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Inclusion

ED 608

Syllabus

Course Description


This course is designed to focus on inclusion as it relates to children with disabilities and how to include them into public education. Current issues and trends, parent/professional relationships, legislation and legal rights, and other related topics are covered. In addition, current resources available on the World Wide Web will be explored and utilized.

Objectives


Curriculum Design

Participants will access professional literature and research at the course site. Students will use a bulletin board system, called the Forum, to receive and report on assignments; participate in group activities and dialogues; and receive personal feedback from the professor. The Forum is an asynchronous bulletin board system. Students will be posting and dialoging in individual forums specific to each module. Teachers will experience the power of the Internet to connect and network teachers from across the country, and they will enjoy the benefits that connection and support can bring.

Inclusion is a forty-five hour, three credit graduate level course. Modules 1 - 8 will be completed over a ten-week period week. Modules 9 and 10 will be completed over a five-week period so students will have time to revise and complete the final project.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required textbook for this course is Including Students with Severe and Multiple Disabilities in Typical Classrooms by June E. Downing, Ph.D. (ISBN 1-55766-519-2). The textbook, course materials, and an extensive Recommended Reading List will be provided for all students. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Course Outline

Module One: Introduction

Objective: Student will demonstrate the ability to use the Forum by posting a paragraph in the correct Forum as outlined in the assignment. Students will develop learning objectives for the course. Students will be able to explain when inclusion is a verb and when inclusion is a noun.
Contents:

Culminating Assignment: Students will post an introduction paragraph in the Forum, reply to another posting, and dialogue with their colleagues.

Module Two: The Need for Inclusion

Objective: Students will develop a historical perspective of Inclusion, analyze a classroom system, begin identifying barriers to Inclusion, review important research related to instruction, learn definitions of disabilities, and construct a prototype of an ideal classroom. Students will also identify Web resources for teachers, parents, and students.
Contents:

Culminating Assignment: Students will analyze a classroom using a simple version of systems theory, identifying types of input, process, and output. Students will also read and review research abstracts that report on an aspect of the social context of a classroom. Students will develop an ideal classroom. Students will also write a one to two page opinion essay on the power of classroom context to block inclusion. Students will identify and utilize Web resources appropriate for teachers, parents, and students with disabilities.

Module Three: It's the Law/Courts

Objective: Students will demonstrate knowledge of legislation dealing with inclusion (PL 94-142 through 105-17 IDEA 97) and gain a more functional understanding of why this legislation was enacted. Students will demonstrate knowledge of terms related to special education law. Students will understand the concept of a continuum of educational placements and demonstrate knowledge of legal issues that result from inclusion legislation. Students will consider the issue of prejudice. Students will understand how the legal decisions have impacted on the provision of services for children with disabilities. Students will utilize the Web for research to locate current information about the reauthorization of IDEA.
Contents:

Culminating Assignment: In the Forum students will discuss placement options for their individual school districts. Students will read summaries of significant court cases and determine important concepts decided by the case, implications for how schools provide services for disabled children as a result of the case, and how their own district has implemented these decisions. Students will locate Web resources for IDEA and other federal legislation. Students will write a reflection on the required reading, assigned Web sites, research article, or best practice focusing on what is learned. The reflection should discuss new ideas and significant insights about inclusion.

Module Four: A Continuum for Effective Inclusion

Objective: Students will demonstrate knowledge of the characteristics of disabilities that qualify children and youth for special education services under IDEA. Students will identify learning needs of students with disabilities based on research. Students will determine specific curriculum accommodations by reflecting on their own classroom situations. Students will incorporate new specific curriculum accommodations into their classroom setting based on what is learned in this module. Students will report on the impact of the accommodation in the Forum. Students will identify central tendencies of behavioral attributes and the manifested needs associated with disabilities. Students will utilize the Web for research to locate current information about the learning theory and software that supports learning for students with disabilities.
Contents:

Culminating Assignment: The students will develop a continuum placing each defined disability on the continuum in terms of increasing severity. Students will identify the learning needs as a result of the disability, and identify instructional accommodations for the identified needs. Students will implement at least one instructional accommodation and reflect on the results in the Forum. Students will write a reflection on the required reading, assigned Web sites, research article, or best practice focusing on what is learned. The reflection should discuss new ideas and significant insights about inclusion.

Module Five: Continuum/Barriers

Objective:Students will refine their individual continuums. Students will reflect on their own classrooms and identify barriers to effective accommodations. Students will prepare a barrier analysis sheet. Students will evaluate continuums in assigned small groups in the Forum or via e-mail.
Contents:

Culminating Assignment: Students will participate in discussions using the Forum. Students will implement at least one strategy to remove a classroom barrier and report on results in the Forum. The students will revise their continuums using information derived from the development of their Barriers Analysis Sheet and reflection on the implementation of the instructional accommodations and removal of a barrier as practiced in their classroom. Students will write a reflection on the required reading, assigned Web sites, research article, or best practice focusing on what is learned. The reflection should discuss new ideas and significant insights about inclusion.

Module Six: Parents

Objective: Students will understand the difference between inclusion and mainstreaming. Students will develop sensitivity for parents' feelings about having a child with a disability. Students will understand some of the struggles parents of children with disabilities have had to endure. Students will identify what parents want for their children with disabilities. Students will develop a philosophy for how to interact with parents who have children with disabilities. Students will identify Web resources that support parents with children with disabilities. Students will continue to revise their continuums based on new information presented.
Contents:

Culminating Assignment:Students will implement at least one strategy for active listening with a parent. Students will reflect on the experience and participate in discussion using the Forum. The students will locate articles on inclusion both in print and on the Internet to review. Students will utilize the articles to support their position about inclusion. Students will continue to revise their continuums based on their experience with implementing active listening techniques. Students will write a reflection on the required reading, assigned Web sites, research article, or best practice focusing on what is learned. The reflection should discuss new ideas and significant insights about inclusion.

Module Seven: Staff Needs

Objective: Students will understand the impact of changes in education due to the inclusion movement. Students will identify the major concerns regular education teachers have with full or partial inclusion. Students will identify and evaluate pros and cons to inclusion as supported by current research. Students will understand how classrooms have changed and what that means for teaching children with diverse needs.
Contents:

Culminating Assignment:Students will participate in discussion using the Forum. The students will revise their continuums. The students will locate articles on inclusion both in print and on the Internet to support their position. Students will develop a strategy for addressing the fears and concerns of classroom teachers about inclusion. Students will implement that strategy on at least one teacher, administrator, or district personnel and report on the results in the Forum. Students will revise their strategy based on this experience and discussion. Students will write a reflection on the required reading, assigned Web sites, research article, or best practice focusing on what is learned. The reflection should discuss new ideas and significant insights about inclusion.

Module Eight: IEP's/Student Awareness

Objective: Students will identify Internet and other resources to increase awareness of disabilities for k-12 students. Students will create activities to teach disability awareness to k-12 students. Students will identify the steps in the IEP process.
Contents:

Culminating Assignment: Students will participate in discussion using the Forum. The students will write an IEP based on their continuums that could be used for a student in their class. In addition, the students will identify Internet activities/Web sites that can be used for their students, parents, and school. Students will write a reflection on the required reading, assigned Web sites, research article, or best practice focusing on what is learned. The reflection should discuss new ideas and significant insights about inclusion.

Module Nine: Accommodations/Technology

Objective: Students will identify technology that assists students with disabilities. Students will define AAC. Students will understand what types of accommodations need to be made for students with disabilities. Students will begin creating their Action Plan.
Contents:

Culminating Assignment: Students will revise their continuums to include technology as an accommodation. In addition, the students will identify Internet resources for locating information about assistive technology. Students will begin developing their Action Plans.

Module Ten: Action Plan

Objective: Students will develop a personal position on inclusion. They will support their position with the information from the course (discussions, readings, research material, and personal experiences). Students will complete their action plan for their final project for this course and include Internet resources in their plan.
Contents:

Culminating Assignment: Students will submit their revised continuums. In addition, the students will write a four to six page typed paper developing a personal position on inclusion. Students will also develop an action plan based on their current school district's status in terms of inclusion and how they could support inclusion in their own classroom. The action plan will include strategies for implementation and reflection on how the plan will fit in with the school and school district's current inclusion plans.

E-Mail the final integration project to the professor. Reflect on your experiences in this course by completing the Course Evaluation Form.

Course Requirements:

  1. Participate in assigned online discussions.
  2. Complete reflections as outlined in the modules.
  3. Complete article reviews.
  4. Complete Inclusion Action Plan.
  5. Complete Personal Position paper.

Requirements Points
Forum Discussions 27
Reflections 24
Article Reviews 9
Action Plan 20
Personal Position Paper 20
Total 100

Grades
100-93 - A
85-92 - B
75-84 - C

Online Discussions

Students will interact and dialogue in the course Forum. Forum discussions are worth 27 points.

Reflections

Most modules present a topic and ask you to reflect on what you are learning. Your reflections are outlined in each module.

Type your reflections single space with an extra blank line between paragraphs. Use spell checker and proofread your work. Send all reflections to the course professor in the body of an e-mail message (not as e-mail attachments) on or before the assigned due date. Please place the Module # and the word Reflection in the subject line of your reflection e-mail messages, for example - Module 1 Reflection. One technique is to create and save your reflections in word processing and then copy/paste the reflection into an e-mail message. Reflections and postings should be written in the first person. Please include your name at the top of each reflection. You will receive feedback on each reflection. Reflections are worth 24 points.

Article Reviews

Article reviews are important to graduate study. Select articles that address the topic of inclusion and write a two-page review for each article selected. Three articles should be selected for review (at least one article has to be from an online resource). Students may submit their article reviews at any time throughout the course. Reviews may also be submitted at the end of the course with the Personal Postion paper and Action Plan. They must be postmarked by the last day of the course to receive credit. Article reviews are worth 9 points.

Select your articles from any professional journal in print or online (online resources will be presented throughout the course). Many professional journals focus on education, psychology, rehabilitation, or early childhood. These are excellent resources. Include the following points in your review:

  1. Identify the journal or online resource and the author.
  2. Identify the problem statement (what is the author trying to describe or prove?)
  3. What other articles or books does the author reference?
  4. What is the target population, who is being researched or studied?
  5. Where was the research being conducted? (location, geographic area)
  6. What types of methods were used in the study? (observation, statistical analysis)
  7. What about validity or reliability?
  8. Describe the results.
  9. How relevant is the study for current educational practice?

Action Plan

Develop a personal action plan for the classroom. Specific requirements will be provided in Module 9 and Module 10. The Action Plan is worth 20 points.

Personal Position Paper

Write a personal position paper that discusses your position on inclusion. Support your position with information from the course and from current research.

The paper should be four to six pages, typed, following the standard format, i.e., double-spaced with no more than 1.25-inch margins, with a bibliography at the end of the paper. Specific requirements will be given in Module 10. The paper is worth 20 points.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Augustine, D. K., Gruber, K. D., et al. (1990). Cooperation works! Educational Leadership 47(4): 4-7.

Bailey, D. B. & McWilliam, R.A. (1990). Normalizing early intervention. Topics in Early Childhood Special Education 10(2): 33-47.

Baker, J. M. & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children 56(6): 515-526.

Bear, G. G. & Proctor, W. A. (1990). Impact of a full-time integrated program on the achievement of nonhandicappped and mildly handicapped children. Exceptionality: A Research Journal 1(4): 227-238.

Bell, K., Young,K. R. et al. (1990). Facilitating mainstreaming of students with behavioral disorders using class-wide peer tutoring. School Psychology Review 19(4): 564-573.

Beltempo, J. & Achille, P.A. (1990). The effect of special class placement on the self-concept of children with learning disabilities. Child Study Journal 20(2): 81-103.

Bunch, G. (1991). Full inclusion: Parent and educator objectives for students with challenging needs. Special Issue: Integration. Developmental Disabilities Bulletin 19(1): 80-101.

Byrd, D. E. (1990). Peer tutoring with the learning disabled: A critical review. Journal of Educational Research 84(2): 115-118.

Cassidy, J. W. (1990). Managing the mainstreamed classroom. Music Educators Journal 76(8): 40-43.

Cole. R.W. (2008) Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners: Revised and Expanded (2nd ed.)

Conn-Powers, M. C., Ross-Allen, J. et al. (1990). Transition of young children into the elementary education mainstream. Topics in Early Childhood Special Education 9(4): 91-105.

Denholm, C. J. (1990). Attitudes of British Columbia directors of early childhood education centers toward the integration of handicapped children. B.C. Journal of Special Education 14(1): 13-26.

Demos, E. & Foshay, J. (2009). Differentiated instruction: Using a case study. New England Reading Association Journal, 44(2), 26-30,92.

Deno, S. L., Maruyama, G. et al. (1990). Educating students with mild disabilities in general education classrooms: Minnesota alternatives. Exceptional Children 57(2): 150-161.

Erwin, E. J. (1991). Guidelines for integrating young children with visual impairments in general educational settings. Journal of Visual Impairment and Blindness 85(6): 253-260.

Forest, M. & Lusthaus, E. (1990). Everyone belongs with the MAPS action planning system. Teaching Exceptional Children 22(2): 32-35.

Guralnick, M. J. (1990). Major accomplishment and future directions in early childhood mainstreaming. Topics in Early Childhood Special Education 10(2): 1-17.

Horrocks, C. (1994). Who Will My Child Be? The Preparation of Parents for Secondary Transition Planning. Developmental Disabilities Bulletin, 22(2).

Kirkby, L. (1994). Objects in the Rearview Mirror are Closer than they Appear. Developmental Disabilities Bulletin , 22(2).

Lord, J., Varzos, N. et al. (1990). Implications of mainstreamed classrooms for adolescents with spina bifida. Developmental Medicine and Child Neurology 32(1): 20-29.

Lowenbraun, S., Madge S., et al. (1990). Parental satisfaction with integrated class placements of special education and general education students. Remedial and Special Education (RASE) 11(4): 37-40.

Margolis, H. & e. al. (1990). Using cooperative learning to facilitate mainstreaming in the social studies. Social Education 54(2): 111-114.

Margolis, H. & Tewel, K. (1990). Understanding least restrictive environment „ A key to avoiding parent-school conflict. Urban Review 22(4): 283-298.

McCullough, S. (1990). Exemplary program: Sharing responsibility. Wisconsin Vocational Educator 14(3): 6-16.

Pawl, J. E. (1991). Toddler development. Zero to Three 11(3).

Payne, T. (1991). It's cold in the other room. Support for Learning 6(61-65).

Salisbury, C. L. (1991). Mainstreaming during the early childhood years. Special Issue: Trends and issues in early intervention. Exceptional Children 58(2): 146-155.

Turnbull, R. & Turnbull, A. (1991). Including all children. Children Today 20(2): 3-5.

Wiedmeyer, D. & Lehman, J. (1991). The "House Plan" approach to collaborative teaching and consultation. Teaching Exceptional Children 23(3): 6-10.

Wilgosh, L. & Chomicki, S. (1994). Parents' Views on Inclusive Education for Young People with Disabilities. Developmental Disabilities Bulletin, 22 (2).

Willis, J. (2008) Brain-Friendly Strategies for the Inclusion Classroom. VA: ASCD

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.

 





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