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SPE 724 Professional Practices in

Inclusive Special Education


1. Dismal success

2. Lofty goal

Selfrepresentation
3. Sensational flop

4. Fantasy Travel

LOOK!!!! Please take a note card and a marker

Agenda
Introductions
Journal Assignment
Reading Activity
Break
Reading Activities
Closing/Reminders

Brent Elder

Inclusive Elementary Teacher


Graduate Assistant at Syracuse University
Research Interests
Creating inclusive schools around the world
United Nations Convention on the Rights of Persons
with Disabilities (CRPD)
Inclusion in countries with extremely
limited resources
Inclusion Consultant- Kingdom of
Bahrain, Republic of Kenya
UC Santa Barbara/Goleta Union

Getting to Know You


1. Dismal success

2. Lofty goal

Selfrepresentation
3. Sensational flop

4. Fantasy Travel

" Move around

" Take breaks

" Ask questions

" Be safe, interactive, respectful, intellectual

Journal Assignment
" 3 bibs/person
" Grading- Group/Individual
" Annotated bib: intro, participants, research

questions, findings, discussion- 1 sentence each


= about page, well honed

" Example article


" Pass around journals

1. How has special education functioned as a tool of


exclusion, particularly for students of color?
2. How have you seen some of this play out, both in urban
and suburban schools, in the US and abroad?
3. If special education is a service, who then does it serve?
4. What do we mean when we say that special education
labels are socially constructeddoes that mean they are not
real?
" HINT: You will have to answer some of these at the

end of class.

How has special education functioned as a tool of


exclusion, particularly for students of color?
Crawford & Bertolom (Ch. 11, p. 153)
" Hegemonic ideology (Gramsci, 1971)

" Sanctioned ignorance/privilege- ski slope

McIntosh (1989) Activity


" Get into groups of three
" Read
" 10 minutes- rewrite to target able-bodied

privilege
" Share out
" 10 minutes- complicate with intersectionality
" Share out

How have you seen some of this play out, both in


urban and suburban schools, in the US and
abroad?
Danforth (Ch. 1, p. 7)
" Teaching against the grain

" Examples

Activity: Against the Grain


" Give one get one
" Piece of paper
" 3 minutes: List 5-7 exclusions you have either seen or

experienced in schools

" 3 minutes: Considering your tenuous (and non-tenured)

position as a new faculty member, list ways you could


respectfully and professionally address these exclusions.

" Stand up, and give one to a classmate, get one from

that classmate. Write it down. Repeat up to 5 times.

If special education is a service, who


then does it serve?
Danforth (Ch. 2, pp. 28-34)
" Three schools, three different foci

" Inclusion, community partnership/SES, ELD,

segregation

Activity: Count Off


" Count off by 8, and get together by number- decide

who reads about which school


" Read about the three different schools (Danforth, Ch.

2, pp. 28-34)
" Why do many high performing schools fail to see

disability as a part of multiculturalism?


" How do these schools practice/reify segregation?
" Share out

What do we mean when we say that special


education labels are socially constructeddoes
that mean they are not real?
" Whole class discussion

" On a blank sheet of paper WITH YOUR NAME ON IT,

answer TWO of the following questions in just a few words:

1. How has special education functioned as a tool of exclusion,


particularly for students of color?
2. How have you seen this exclusion play out, both in urban and
suburban schools, in the US and abroad?
3. If special education is a service, who then does it serve?
4. What do we mean when we say that special education labels
are socially constructeddoes that mean they are not real?

Reminders
" Professional Journal Review- next class
" Positive Student Profile- Due March 5
" Next class- be prepared to present and discuss

your journal findings.


" Topics: Trends, research-based, aligned with

Common Core, promising practices, are these


practices evidence-based?