The Levin Institute & WWW.Globalization101.org
ED3820: Foundations of Special Education
Dr. Diana P. Sukhram
ED3820: Foundations of Special Education
SUNY, College at Old Westbury
Fall 2010
Introduction
In this unit, students will explore the issues and implications of global education and global
citizenship as it relate to special education and classroom instructional practices. In reviewing the
Globalization101 News Analyses and other relevant articles students will understand how
globalization impact classroom dynamics, interaction between students and teachers, and the
unique learning styles of students with special needs. In addition to classroom discussions of the
globalization readings/articles, students will observe and interview educators to gain a better
understanding of the pertinent issues relating to global education and classroom practices and
suggest recommendations for change.
Learning Outcomes:
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To obtain a general understanding of the relatedness of global education and global
citizenship on historical development and contemporary dilemmas and practices in the
field of special education.
To understand the field as an evolving and changing discipline in reference to
globalization.
To adopt a critical stance when using the special education knowledge base, with
particular attention to diversity and social justice issues and its relevance to globalization.
To nurture an appreciation of and respect for individuals with special needs, and
professionals who serve them.
To create a forum, where issues related to special education and globalization could be
discussed and examined.
To create a genuine interest in learning, acknowledging, and respecting the way in which
different individuals approach the learning processes as is influenced by globalization.
Materials
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Global Education In-Depth readings (See below)
Attachment 1: Unit guidelines and requirements
Guided discussion questions
Observation guidelines
Open-ended interview questions
Rubric for written report: discussion of findings and recommendations
Readings
1
Selected Readings:
 Global Education http://www.globalization101.org/introduction-12/
 Public Education, Curriculum and Pedagogy http://www.globalization101.org/publiceducation-curriculum-and-pedagogy/
 Global Education and Global Citizenship http://www.globalization101.org/globaleducation-and-global-citizenship/
 Curriculums going Global within Ed K12 http://www.globalization101.org/curriculumsgoing-global-within-k-12/
 Difficulties implementing a Global Ed K12 Curriculum
http://www.globalization101.org/difficulties-implementing-a-global-ed-k12-curriculum/
 The Charter School Movement http://www.globalization101.org/the-charter-schoolmovement/
 Brick and Mortar Models forced to compete in a Global Worlds
http://www.globalization101.org/brick-and-mortar-models-forced-to-compete-in-aglobalized-world/
 Traditional Universities offer Virtual Realm http://www.globalization101.org/traditionaluniversities-offer-virtual-realm/
Social Studies and the World: Teaching Global Perspectives. Merryfield & Wilson (2005)
Selected Readings: Pages 15-27
 The Many Dimensions of Global Education
 Teaching Idea 6: The World in the Classroom
 Global Education in Social Studies Today
 The Controversial Nature of Global Education
 Global Education and Multicultural Education
 Criticisms of Global Education
 Our Perceptivities
 Multicultural and Global Education Together
 Globalization and Global Education
Time Required
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4 weeks of class discussion of the news briefs and articles relating to global education and global
citizenship
20 hours of classroom interaction (observation; interviews)
1 week for class discussion (student presentations of the findings and recommendations)
Procedure
Week 1 (2 classes)
 Introduce students to the topic of globalization through a discussion of the news brief and
articles (students will be instructed to research and bring to class one article that
addresses the issue of global education and global citizenship)
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 Distribute guideline and requirements for this project (Attachment 1)
Readings:
Introduction
http://www.globalization101.org/introduction-12/
Public Education, Curriculum and Pedagogy http://www.globalization101.org/publiceducation-curriculum-and-pedagogy/
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Global Education and Global Citizenship http://www.globalization101.org/globaleducation-and-global-citizenship/
 The Many Dimensions of Global Education. Merryfield & Wilson (2005)
(sample discussion questions)
For each reading students will
 explore the issues in each reading
 discuss the implications of each issue the field of special education, educators and
students
 explore solutions to each issue
Week 2 (2 Classes)
Class 1/2
 Field placement/classroom interaction (students observations begins)
This globalization piece is an additional component to ED3820 Shadow Assignment.
While student interact and carry out their 20 hour classroom observation they will reflect on
the readings and class discussions relating to global education and global citizenship.
Students will take notes relating to issues; implications, and solutions explored in the class
discussions.
Class 2/2
 Students will volunteer to share their observation experiences and relate how
globalization is demonstrated in teacher/student classroom interactions
 Students will be encouraged to continue log their observations and findings relevant to
the news brief discussions.
 Students will then be assigned the following readings for the next class discussion and
observation.
Curriculums going Global within Ed K12 http://www.globalization101.org/curriculumsgoing-global-within-k-12/
Difficulties implementing a Global Ed K12 Curriculum
http://www.globalization101.org/difficulties-implementing-a-global-ed-k12-curriculum/
Teaching Idea 6: The World in the Classroom. Merryfield & Wilson (2005)
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Students will be instructed to read the articles and bring to class 2 questions from each
reading. These student generated questions will be used to facilitate the class discussion.
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During class discussions, students will also be reminded to speak of their classroom
observations by relating observation findings to the news brief and articles discussed in
class
Week 3 (2 classes)
Class 1/2
 Reading assignment, classroom discussions, and students’ reports continues
The Charter School Movement http://www.globalization101.org/the-charter-schoolmovement/
Brick and Mortar Models forced to compete in a Global Worlds
http://www.globalization101.org/brick-and-mortar-models-forced-to-compete-in-aglobalized-world/
Traditional Universities offer Virtual Realm http://www.globalization101.org/traditionaluniversities-offer-virtual-realm/
Global Education in Social Studies Today. Merryfield & Wilson (2005)
The Controversial Nature of Global Education. Merryfield & Wilson (2005)
Class 2/2
As a class, students will begin drafting open-ended interview questions for the teachers they
are observing. Some questions may be general/applicable to all students; however, there may
be specific questions based on issues that are specific to each school/placement. Questions
will be approved by instructor prior to interview.
Week 4 (2 classes)
Class 1/2
Reading assignment, classroom discussions, and students’ reports continues
 The Controversial Nature of Global Education. Merryfield & Wilson (2005)
 Global Education and Multicultural Education. Merryfield & Wilson (2005)
 Criticisms of Global Education. Merryfield & Wilson (2005)
Class 2/2
Reading assignment, classroom discussions, and students’ reports continues
 Our Perceptivities. Merryfield & Wilson (2005)
 Multicultural and Global Education Together. Merryfield & Wilson (2005)
 Globalization and Global Education. Merryfield & Wilson (2005)
Students’ conduct teacher interviews
Week 5
Students submit final project.
 Student will submit a 5 page paper which will present a summary of observation activity;
analysis of interview findings, their stance on global education and global citizenship in
the special education classroom context, and recommendations/solutions applicable to
issues explored.
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Students’ oral presentations of major findings
 Each student will share their major findings from their observation and interview session.
Activities
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Discuss readings and brainstorm issues and possible implications of global education and global
citizenship as it relates to special education and classroom instructional practices
Discuss observation guidelines and requirements for final project write-up
Students classroom interactions (field placement/observations)
Class discussions of observations and relatedness to globalization readings
Discussion of interview guide and protocol; Create interview questions
Students classroom interactions (interviews)
Discussion on the interview findings and relatedness to observations; readings, and discussions
Project write-up
Oral student presentations
Assessments
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Students will be assessed based on their involvement in the class readings/discussions
(Participation 20%); final write-up of their project 60%, and oral presentation 20%.
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Attachment 1
Guidelines and Requirements for Final Project
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After interacting with the selected readings embark on your field placement and conduct
an observation of how global education and global citizenship is relevant to the special
education classroom context. In other words how do global education and global
citizenship impact special education classroom dynamics and classroom instructional
practices (keep a log/journal of your observations and its relatedness to the readings and
class discussions)
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After a week of solid and consistent classroom interactions and observations share your
findings with the class. After class discussions, we will create a list of interview
questions.
Sample Questions:
1. What is your understanding or definition of global education and global citizenship?
2. How is global education and global citizenship applicable to special education?
3. How is the concept of global education implemented in your classroom instructional
practices?
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Conduct an interview with the classroom teacher to acquire information on teacher’s
knowledge and perspectives of global education and global citizenship; its impact on the
education of students with special needs and its impact on classroom instructional
practices
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Analyze your findings from the observation and interview: Identify similarities and/or
differences. Present your analysis to the class.
 Construct a 5 page write-up of your experience be sure to provide:
1. An introduction to global education and global citizenship and its impact on special
education and classroom instructional practices. Use appropriate references and citation.
2. Summarize your observation and interview experiences; compare and contrast the
information gathered
3. Include your perspective on the project
4. Provide relevant recommendations
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Prepare an oral presentation of the findings for the class
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