EDUCATION DEPARTMENT ED 580: Introduction to Inclusive Education

Spring 2013 Online Delivery It is within a classroom that openly and directly addresses the interests, needs, and possibilities of all its members that students may best experience democratic structures that empower and support all participants (Sapon-Shevin, 1992, p. 21) Instructor: Dr. Priscilla Jeter-Iles Office: Education Dept., Taylor Hall 3rd fl. Phone: (215) 242-0188 (up to 8PM) Office Hours: by appt. only E-mail: jeterilp@arcadia.edu

Although this course is offered online, I realize that there may be times when you may want to meet with me face to face. I enjoy teaching and talking with my students, so please do not hesitate to contact me. The best way to arrange a time to meet is by sending me an email.

Course Description
This course is an introduction to the complex issues surrounding the education of students with diverse learning needs, especially students with disabilities. You will become familiar with the philosophical and legal foundations of inclusive education and will gain knowledge of best practices to ensure access, equity, and quality education for the diverse students in todays classrooms. In particular, differentiated instruction, universal design for learning (UDL) and person-centered planning (PCP) will be discussed. This class attempts to challenge you to think, create, reflect, and examine your own work and beliefs, and collaborate with colleagues in pursuit of pedagogical practices that empower the diverse children of todays schools. You will engage in fieldwork and school-based observations, among other learning experiences.

ED. 580. Spring 2013

State Standards
The following Pennsylvania State standards are addressed by the content and assignments for this course: I.A. Philosophical, historical and legal foundations of Special Education I.C/D. Current identification criteria and legal and educational definitions of students with disabilities I.E. Impact of health and medical issues I.F. Legal provisions, regulations and guidelines I.H. Development and implementation of the Individual Education Program (IEP) and the Individual Transition Program (ITP) I.J. Selection and implementation of instructional assistive technologies II.B. Creating a safe psychological and physical environment II.D. Creating an instructional environment that communicates challenging learning expectations II.E. Establishing and maintaining consistent standards of classroom behavior II.F. Managing the educational environment II.G. Communicating and collaborating with partners III.A. Professional organizations, professional literature, resources and advocacy groups III.B. Integrity and ethical behavior, professional conduct III.C. Communicating effectively III.D. Establishing and maintaining collaborative relationships III.E. Recognize the impact and importance of decision-making, teacher behavior, ethical practice and self-reflection on professional development

Course Objectives
At the completion of this course, you will be able to:

Understand how inclusive teaching relates to the ongoing social movement to develop communities in which difference is valued and celebrated. Understand the research, legal principles, and instructional practices upon which effective inclusive schools are based. Visualize and understand how to create an inclusive community of learners in the school and classroom. Grasp theoretical and practical aspects of partnering with families in the education of all students. Visualize a framework for planning inclusive instruction and understand how to develop individualized plans for students with disabilities. Understand how the concept and practice of support for teachers and students works in effective inclusive schools to strengthen learning and the school community. Recognize students who vary in their academic abilities and see how these relate to best practice instruction. Meet the need for leadership to create effective inclusive schools, and explore strategies for change. Become familiar with how technology could be used to promote the independence, productivity, and inclusion of persons with disabilities. Become an effective advocate for your students and their families.
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Required Course Materials

Texts: Salend, S. J. (2010). Creating inclusive classrooms: Effective and reflective practices for all students (7th ed.). Upper Saddle River, NJ: Pearson / Merrill Prentice Hall. Tomlinson, C.A. (2005). How to differentiate instruction in mixed ability classrooms (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Textbooks can be ordered online.. Additional Readings Other required reading materials may be made available in the Course Documents section of each unit. It is your responsibility to check this section each unit in addition to your text. Computer Hardware and Software Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. You will find a complete listing of hardware and software needs at http://student.arcadia.edu/online . Please review this list thoroughly. For this course, you will also need to have access to Microsoft Office (Microsoft Word will be used extensively). Email You are required to use your Arcadia email account for all communication regarding this course. This is the email address that your instructor will use for all communication. There are no exceptions to this policy. Your Arcadia email account can be easily accessed through Blackboard. Go to the Check email link in the menu of My Arcadia. Please contact me immediately if you have any difficulty obtaining any of these materials.

Assistance with Technology

If you experience any difficulties with the technology requirements of the course or have trouble accessing the course site, email, etc. at any point in the semester; please contact the IT Helpdesk at (215-572-2898). You should also contact me should these technical problems cause delays in completing assignments or contributing to discussions.

Course Guidelines and Expectations

Participation & Preparation (Active Learning): Since this course is being presented in an online fashion, your leadership in creating learning opportunities through participation in our online discussions is critical for everyone. It is important that you login regularly (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face-to-face, it is required that you participate in the
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discussion forums by replying to the postings of your classmates. Additionally, the Cyber Caf is available for you to develop community outside of the course content. Although, participation in the Cyber Caf is not required (except for Unit 1 & Unit14/), it is recommended that you utilize this forum to enhance your own classroom experience. Preparation is also critical to a successful learning experience. It is expected that you will complete all required reading and refer to the concepts and ideas from the readings in your weekly assignments. You will need to be self-motivated and should try to stay as organized as possible, developing a schedule would be a good idea. I also suggest that you login at the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste into the forum. Timeliness of Assignments & Postings: The pace of the course requires that you actively engage with the course materials in a timely manner so that conversations are relevant and extend our learning. You are required to post responses to Discussion Board questions each week. I realize that life can sometimes present unexpected circumstances. For this reason, you are allowed no more than one late posting. You will not be penalized for this late posting, as long as your required post and responses are posted to Discussion Board no later than the Monday of the following week and you send me an email. (Please send an email confirming the submission of a late posting.) Beyond this, there will be no extensions granted for required assignments. Postings and assignments not received by the required due date will impact your grade. Missed posts (beyond the one excused) will also result in a lower grade. If you anticipate difficulty responding to a unit post (i.e., you are on a family vacation planned a year ago in a south seas island far from internet access Im not kidding, this actually happened), please contact me in advance, so that we can arrange an alternative assignment. Discussion Board Postings beyond 3 days late will not be accepted. Written Assignments: All written assignments (excluding Discussion Board postings) should be doublespaced with 12 point, Times New Roman font. All written work (including Discussion Board postings) should comply with the American Psychology Association (APA) Style Guidelines. These can be found at http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx or http://owl.english.purdue.edu/owl/resource/560/01/ . Additionally, please familiarize yourself with the APA guidelines for removing bias in language, See pdf attached to course for the guidelines. Although Discussion Board postings will be much less formal in their style than the other written assignments, appropriate use of citations and referencing in all written work is expected including information from texts. Academic Integrity: Cheating and plagiarism are serious offenses. Conventional rules of plagiarism apply to all assignments. Any student who plagiarizes will receive an F for the assignment and will have their final course grade reduced by one letter grade. More than one incidence of plagiarism will result in an F for the course. You can avoid inadvertently plagiarizing by familiarizing yourself with APA guidelines and applying them to your work (see above Written Assignments).

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Grading Scale

Percentage of Total Points 100-94 93-90 89-87 86-84 83-80 79-77 76-74 73-70 69-67 66-64 63-60

Grade A AB+ B BC+ C CD+ D D-

Course Requirements and Assignments

Below you will find a detailed description of each requirement and assignment. 1. Discussion Board 2. Teaching & Learning Representation 3. Fieldwork: Family Experience 4. Lesson Plan for Inclusion 30 % 15 % 30 % 25 % 100 % Grades will be posted within two weeks of each submission in the mygrade section located on the Blackboard site. Due Dates: Except where otherwise noted, all assignments are due by the Saturday of the week by midnight. All responses to other learners posts are due by the following Monday no later than midnight. Requirement 1. Discussion Board (30%) *All Discussion Board responses are due by Saturday of each week (no later than midnight). Responses to at least three classmates postings are due by the following Monday of each week (no later than 12 midnight) unless specified on the Proposed Schedule.
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Discussion Board Guidelines 1. You are required to answer each question that is posted by the professor in the Discussion Board area. If you use Microsoft Word to compose your responses, please cut and paste your text into the body of the Discussion Board post. Please DO NOT attach a Word document as your response. (Points will be deducted if your response is attached as a Word document.) 2. It is important that you support your comments with research from the field. Citations are to be provided at the end of each post as well as within the body of your answer. If you refer to the text, please note this within your post; you do not need to provide a citation at the end of the post for any references to the text. Please provide in-text and end of the text citations for any references beyond the course texts. Example: Within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997). At the end of the posting: Lorsbach, A. (1997). Constructivism as a referent for science teaching. Retrieved January 5, 2005, from http://www.exploratorium.edu/IFI/ resources/research/constructivism.html. 3. You are required to respond to a minimum of three other student postings. I will be looking at the way you analyze the postings and extend/enhance the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings and references to course materials. At this level we can all learn a great deal by sharing our experiences. 4. Your postings will be evaluated based upon the substantive nature of the response and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Please review the Discussion Board rubric as a guideline for a quality posting. 5. Postings should also express your point of view concisely. Try to use the "no scroll" rule, when possible. If you have to scroll a great deal to read the posting, it becomes an arduous task. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels according to Blooms Taxonomy.

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Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. I expect critical reflection of all course readings and assignments through active reading and engagement. At times, some of you will not agree on the positions that are taken in the discussion forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines:

Refrain from the use of profanity, and/or abusive, threatening, or offensive language. One exception to this rule is when citing direct quotes in which this language is relevant to the point you are making (i.e. a student called another "retard"). If you disagree with a comment made by a fellow classmate, please respond to the content of the posting, avoid disparaging remarks about the individual. It is also always a good idea to identify an area of agreement prior to the critique, if possible. This is not only more palatable to the original writer, but is also a much more balanced form of argument. Never post, transmit, or distribute information, material, or documents with content that is known to be illegal. Be as succinct as possible. Try to avoid lengthy postings by focusing on the quality of the content, not the quantity.

Discussion Board Grading The Discussion Questions for each week are designed for you to both reflect on the concepts discussed in the readings and apply those concepts to teaching and learning contexts. Grading is based more on the quality of your responses and your contribution to the discussion, than on mastery of the concepts. Please review the Discussion Board Rubric for more specific criteria. You will not necessarily receive individual feedback on your posts, although I will participate in the discussions.

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Arcadia University ED 580 Introduction to Inclusive Education Discussion Board Rubric

Name: ________________________ Teacher: Dr. Priscilla Jeter-Iles Criteria 1 2 3 4 Points

Each discussion Discussion questions are Discussion questions All questions are question is completely adequately examined and the Completeness & minimally addressed; are addressed; some most elements are elements are addressed. relevant elements are depth of response missing. identified. - ON TIME addressed. - ON TIME Posting has made Posting has made explicit connections to Posting has some adequate and development of Posting has minimal connections to ideas, connections to ideas, concepts and connections to ideas, concepts, and topics ideas, concepts, and topics from course Connection to concepts, and topics from course readings topics from course materials with clear Course Readings from course readings and materials, but materials with examples. Citations and Materials and materials with no they are not fully adequate and references development. developed. development. included in initial - ON TIME posting. - ON TIME Posting attempts to comply with APA Posting complies language & citation with APA language Posting complies with guidelines, but is and citation APA language and Posting does not comply missing some guidelines, with citation guidelines Professional Use with APA language, elements in both only a few minor with no errors. of Language and citation guidelines or language and errors. Some Citations were used to Citation Format no citations included. citation format. Few citations were used support insights. citations were used to support insights. - ON TIME but not connected to - ON TIME insights in a clear manner. Posting is more than Posting is one day Posting is on time Posting is on time Posting one day late and is of late - acceptable AND is of AND it is well Requirements acceptable quality. quality. acceptable quality. developed. for Learner Post Postings are late more Postings are on time. Postings are late Postings are on than 1 day and / or Learner has met the one day or Learner time. Learner has Posting Learner has not met the minimum 3 replies has met the met the minimum 3 Requirements minimum 3 replies. and replies are of replies and all for Replies to * No more than 3 days minimum 3 replies substance and add and replies are replies are of Other Learners late significantly to the limited. substance. discussion.

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Total---->
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Teacher Comments:

Requirement 2. Teaching & Learning Representation / Counseling & Learning Representation (15%) (This is due on Saturday, February 2. Your responses to at least three other T&L/C&L Representations posted by your classmates are due on Monday, February 4.) T&L Representation Guidelines Your goal in constructing your T&L Philosophy Representation is to conceptualize and communicate clearly, as a future or current professional educator, your current viewpoint on teaching and learning. Multiple contexts within the educational community should be addressed (i.e. students, teachers, administration, community, parents, etc.), as well as the concept of including all learners. Some questions you may care to consider when formulating your representation: What does it mean to teach? To be a teacher? What does it mean to learn? To be a learner? Are all students learners? Who teaches and when? Who learns and when? How do you incorporate all learners in the classroom? How does one teach? How does one learn? How does your content area/environment fit into/impact your T&L philosophy?

You do not have to directly answer all of the questions posed. (This is not a Q&A assignment!) The questions are meant primarily to stimulate your thinking. Your representation should be holistic. Media You may use any medium or group of media that you feel best conveys your message to your colleagues. Naturally, since this is an internet-based course, you must choose a medium that will permit you to easily present your representation to your classmates. You will be asked to post them in Blackboard. You may choose to write an essay, a detailed values/mission statement, a letter to someone who inspired your teaching, or a poem in Microsoft Word, draw a picture or diagram in Inspiration or PowerPoint, construct a web page using FrontPage, etc. These are just a sampling. In deciding on your content and form, use your creativity and factor in such issues as goals, time, resources, expertise, and so on. Presentation
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You will post your T&L Representation by due date. You must include any additional explanation in the text field of your post if your representation alone is not clear enough. For instance, a graphic illustration or coat of arms may need some additional explanation of the symbols you chose for your representation. Since feedback from your classmates is anticipated, it is also expected that you will suggest areas for feedback if you have particular aspects of your representation that you want critiqued. You will also provide feedback to three other T&L representations by due date. Grading Although this assignment is personal in nature, it is expected that your product will meet several criteria. It is especially important that your T&L representation addresses the needs of diverse learners, includes the various members of the school community (teachers, administrators, students, parents, community, etc.), and clearly communicates your beliefs about teaching and learning. Please review the T&L Representation Rubric for more specific grading criteria.

Teaching & Learning Philosophy Representation Rubric

Criteria for Assessment Advanced (4)
Representation clearly conveys your philosophy of teaching and learning as a professional educator

Proficient (3)
Representation adequately conveys your philosophy of teaching and learning as a professional educator

Basic (2)
Representation briefly conveys your philosophy of teaching and learning as a professional educator

Unsatisfactory (1)
Representation does not convey your philosophy of teaching and learning as a professional educator Sources are used and cited. Integrated or support your philosophy with readings. Representation addresses no educational contexts Representation fails to mention the importance of including all learners Your selection and use of media does not support your message

Representation Criteria

Teaching Philosophy

Educational Contexts

Including All Learners

Representation addresses multiple educational contexts Representation clearly addresses the importance of including all learners Your selection and use of media effectively supports your message

Representation addresses a few educational contexts Representation adequately mentions the importance of including all learners Your selection and use of media adequately supports your message

Representation addresses minimal educational contexts Representation briefly mentions the importance of including all learners Your selection and use of media barely supports your message

Media

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Discussion Board

Posting is welldeveloped and contributes to discussion. Responses are substantive. All posts are on-time.

Posting adequately and responses adequately contribute to discussion and are on-time.

Posting and responses are minimally developed and on-time

Posting and responses are missing elements and/or late.

Total Score
(This is due on Saturday, February 2, 2013. Your responses to at least three other T&L or C&L Representations posted by your classmates are due on Monday, February 4, 2013.) C&L Representation Guidelines Your goal in constructing your C&L Philosophy Representation is to conceptualize and communicate clearly, as a future or current professional school counselor, your current viewpoint on counseling and learning. Multiple contexts within the educational community should be addressed (i.e. students, teachers, administration, community, parents, etc.), as well as the concept of including and acceptance of all learners. Some questions you may care to consider when formulating your representation: What does it mean to provide counseling? To be a school counselor? What does it mean to learn? To be a learner? Are all students learners? Who counsels and when? Who learns and when? How do you incorporate all learners into classroom guidance lessons? How does one counsel? How does one learn? How does your perspective on counseling fit into or/influence your C&L philosophy?

You do not have to directly answer all of the questions posed. (This is not a Q&A assignment!) The questions are meant primarily to stimulate your thinking. Your representation should be holistic. Media You may use any medium or group of media that you feel best conveys your message to your colleagues. Naturally, since this is an internet-based course, you must choose a medium that will permit you to easily present your representation to your classmates. You will be asked to post them in Blackboard. You may choose to write an essay, a detailed values/mission statement, a letter to someone who inspired you to enter school counseling, or a poem in Microsoft Word, draw a picture or diagram in Inspiration or PowerPoint, construct a web page using FrontPage, etc. These are just a sampling. In deciding on your content and form, use your creativity and factor in such issues as goals, time, resources, expertise, and so on. Presentation
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You will post your C&L Representation by due date. You must include any additional explanation in the text field of your post if your representation alone is not clear enough. For instance, a graphic illustration or coat of arms may need some additional explanation of the symbols you chose for your representation. Since feedback from your classmates is anticipated, it is also expected that you will suggest areas for feedback if you have particular aspects of your representation that you want critiqued. You will also provide feedback to three other C&L representations by due date. Grading Although this assignment is personal in nature, it is expected that your product will meet several criteria. It is especially important that your C&L representation addresses the needs of diverse Students, includes the various members of the school community (teachers, administrators, students, parents, community, etc.), and clearly communicates your beliefs about C&L Representation Rubric for more specific grading criteria.

Counseling & Learning Philosophy Representation Rubric

Criteria for Assessment Advanced (4)
Representation clearly conveys your philosophy of counseling and learning as a professional school counselor (Sources are used and cited.)

Proficient (3)
Representation adequately conveys your philosophy of counseling and learning as a professional school counselor

Basic (2)
Representation briefly conveys your philosophy of school counseling and learning as a professional school counselor

Unsatisfactory (1)
Representation does not convey your philosophy of counseling and learning as a professional school counselor .

Representation Criteria

Teaching Philosophy

Educational/ Counseling Contexts

Including All Learners

Representation addresses multiple counseling/ educational contexts Representation clearly addresses the importance of including all (Students) Your selection and use of media effectively supports your message

Representation addresses a few counseling/ educational contexts Representation adequately mentions the importance of including all (Students) Your selection and use of media adequately supports your message

Representation addresses minimal counseling/ educational contexts Representation briefly mentions the importance of including all (Students) Your selection and use of media barely supports your message

Representation addresses no counseling/ educational contexts Representation fails to mention the importance of including all (Students) Your selection and use of media does not support your message

Media

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Discussion Board

Posting is welldeveloped and contributes to discussion. Responses are substantive. All posts are on-time.

Posting adequately and responses adequately contribute to discussion and are on-time.

Posting and responses are minimally developed and on-time

Posting and responses are missing elements and/or late.

Total Score

Requirement 3. Fieldwork: Family Perspective Experience (30%) Individual Assignment: Family Perspective Experience Will run from January 14 until mid-April (approximately twice a month, at least 6 visits total) Your Final Report, Journal Entries, Activity Logs are due in Unit 12. Due April 15. The purpose of this experience is to learn firsthand the experiences that families of children with disabilities go through and what it means to raise a child with a disability. During the semester, you will spend time with a family with a child with a disability receiving special education services. You will be with them both in their homes and during family outings, at least twice a month. Family outings may include extracurricular school activities, tutoring sessions, sports events, shopping trips, parent teacher conferences, playdates, etc. Your fieldwork will start as soon as the semester begins, and it will conclude mid-April. Your role is to listen, observe, ask questions, gain understanding, and help out if asked to do so. Your role is not to be the expert, offer unsolicited advice or be a consultant to the family. You will keep an Activity Log (see attached) and a reflective journal entry for each visit throughout your experience. Please attach these journal entries to your Final Report. Please submit the Family Approval Form in the forum provided in Unit 3. If possible, go to school with the child. Observe that child and describe any differences you may notice in childs behavior between home and school. Remember to take notes. (This is a plus, but not a requirement) Some information will be shared with you in natural conversations. If not, find times when you can ask specific questions to different members of the family about raising the child, their educational and social experiences, as well as their expectations for the childs future. It would be important to include siblings if possible. Notice whether there are differences or similarities in their responses. You may audiotape or take notes during your conversation. Use some of the questions below as guidelines when conversing with the family. In addition, you
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can ask your own questions. 1. Introduce yourself. Explain the requirements of your assignment. Ask permission to take notes or to audiotape the interview. Ask the parent the name of their child. 2. How did you learn that _______ has a disability? (Who was present? When did this happen?) If you were giving advice to professionals who need to explain to parents that their child has a special need, what would that advice be? 3. What have been the positive aspects of having a child in the family with a disability? 4. What have been the problems or challenges youve experienced having a child with a disability? 5. How did your other children react to learning their brother/sister had a disability? What impact has ________ had on them? (if appropriate) 6. What kinds of supports have been most helpful to you? (family members, parent groups, neighbors, other?) 7. What does a typical weekday look like for ________? And a weekend day? 8. Where does __________ go to school? (public, private?) Is ________ included in a general education classroom? Is it all day? Part of the day? If not, which is your childs classroom (resource room, learning support, autistic support, etc). Was the placement your decision, the schools, or the IEP teams with your input? 9. How is ________ social life? (if appropriate) 10. How do you imagine ________ 20 years from now? What dreams do you have for ________? What are you concerned about? 11. What have been your experiences in working with school personnel? What have they done that has been most helpful? What have they done that was least helpful or was even harmful? 12. If I were to be ________s teacher next year, what advice would you want to give me so that he/she has an optimum learning experience? 13. What would you want me to do/not do in terms of my interactions with you if I were ________s teacher? 14. I am just learning about students with disabilities and how to work effectively with them in my classroom. What other information would you like me--and my classmates--to know about working with children with special needs? Reminders If a parent answers a question before you ask it, do not ask it just for the sake of completeness! If a parent makes a comment you do not understand, ask him or her for an example to clarify or to speak further about the response. Be sure to thank parents for their time and assure them that their privacy will be protected. Invent fictitious first names for the parent and child to use when reporting your information. Do not use last names and do not include other potentially identifying information (e.g., town, school). If possible, ask some questions to the student him or herself. Ask them about school, friends, life in general, expectations for the future what they would like to do when they grow up. Just listen. Do not be judgmental.
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If possible, interview one of the childs teachers and ask about their expectations for the students future. For instance, what do you imagine childs name doing when he or she grows up. What are your dreams for him or her? What are your concerns for his or her future? (Again, this is a plus, but not a requirement) Reporting Back

Use the attached Activity Log, have it signed by a household adult, and attach it to your final project. (* Please scan and attach these sheets to your final report.)

Part A of your Final Report (Please label) Learning about the family: In the first section of the report you will be telling the familys story integrating the information from the interview listed above, informal conversations, observations, and experiences (4 to 5 double-space pages long): Include a reflection on what impact this experience had on you and why. Any other thoughts you would like to include or share. Make sure you include information about the child, such as age, family composition, age of siblings, etc. Part B of your Final Report (Please label) The second part of your report will consist on making connections between what you are learning through the family experience and the textbook. This section should be 3-4 pages in length. In addition, this section should include direct citations from the textbook, including page numbers and other resources included in our course, if appropriate. Remember to use People First Language and APA Style!

IMPORTANT THINGS TO REMEMBER

1. You must keep all information about your family and child strictly confidential. Do not use real names of students or teachers. Use initials or pseudonyms, instead. 2. Please keep in mind that this is an assignment for you, but it is very possible that the family, and in particular the child, may develop an attachment with you. So, you must be aware of it and treat it professionally and respectfully. Clear communication always helps. Be clear with the family when they should expect you. If you need to cancel, before you do so, be thoughtful that the child may be disappointed and hurt. It is important that the family and the child know exactly that your activity will end by the end of April. Give plenty of warning and talk about it with the child. 3. If at any time you feel that something is not working, or you are seeing things you are not sure they are appropriate, please, please, please, come to your instructor and discuss them
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with him or her. Your classmates may be good resources for other things, but when your experience is not going well, you should inform your instructor. Information will be kept confidential, and if really necessary, another placement will be arranged for you.

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ED. 580

Introduction to Inclusive Education Family Experience Activity Log

Your Name: Month:

Familys Name (Pseudonym):

Day

Time In

Time Out

Setting/ Activity Log (Where were you? What did you do? Who was there? What happened?)

Parent/Guardians Signature (Use initials)

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Family Experience Approval Graduate Students Name: _________________________________________________________ Permission for Family Experience was granted by: Familys Name: _____________________________________________(You may use a pseudonym) Childs or Persons Name: _______________________________________________(You may use a pseudonym.) Address or Telephone Number (*If willing) _______________________________________________________________ _______________________________________________________________ Start Date: ______________________________________________________ Projected End Date: _______________________________________________ Please Note: *This form must be submitted prior to working with the family

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Arcadia University ED 580 Family Experience Perspective

Teacher: Dr. Priscilla Jeter-Iles Name: ________________________ Criteria Categories Please Note: Scan the Activity logs and attach to your report.) Beginning 1 Developing
2

Points Score

Accomplished
3

Exemplary
4 The student has effectively discussed their personal analysis of their own learning and has used examples and insights from field experiences and personal experience in journal entries. - ON TIME Discussion and analysis of interactions were well-developed and of high quality. - ON TIME

The student has The student has The student has minimally discussed discussed their discussed their Analysis and their personal analysis personal analysis personal analysis of the observation and and their own Personal of their own their own learning in learning, but has not Reflection learning in journal journal entries. developed their within your entries. Topic journal entries Minimal development ideas and concepts developed. Minimal requirements in journal entries. - ON TIME met. Developing topic. Specific Reflection on the Discussion and analysis Discussion and child- parent of interview minimally analysis somewhat developed with relationship and developed with no examples. some examples. the child-family relationship Minimal connections to Connection of ideas, concepts, and Reflection to topics from course Course Readings readings and materials and Materials with no development.

Report does not comply Professional Use with APA language or of Language and citation guidelines. Citation Format No citations were used.

Discussion and analysis of the interactions adequately developed. - ON TIME Adequate Some connections connections to Explicit connections to ideas, concepts, ideas, concepts, to and development and topics from and topics from of ideas, concepts and course readings and course materials topics from course materials, but they with adequate materials. are not fully development. - ON TIME developed. - ON TIME Report attempts to Report complies comply with APA with APA Report complies with language & citation language and APA language and guidelines, but is citation guidelines, citation guidelines missing some with only a few with no errors. All elements in both minor errors or. needed citations were language and citations were used. citation format or used. - ON TIME only one citation - ON TIME was used.

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Report Organization and Guidelines

Report is unorganized, Report has all or The report follows or is missing significant most of the the guidelines and elements and is not elements outlined in is organized and presented in a the guidelines is neatly presented. professional manner. organized, but not Activity Logs are *Late more than 1 day professionally included in report. but less than 3. No presented or Activity logs are Activity logs are -On Time submitted. late, . -Late

Complete report which follows the guidelines and exceeds the expectations of the assignments. The report is presented in a well organized and professional fashion. Activity Logs are included in report. -On Time

Total---->

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Requirement 5. Final Project: Lesson Plan for Inclusion (25%) (The final is due no later than midnight, April 29. * Please note: no late lesson plans will be accepted after midnight on April 30.) Please post your lesson plan in the Lesson Plan for Inclusion assignment link. In addition, please post your lesson plan in the discussion board forum for Unit 14/Unit 15, so that your classmates may view your plan. Points will be deducted if you do not post in both forums. (You are not required to respond to any posts.) * If you are preparing to be a school counselor, you may develop a classroom guidance lesson based on the scenarios given. Please feel free to contact me directly for clarification regarding this assignment. You will create a lesson plan for a content area of your choice based on one of the attached classroom scenarios. The scenarios describe three diverse learners that are present in your classroom, along with other students that we can assume are generally at grade level and perform typically in the classroom, though they would present with diverse learning styles, interests, and abilities. You choose which scenario you want to work with and the content area for your lesson (math, reading, social studies, science, etc.). You can be as creative as you like with the lesson, though it should adhere to content standards for that grade level. Also, feel free to be creative with your focus students. Although you must adhere to the descriptions provided, you can add to these descriptions and of course will need to give the students names and gender identities.
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Your job is to develop a lesson plan based on the principles of Universal Design and Differentiated Instruction. You will also want to consider specific individual accommodations and adaptations that may be appropriate for each student. Consider all possibilities (i.e., technology, grouping, assessment, etc.). The scenarios push you to consider multiple aspects of learning educational, social and behavioral address these in your lesson plan. In addition to the lesson plan, you will also write a brief rationale for your decisions. You will upload your lesson plan in the assignment link provided on the unit and post your lesson plan to the Lesson Plan for Inclusion forum. Lesson Plan Your lesson plan should be constructed based on the format provided (Lesson Plan template is attached). It should be clearly written and provide a detailed description of the ways in which you will differentiate according to content, process, and product. Any additional individual accommodations that you design for specific students should also be noted where appropriate. In addition to this plan, you should also attach any supporting documentation, such as materials you created for the lesson, etc., so that the lesson plan is as self-explanatory as possible. Rationale You will also write a brief rationale as supporting documentation. It is expected that this rationale would include your reasoning for the decisions you made regarding differentiation and accommodations/modifications to the lesson plan. This rationale should be no less than 2 pages in length. Grading Your final project should reflect a culmination of your learning from the course. Explicit connections to course readings and materials are expected. In addition, any references to outside sources should be cited appropriately and it should be written in a professional manner. Please review the Lesson Plan for Inclusion rubric located in the syllabus. CHOOSE ONE: Scenario #1 Elementary School (Third grade) Student A is a highly able student. In the third grade, she reads at an eighth-grade level. She enjoys discussing politics and social issues and is beginning to learn simple algebraic equations. She is also very creative and has an amazing grasp of writing engaging stories, which she also loves to act out. She likes to help other students but also gets frustrated at not being challenged and can sometimes be impulsive and competitive. Student B has Down syndrome. In his third grade class, he loves reading and computers but he has no identifiable speech. He has difficulties with motor movements and coordination that makes it difficult for him to do hands-on projects. He has a sense of the dramatic so that when an exciting story is read, he cant contain acting out part of the story, standing and chattering while the teacher reads. Student C is very bright. In the third grade he has already learned all the multiplication tables and can recite them from memory up to two digit multiplications, however he has trouble. He seems to
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not know how to talk to the other students and is very stiff and uncomfortable. Transitions are difficult for him to handle, when the class schedules change, he may get very upset and stand in the middle of the room saying things over and over to himself. He does have two friends but they often get into fights when he gets upset. Scenario #2 Middle or High School (CHOOSE GRADE LEVEL) Student A has severe cerebral palsy, is considered severely cognitively disabled and has periodic seizures. She uses a small wheelchair and pushes herself along with her feet slowly. She has limited speech and communication skills. Its not clear to people how much she is able to understand. She loves being with other students, hearing stories, and has a terrific sense of humor. Student B is a very smart, active young adult, who can alternate between high activity levels and depression if he does not do well. He has a learning disability and has difficulty writing and reading. He often has difficulty organizing materials and focusing. He is very good at doing activities building things, listening, and talking. Student C is considered an average student academically. He reads on grade level. However, he is often withdrawn and has few friends in the class. He frequently has outbursts, some which result in his screaming in the classroom and storming out. The cause of his outbursts is not clearly evident. He is very good at athletics, loves to run, and play baseball and basketball.

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Lesson Plan with Adaptations

(Adapted from ARCADIA UNIVERSITY Required Lesson Template)

Scenario # ___

Your name: _________________________________

Subject_____________________ Topic________________________ Grade__________________ Basic Design of Lesson Pre-Instructional Planning Student Accommodations/Modifications

Differentiation of Instruction (content, process, product)

Lesson Objectives Materials/Resources

Introductory Activities (motivation) Developmental Activities

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Concluding Activities (closure)

Student Assessment

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Arcadia University ED 580 Introduction to Inclusive Education Lesson Plan for Inclusion
Teacher: Dr. Priscilla Jeter-Iles Name: ________________________ Unit: ___________________ Criteria Beginning
1

Points Exemplary
4

Developing
2

Accomplished
3

Score

Instructional goals Instructional Instructional Instructional goals and objectives are goals and goals and and objectives Instruction not stated. Learners objectives are objectives are clearly stated. Goals and can not tell what is stated but are stated. Learners Learners have a Objectives expected of them. not easy to have an clear Learners can not understand. understanding understanding of determine what Learners are of what is what is expected they should know given some expected of of them. Learners and be able to do as information them. Learners can determine a result of learning regarding what can determine what they should and instruction. No is expected of what they know and be able differentiation them. Learners should know to do as a result of where appropriate. are not given and be able to learning and enough do as a result of instruction. Goals information to learning and & objectives are determine what instruction. differentiated if they should Goals & appropriate. know and be objectives are able to do as a differentiated if result of learning appropriate. and instruction; not sufficiently differentiated. Instructional Some Most Instructional strategies for instructional instructional strategies are Instructional diverse learners are strategies are strategies are appropriate for Strategies missing or appropriate for appropriate for learning For Diverse strategies used are learning learning outcome(s) for Learners inappropriate and outcome(s) for outcome(s) for diverse learners. not differentiated as diverse learners. diverse Strategy based on
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needed.

Assessment

Materials Needed

Organization and Presentation

Rationale for Lesson Plan

learners. Most a combination of strategies are practical based on a experience, combination of theory, research practical and documented experience, best practice. theory, research and documented best practice. Method for Method for Method for Method for assessing student assessing assessing assessing student learning and student learning student learning learning and evaluating and evaluating and evaluating evaluating instruction is instruction is instruction is instruction is missing or does not vaguely stated. present. Can be clearly delineated address diverse Assessment is readily used & and authentic. learners. teacher is differentiated Can be readily dependent and for diverse used & is minimally learners. differentiated for addresses diverse learners. diverse learners. Material list is Some materials Most materials All materials missing. necessary for necessary for necessary for student and student and student and teacher to teacher to teacher to complete lesson complete lesson complete lesson are listed, but are listed. clearly listed. list is incomplete. Lesson plan is Lesson plan is Lesson plan is Complete package unorganized and organized, but organized and presented in well not presented in a not neatly organized and neat manner. professionally presented. professional presented. fashion. Rationale is not Rationale Rationale Rationale is well clearly expressed or provides provides developed and does not support minimal support adequate strongly supports lesson plan for lesson plan support for lesson plan decisions. decisions. lesson plan decisions. Missing or weak decisions. reasoning. Late

Some strategies are based on a combination of practical experience, theory, research and documented best practice.

Total----> Teacher Comments:

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____

Proposed Class Schedule

Unit Unit 1 Date Start: 1/14 End: 1/21 Topic / Readings Introductions / Getting to know one another and expectations for the course (yours and mine) Readings: Syllabus, APA Guidelines, See Course Documents Discussion Topics U1D1: Personal Experience of Inclusion and Exclusion U1D2: Previous Experience with People with Disabilities Due This Week Cyber Caf (Introduce Yourself), Classroom Chat (Syllabus review); U1D1 & U1D2

Unit 2

Start: 1/22 End: 1/28

Understanding Inclusion: Philosophical and Legal Foundations Readings: Chapter 1 (Salend); Chapter 2 (pp. 4665) (Salend); Credo for Support (video)

U2D1: Values & Assumptions of Education U2D2: That Crazy Document called the IEP

U2D1 & U2D2

Unit 3

Start: 1/29 End: 2/4

Understanding the Strengths and Needs of Diverse Learners Readings: Chapter 2 (pp. 66-106) (Salend) & Chapter 3 (Salend); See Course Documents

U3D1: Personal & Professional Perspectives of Diverse Learners; U3D2:T&L Representation Share Forum Please Note: You must submit the T&L/C&L in two place on the unit.

U3D1; U3D2: Teaching & Learning Representation (2/2) Family Perspective Approval Form (submitted via forum) Due in this Unit U4D1 & U4D2

Unit 4

Start: 2/5 End: 2/11

Introduction to Differentiating Instruction for Diverse Learners Readings: Chapter 8 (Salend), Chapters 8 13 (Tomlinson), See Course Documents Cooperative Learning: Differentiating Large &

U4D1: My Learning Style U4D2: Pick an Accommodation,

Unit 5

Start: 2/12 End: 2/18

U5D1: To Study or Not to Study?

U5D1 & U5D2; *optional (MidPage 27

ED580. Spring 2013

Small Group Instruction Readings: Chapter 9 (Salend), Chapters 4- 6 (Tomlinson), See Course Documents Mid-Term Kaizen (optional) Unit 6 Start: 2/19 End: 2/25 Assessing Student Performance in an Inclusive Classroom Readings: Chapter 12 (Salend), Chapter 14 (Tomlinson), See Course Documents Promoting and Supporting Positive Behavior and Positive Social Relationships Readings: Chapters 5 & 7 (Salend), Making Friends ppt, Social Network Profile, See Course Documents

U5D2: Cooperative Learning Conundrum

Term Kaizen) -See instructions in introduction section

U6D1: Adapting Evaluations; U6D2:Family Perspective Share

U6D1 & U6D2

Unit 7

Start: 2/26 End: 3/4

U7D1: The Trouble with Victor U7D2: Friends Fitting them in

U7D1 & U7D2

**Unit 8

Creating Successful Transitions to Adulthood Readings: Chapter 6 (Salend), See Course Long Unit due to Spring Documents Break Start: 3/5 End: 3/18 Enjoy your break!

U8D1: Chch...ch changes U8D2: Many dreams

U8D1 & U8D2 *Please note the due dates: Initial Posting is due on 3/8 and peer posts are due 3/18

Unit 9

Start: 3/19 End: 3/25

Collaborative Relationships with Families and other Professionals Readings: Chapter 4 (Salend), Chapter 7 (Tomlinson), See Course Documents

U9D1: My Collaboration Profile; U9D2: Update on Your Family Perspective Experience Positive Share (Share another insight gained through this experience.) U10D1: Person-

U9D1 & U9D2

Unit 10

Start: 3/26

Creating Successful

U10D1 &
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End: 4/1

Transitions: Planning for Inclusion Readings: Chapter 6 (Salend), See Course Documents

Centered Planning Tools U10D2: A Fathers Story

U10D2

Unit 11

Start: 4/2 End: 4/8

Web Site Review: PATTAN Readings: Review Tomlinson

U11D1: Review PATTAN for information and resources

Unit 12

Start: 4/9 End: 4/15

Web Site Review: CEC Readings: Review Salend

U12D1: Review CEC for information and resources

U11D1 & Continue working on Lesson plan Project and your Family Perspective Experience Report. U12D1 Your Final Report is due 4/15 for your Family Perspective Experience.

Unit 13

Start: 4/16 End: 4/ 22

Web Site Review: Wrights law Readings: Review Salend

U13D1: Review Wrights law for information and resources

U13D1 Continue working on Final Lesson Plan Project Lesson Plan for Inclusion; Course Evaluation; Cyber Caf (Final Thoughts)

Unit 14/ Unit 15

Start: 4/23 End: 4/30 *I am giving you an extra day to work on this final assignment.

Final Project: Lesson Plan for Inclusion is due on April 30 (midnight). *No late plans will be accepted after midnight on May 1.

U14D1: Lesson Plan for Inclusion Share

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