is your community doing to meet the needs of
individuals who are homeless? How are schools in your area responding to the needs of students
without permanent residence?
As a group and using a Wiki, you will research disability categories, summarize an assigned
disability, and develop a hypothetical case study.
“Shadow” a paraprofessional for a day. What types of pupils did he or she work with? In what
types of classroom settings did they perform their duties? Maintain a list of this individual’s roles
and responsibilities. Learn about his or her professional background. What type of training or
preparation did they receive and who provided this experience?
Keep a running list of technology that you use in a given day. Look carefully at the list and reflect
on what life would be like without those technologies.
Visit a classroom where technology is being used. Interview the teacher to gather ideas and
different strategies for infusing technology into the classroom.
Tour a public building in your area and record all the features you observe reflect universal
design. What principles of universal design can you apply to each of your observations?
Design a toolbox using an electronic table in which to file/ collect strategies and techniques to
help diverse learners. Use the three essential qualities of UDL (multiple means of representation,
multiple means of expression, and multiple means of engagement) as headings for sections or
columns. Place at least five strategies or techniques in each section or column. Describe each and
provide an example.
You prepare for the a new school year and read reports about your students, you see that some are
from single-family homes, one is homeless, one has a visual impairment, and one student’s
family recently escaped a war-torn country and speaks no English. Another student has a
supportive family but has low motivation along with a history of not completing much work. List
five or more adaptations you will have in place up front to foster a welcoming, equitable
environment for your class. Use Figures 10.1 and 10.8 (Making Adaptations) as guides. You may
choose the subject and the grade level.
Using a lesson plan and your hypothetical case study student from the Characteristics Project,
complete the UDL Profile Planner and Strategies Planner for your hypothetical student and add
the UDL components to the lesson plan that will address the strengths and needs of that student.
Investigate and construct an annotated list of five or more children’s literature books that could be
used to develop a math concept. Note the possible math topics each would address and how the
books could be used at different grade levels.
Complete the CAST Strategies Planner for a hypothetical student. On the Strategies Planner
document, note strategies and methods (two in each section) that you would choose to support
this lesson plan for Sophia and Miguel to work with your particular lesson. All selected strategies
should be specific to the student’s needs based on the disability characteristics.
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Following the posts of the presentations, you will be assigned a peer’s UDL Toolkit
Project (Lesson plan with UDL components added, UDL Profile and Strategies Planner
of the hypothetical student) to critique. Based on the information you have learned
throughout the course, write a constructive critique response to the UDL Toolkit Project
assigned to you.