UNIVERSITY OF WISCONSIN-SUPERIOR
TEACHER EDUCATION DEPARTMENT
TED 494 Principles and Practices of Inclusive Teaching
Fall, 2005
Involves the principles inherent in the educational process of integrating exceptional children into the broader school environment. Emphasis is on the application of these principles so that the students are successful both academically and socially and that all students within the system benefit. The course was designed specifically for the study of the inclusion of the exceptional student into the regular education program and for the development of teacher skills and knowledge to support this placement. Prerequisites: TED 338-339 or TED 370 or at least two of the following: TED 321, 323, or 331.
Gail Peterson Craig, Ed.D. Office Hours:
McCaskill Hall, Room 128-A M, T, W, 1:30 – 3:30 p.m.
Office: (715) 394-8144 (voice mail) Th 10:00 – 11 a.m.
FAX: (715) 394-8146 F 10:00 – 12 noon
gcraig@uwsuper.edu By appointment
Lewis, R.B.,
& Doorlag, D.H. (2006). Teaching
special students in general education classrooms (7th ed.).
2. Student Development and Learning: The future teacher understands how children and youth with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
The future teacher
e. appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.
3. Diverse Learners: The future teacher understands how pupils differ in their approaches to and the barriers that impede learning and can adapt instruction to meet the various needs of pupils, including those with disabilities, exceptionalities, and diverse backgrounds.
The future teacher
a. understands and can identify differences in approaches to learning and performance including different learning styles, multiple intelligences, metacognitive skills and performance modes, and can design instruction that helps use students’ strengths as the basis for growth.
b. understands and can provide adaptations for areas of exceptionality in learning including learning disabilities, gifted and talentedness, emotional disturbances, visual, hearing, and perceptual difficulties, and special physical or mental challenges.
e. believes that all children can learn to their appropriate high levels and persists in helping all children achieve success.
h. makes students feel valued for their potential as people, and helps them to value each other.
j. makes appropriate modification and accommodation for individual students who have particular learning differences or needs.
k. seeks to understand students’ families, cultures, and communities, and uses this information as a basis for connecting instruction to students’ experiences.
4. Instructional Strategies: The future teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.
The future teacher
b. understands the principles, techniques, advantages, and limitations associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction).
d. identifies technology resources available in schools and analyzes how accessibility to those resources affects planning for instruction.
f. values flexibility and instructional interactions (student-student, student-teacher) as necessary for adapting to student responses, ideas, and needs.
h. uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities, and that help students assume responsibility for identifying and using learning resources.
i. constantly monitors and adjusts strategies in response to learner feedback.
j. varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.
5. Learning Environment. The future teacher uses an understanding of individual group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
The future teacher
b. understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, self-motivation, cooperation, and purposeful learning in the classroom.
c. understands the importance of the physical environment to the instructional process.
d. takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole.
g. is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.
j. helps the group to develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry.
l. creates an environment in which all students are integrated into the community.
7. Planning Instruction: The future teacher understands how to and is able to organize and plan systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
The future teacher
b. understands how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students’ experiences.
d. believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.
e. values planning as a collegial activity.
f. as an individual and a member of a team, selects and creates experiences that are appropriate for curriculum goals, relevant to learners, developmentally appropriate, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired).
8. Assessment: The future teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
The future teacher
a. understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
e. solicits and uses information about students’ experiences, behavior, needs, and progress from parents, other colleagues, and the students themselves.
f. uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals.
10. Professionalism: The future teacher understands the importance of and fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil and well-being, and who acts with integrity, fairness, and in an ethical manner.
The future teacher
b. understands how factors in the students’ environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students’ life and learning.
c. understands and implements laws related to students’ rights and teacher responsibilities (e.g. for equal education, appropriate education for students with handicapping conditions, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse).
e. appreciates and is concerned about the importance of all aspects of a child’s experience.
f. is willing to consult with others regarding the education and well-being of his/her students.
g. respects the privacy of students and confidentiality of information.
i. makes respectful and productive links with the learners’ other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies.
V. Course Requirements (all assignments will be explained in depth in supplemental handouts).
1. Attendance. If an emergency prevents you from attending class, please notify the professor before class. Absences may cause negative impact on the final grade. If you are absent 3 times, you will be asked to view a video and to meet with the professor to discuss it or your overall grade for the course will be lowered by one full grade level.
2. Participation. Activities to supplement the text, for example, Simulation of Hearing Loss, reflection on classroom simulations, and discussion of class topics. Total: 20 points
3. Designated Assignments.
§ Assigned notes and reflections on presentations by guest speakers, class activities, etc. Pass/Fail (10 points for each Pass) Total: 50 points
§ Modification of regular education lesson plan for students with special needs. 100 points total: Part I (40 pts); Part II (60 pts). Total: 100 points
§ Article review: “Enabling” Undermines Responsibility in Student. 40 points.
§ Exams (3) 40 points each. Total: 120 points
THE INSTRUCTOR RESERVES THE RIGHT TO EXERCISE PROFESSIONAL
JUDGMENT IN ADJUSTING COURSE REQUIREMENTS, SCHEDULE, OR THE
SYLLABUS IN THE BEST INTERESTS OF THE STUDENTS, COURSE
MATERIAL AND ACTIVITIES.
VI. Grading: (Notify me in writing if your assignment is to be late. Each day, one point will be subtracted. It will not be accepted after one week. Points are entered in grade book so missing one assignment influences your grade to a great degree.)
A = 93 – 100%
B = 85 – 92%
C = 73 – 84%
D = 65 – 72%
F = 0 – 64%
VII. Bibliography
Edyburn, D.L. (2004 Feb/Mar). Reading difficulties in the general education classroom : A taxonomy of text modification strategies. Closing the Gap, 21(6).
Gardill, M.C., & DuPaul, G.J. (1996). Classroom strategies for managing students with attention-deficit/hyperactivity disorder. Intervention in School & Clinic, 32 (2). 89-95.
Giangreco, M.F. (1996, February). What do I do now? A teacher’s guide to including students with disabilities. Educational Leadership. 56-59.
McLeskey, J. & Waldron, J.L. (1996, October). Responses to questions teachers and administrators frequently ask about inclusive school programs. Phi Delta Kappan. 150-156.
Payne, R. K. ( 1996). A Framework for
Understanding Poverty (3rd ed.),
Shimabukuro, S., & Prater, M.A. (1999). The effects of self-monitoring in academic performance on students with learning disabilities and ADD/ADHD. Education & Treatment of Children, 22 (4). 397-415.
Stormont-Spurgin, M. (1997). I lost my homework. Intervention in School & Clinic, 32 (5). 270-275.
Vaughn, S., Schumn, J.S., &
Willingham, D. T. (2005,Summer). Do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction? American Educator, 31-35.
Web Sites
Dr. Craig’s website: http://www2.uwsuper.edu/gcraig (advance organizers, practice activities, required supplementary reading)
Textbook website: http://www.prenhall.com/lewis (self-assessments)
Learning Disabilities (see page 215)
Behavior disabilities ( see page 263)
Mental Retardation (see page 237)
Autism (see page 299)
The Council for Exceptional Children (CEC)
Poverty website
http://www.nccbuscc.org/cchd/povertyusa/tour2.htm
In addition: Video cases on CD-ROM are included with each textbook.
ADDITIONAL COURSE INFORMATION:
UNIVERSITY POLICIES: 1. Class cancellations. When weather conditions are dangerous, students will be informed via the media about class cancellations. Please do not call Public Safety. Phone lines need to be open for emergencies.
During an instance of extreme or extended perilous weather, it may be a bona fide concern of the student that one not risk travel to attend class. Such decision will not be made or endorsed by the instructor. In the event a student individually elects not to attend class due to hazardous weather, the instructor reserves the right to accept or reject that decision as an excused or unexcused absence and adjust the student’s grade accordingly. In the event that the instructor elects to cancel a class session as a result of hazardous weather, the instructor shall leave an outgoing message, via voice mail, on their office number.
Call Dr. Craig @ (715)394-8144 to verify TWO HOURS before the beginning of TED 494.
2. Accommodation of Religious Beliefs. Students’ sincerely held religious beliefs shall be reasonably accommodated with respect to scheduling all examinations and other academic requirements. 3. Disabilities Accommodation. Adaptations of methods, materials or testing may be made to accommodate educational participation. Students must inform their instructors at the start of the semester of these needs. (d) Bloodborne Pathogens. Students who may be exposed to human blood and certain bodily fluids through classroom activities, practicums, or internships must be provided training and information. Contact Carol Lindberg, Campus Industrial Hygienist, ext. 8073. Please see the catalog, class schedule, Gopher, or Social Issues for full descriptions of these policies.