Course at a Glance Online

EDUU 511 Collaboration for Inclusive Schooling

Week One
Topics: Exceptionality and Special Education, Research and Legal Considerations in Special
Education, Inclusive Schooling

Course Objectives:
CLO 1- Develop an understanding of the historical, legal, social, political perspectives regarding special
education; (TPE 12)
CLO 2- Examine state and federal laws (e.g., Americans with Disabilities Act (ADA), Individuals with
Disabilities Act (IDEA), Section 504 of the Rehabilitation Act, California Education Code) related to
special education and how they impact student placement and instructional programs for students
with exceptionalities, with or without second language challenges; (TPE 12)
CLO 3- Explore attitudes and beliefs towards inclusive schooling and identify strategies to overcome
barriers to inclusion; (TPE 12)

Topics/Learning Activities Assignments
Exceptionality and Special Education
History and Origins of Special Education
Examining the Research Base and Legal
Considerations in Special Education
Inclusive Schooling

Read: Chapter 1 from Exceptional Learners

Journal Blog: The Evolution of Special Education

Discussion: Inclusive Schooling: Are We There
Yet?

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)

Student Lounge Introductions

Planning Ahead:
Clinical Experience: You need to complete 8 hours
of field experiences which include 3 classroom
observations and a parent interview so begin
planning for it now.
Week Two
Topics: Evaluation and Identification of Exceptional Learners, Multi-Tiered Systems of Support,
Individualized Education Programs (IEPs), Teacher Roles and Responsibilities

Course Objectives:
CLO 4- Analyze school-based organizational structures and placements intended to meet the needs of
students with exceptionalities, with or without second language challenges; (TPE 12)
CLO 5- Investigate multi-tiered systems of support used by schools to determine appropriate research-
based interventions matched to students needs and the roles and responsibilities of teachers in
developing and implementing tiered interventions; (TPE 2, 3, 4)
CLO 6 Develop and understanding of the Individual Education Program (IEP) and how to use
assessment information in addition to knowledge of students cultural and language backgrounds, and
their cognitive and physical abilities to identify students for referral to special education programs;
(TPE 3)
Topics/Learning Activities Assignments
Evaluation and Identification of Exceptional
Learners
Prereferral Teams and the Referral
Process
Multi-Tiered Systems of Support (MTSS)
and Response to Intervention (RTI)
Individualize Education Programs (IEPs)
Least Restrictive Environment
Roles & Responsibilities of Teachers in Providing
Special Education Services
Relationship between General and Special
Education
Implementing Inclusive Teaching Practices

Read: Chapter 2 from Exceptional Learners

Journal Blog: The Individual Education Program
Process

Discussion: What is a Multi-Tiered System of
Support?

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)


Planning Ahead:
You have two major projects in this class an
Inclusion Paper due in week 4 and a Disabilities
Presentation which is due the week the topic is
covered in class.

Week Three
Topics: Universal Design for Learning (UDL), Accommodations, Modifications and Adaptations,
Assistive Technology

Course Objectives:
CLO 9- Utilize instructional practices that are culturally responsive, promote academic development
and ensure that all students, including all categories of special populations such as students with
disabilities, students on behavior plans, and gifted and talented students, have equitable access to the
core curriculum; (TPE 4)
CLO 10-Identify a wide range of services, instructional materials and technologies, including assistive
technologies, that can be used to support children with special needs; (TPA 1, 4, 5)
CLO 11- Develop skills in selecting appropriate accommodations and modifications for students based
on specific learning needs; (TPE 2, 3, 7)

Topics/Learning Activities Assignments
Universal Design for Learning (UDL)
Differentiated Instruction
Accommodations, Modifications and
Adaptations
Assistive Technology
Computer Adapted Testing
Read: IRIS Module Universal Design for Learning
http://iris.peabody.vanderbilt.edu/module/udl/

Journal Blog: Universal Design for Learning

Discussion: How are assistive technologies being
used to support students with disabilities?

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)

Assignment:
Classroom Observation #1



Week Four
Topics: Collaboration and Co-Teaching, Working with Parents and Families of Students with
Disabilities, Multicultural and Bilingual Aspects of Special Education

Course Objectives:
CLO 7- Examine issues of language and learning as compared to issues of language disability; (TPE 7)
CLO 13- Develop strategies for communicating with and supporting parents and families of students
with disabilities; (TPE 8)
CLO 14- Investigate collaborative planning and teaching practices between general education teachers,
education specialists and other school professionals and develop the skills necessary to become an
effective team member (e.g., communication, role negotiation, problem solving, conflict resolution,
reflection); (TPE 9, 13)

Topics/Learning Activities Assignments
Co-Teaching
Approaches to Co-Teaching
Roles and Responsibilities of Team
Members
The Collaboration Process
Working with Parents and Families of Students
with Disabilities
Effects of a Child with a Disability on the
Family
Family Centered Model
Early Intervention and Individualized
Family Service Plans (IFSP)
Multicultural and Bilingual Aspects of Special
Education
Ethnicity and Exceptionality
Assessment Issues
Teaching English Learners

Read: Chapter 3 & 4 from Exceptional Learners

Journal Blog: Supporting Students and Their
Families


Discussion: What is co-teaching and how can it
benefit students with special needs?

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)

Assignment: Inclusion Paper


Week Five
Topics: Disability Categories, Common Core State Standards and Special Education, Learners with
Learning Disabilities, Learners with Intellectual and Developmental Disabilities

Course Objectives:
CLO 8- Investigate the strengths, support needs, and learning and behavioral characteristics often
associated with specific disabilities, with or without second language challenges, and identify strategies
to accommodate students with disabilities in the general education classroom; (TPE 4, 8)
CLO 9 Utilize instructional practices that are culturally responsive, promote academic development and
ensure that all students, including all categories of special populations such as students with
disabilities, students on behavior plans, and gifted and talented students, have equitable access to the
core curriculum; (TPE 4)
CLO 11 Develop skills in selecting appropriate accommodations and modifications for students based
on specific learning needs; (TPE 2, 3, 7)
Topics/Learning Activities Assignments
Disabilities Defined
IDEA Categories
Common Core Standards and Special Education
Student Expectations
Support Services
Learning Disabilities and Intellectual and
Developmental Disabilities
Identification
Characteristics
Educational Considerations
Assessment of Progress
Early Intervention
Student Presentations on Learning Disabilities
and Intellectual and Developmental Disabilities

Read: Chapters 5 & 6 from Exceptional Learners

Journal Blog: Learning Disabilities and Intellectual
Disabilities

Discussion: In what ways does the move to more
rigorous Common Core State Standards impact
students receiving special education services?

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)

Assignment:
Classroom Observation #2



Week Six
Topics: Establishing Inclusive Classroom Environments, Learners with Attention Deficit Hyperactivity
Disorder, Learners with Emotional or Behavioral Disorders, Learners with Autism Spectrum Disorders

Course Objectives:
CLO 8- Investigate the strengths, support needs, and learning and behavioral characteristics often
associated with specific disabilities, with or without second language challenges, and identify strategies
to accommodate students with disabilities in the general education classroom; (TPE 4, 8)
CLO 9 Utilize instructional practices that are culturally responsive, promote academic development and
ensure that all students, including all categories of special populations such as students with
disabilities, students on behavior plans, and gifted and talented students, have equitable access to the
core curriculum; (TPE 4)
CLO 11 Develop skills in selecting appropriate accommodations and modifications for students based
on specific learning needs; (TPE 2, 3, 7)
CLO 12- Examine strategies for creating positive, inclusive educational environments in which each
student feels valued and safe, has academic, social and emotional support, and in which each is
enabled to make meaningful choices and work respectfully with others; (TPE 11)

Topics/Learning Activities Assignments
Inclusive Classroom Environments
Inclusive Strategies
Positive Behavior Interventions and
Support (PBIS)
Attention Deficit Hyperactivity Disorder,
Emotional or Behavioral Disorders and Autism
Spectrum Disorders
Identification
Read: Chapters 7, 8 & 9 from Exceptional Learners

Journal Blog: ADHD, Emotional and Behavioral
Disorders, Autism

Discussion: How can teachers create a positive
and inclusive environment for learning?

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)
Characteristics
Educational Considerations
Assessment of Progress
Early Intervention

Student Presentations on Attention Deficit
Hyperactivity Disorder, Emotional or Behavioral
Disorders and Autism Spectrum Disorder


Assignment: Parent Interview




Week Seven
Topics: Learners with Communication Disorders, Learners with Blindness or Low Vision, Learners
with Special Gifts and Talents

Course Objectives:
CLO 8- Investigate the strengths, support needs, and learning and behavioral characteristics often
associated with specific disabilities, with or without second language challenges, and identify strategies
to accommodate students with disabilities in the general education classroom; (TPE 4, 8)
CLO 9 Utilize instructional practices that are culturally responsive, promote academic development and
ensure that all students, including all categories of special populations such as students with
disabilities, students on behavior plans, and gifted and talented students, have equitable access to the
core curriculum; (TPE 4)
CLO 11 Develop skills in selecting appropriate accommodations and modifications for students based
on specific learning needs; (TPE 2, 3, 7)

Topics/Learning Activities Assignments
Communication Disorders, Blindness or Low
Vision, Gifted and Talented
Identification
Characteristics
Educational Considerations
Assessment of Progress
Early Intervention
Student Presentations on Communication
Disorders, Blindness or Low Vision

Read: Chapters 10, 12 & 15 from Exceptional
Learners

Journal Blog: Communication Disorders, Blindness
or Low Vision, Gifted & Talented

Discussion: How can teacher best meet the needs
of gifted students?

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)

Assignment: Assignment:
Classroom Observation #3

Week Eight
Topics: Inclusion Revisited, Learners who are Deaf or Hard of Hearing, Learners with Physical
Disabilities and Other Health Impairments, Learners with Low-Incidence, Multiple, and Severe
Disabilities

Course Objectives:
CLO 3- Explore attitudes and beliefs towards inclusive schooling and identify strategies to overcome
barriers to inclusion; (TPE 12)
CLO 8- Investigate the strengths, support needs, and learning and behavioral characteristics often
associated with specific disabilities, with or without second language challenges, and identify strategies
to accommodate students with disabilities in the general education classroom; (TPE 4, 8)
CLO 9 Utilize instructional practices that are culturally responsive, promote academic development and
ensure that all students, including all categories of special populations such as students with
disabilities, students on behavior plans, and gifted and talented students, have equitable access to the
core curriculum; (TPE 4)
CLO 11 Develop skills in selecting appropriate accommodations and modifications for students based
on specific learning needs; (TPE 2, 3, 7)

Topics/Learning Activities Assignments
Inclusion Revisited
Strategies for promoting inclusion
Deaf or Hard of Hearing,Physical Disabilities and
Other Health Impairments and Low-Incidence,
Multiple, and Severe Disabilities
Identification
Characteristics
Educational Considerations
Assessment of Progress
Early Intervention
Student Presentations on Deaf and Hard of
Hearing, Physical Disabilities and Other Health
Impairments and Low-Incidence, Multiple, and
Severe Disabilities


Read: Chapters 11, 13, 14 from Exceptional
Learners

Journal Blog: Deaf or Hard of Hearing, Physical
Disabilities, Low Incident, Multiple and Severe
Disabilities

Discussion: Thinking Outside the Box: Inclusion
Revisited

(Initial post by Wednesday at midnight, Response to
peers by Sunday at midnight)

Assignment: Disabilities Presentation