Hunter CollegeCity University of New YorkDepartment of Special Education

Inclusion for Students with Disabilities In General EducationSPED 308/708

Summer 2014July 7th –August 7th

Time: 4:30-7:00 Location: SPED708@wordpress.comProfessor: Orly Lebor Office Hours: by appointment onlyE-mail: Orly.Lebor@gmail.comTel: 484-620-0104 ( email preferred )

Course DescriptionParticipants will explore the benefits and challenges of creating and maintaining classrooms designed to

incorporate students with disabilities in the general education environment for part, or all, of their program. Educating students who have learning disabilities, behavior disorders, and mild retardation will be our primary focus -- though we will also inevitably address issues related to individuals with other disabilities. The course will examine educational theories and historical practices that have led to an increased emphasis on “collaborative education” to serve students with disabilities. We will pay particular attention to the role of special educators in collaborative programs, including aspects of curriculum, instructional adaptations and modifications, classroom management, interpersonal and “inter-professional” relationships. Above all, the course aims to equip all educators with practical strategies for a flexible approach towards teaching and working within diverse educational structures for students with special needs. Though classroom environments may vary, it is imperative that all educators continue to design and implement specialized instruction when appropriate.

Policy on Academic Honesty “Hunter College regards acts of dishonesty (e.g. plagiarism, cheating on examinations, obtaining unfair

advantage, and falsification of records and official documents) as serious offenses against the value of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.’’ ACADEMIC INTEGRITY STATEMENT – from the Hunter College Senate

Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific acknowledgment of the source is intellectual theft known as plagiarism. It is not plagiarism to borrow the ideas, terms, statements, or knowledge of others if the source is clearly acknowledged via a full citation (Graduate Catalog, Hunter College).

Expectations for Written Proficiency in EnglishStudents must demonstrate consistently satisfactory written English in coursework. The Hunter College

Writing center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://rwc.hunter.cuny.edu. In addition, the School of Education offers a reading/writing workshop during the semester to students who need additional work honing their reading and writing skills. To register for this course, students must obtain permission either from the Chair of Curriculum & Teaching or the Associate Dean.

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Guidelines for Written (Typed) WorkAll written work must be or have:

Name, date, title of assignment, course number, etc at the top of the page Typed or word-processed 12-point font (Times New Roman or something similar) 1-inch margins Numbered pages A reference page, when applicable Correct grammar and spelling Compliant with APA style when using citations (see useful web page below)

APA STYLE: http://www.calstatela.edu/library/guides/3apa.pdf

Access and Accommodations for Students with Disabilities: We recommend that all HC students with disabilities explore the support services and register with the

OFFICE FOR ACCESS and ACCOMMODATIONS. HC students with disabilities are protected by the American with Disabilities Act (ADA) which requires that they be provided equal access and reasonable accommodations. In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring this educational access and accommodations. For information and assistance, contact the OFFICE OF ACCESSIBILITY in Room E1124 or call (212) 772-4857 or TTY (212) 650-3230.

HC Special Education DepartmentPolicy on Teacher Candidate Professionalism

The following applies across all HC Special Education courses, those held in-person, as hybrids, and online:

Professionalism is a basic expectation of educators and of those preparing to be educators. Professionalism encompasses cordial and timely communication, attentiveness to tasks and speakers, consistent class attendance and, of course, honesty. Along with academic standing and instructional skill, candidates’ professionalism determines whether they are recommended for certification.

Specific professionalism requirements throughout the HC Department of Special Education:

#1= Initiative and effort (hallmarks of professionalism)

#2= Timely respectful communications (written and electronic)

#3= Focused class participation and attentiveness to others

#4= Timely submission of classwork/assignments

#5= Consistent on-time attendance to all weekly sessionPlease note: Attendance at all class sessions is required.Student responsibilities re absence and/or lateness:a) Communicate with instructor in advance. b) Secure content, handouts, etc. from a classmate.

c) Early in the semester, arrange for class “buddy /ies” for support. d) Two absences will affect the course grade; more than two may precipitate a failing grade.*

* Therefore, upon missing two or more sessions, initiate a meeting with the instructor to discuss the grade jeopardy.

Additional Notes for SPED 308 & 708: All assigned readings are expected to be completed on time according to the course schedule.

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Professionalism is worth 5 points of your grade.

Lack of ProfessionalismBreaches of professional conduct are serious. Persistent lack of professionalism will result in significant consequences, including increasing grade penalties and serious jeopardy of a failing course grade. A pattern of infractions may also result in a formal meeting with the course instructor, program coordinator, department chair, or dean.

The Conceptual Framework of the Hunter College School of EducationEvidence–Based PracticesThe School of Education grounds its course content in the best field-based research and practice. Faculty review findings from their respective disciplines to provide our candidates with the strategies needed for effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject areas, and acquire the tools for reflection on and improvement of their professional work. They achieve a solid foundation in the history, philosophy, psychology, sociology and methodology of education that enriches their teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their instruction and create optimal learning environments for students.

Integrated Clinical ExperiencesThe School of Education ensures that its candidates understand and experience the realities of school contexts. We establish strong connections with partnering schools in New York City and surrounding areas. We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in carefully sequenced and comprehensively assessed clinical experiences prior to their graduation.

Educating a Diverse Student PopulationThe School of Education provides its candidates with the critical skills and understanding necessary to be responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in their classrooms and schools. They gain the ability to collaborate successfully with parents, families, community members, school faculty and staff in order to provide this support.

Use of Technology to Enhance LearningThe School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative and summative assessments of our candidates’ technology competencies are a critical component of preparing them for tomorrow’s schools. We believe that appropriate uses of educational technology enhance learning, assessment and communication.

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Ten Standards: The Council for Exceptional Children Content StandardsThe council for exceptional children (CEC) is the world’s largest professional organization speaking on behalf of

individuals with disabilities and/or giftedness. CEC is also the national accrediting body for programs preparing teachers in Special Education. All seven of Hunter’s special education programs have passed professional review and been nationally recognized by CEC.

Teacher education candidates in Hunter’s Department of Special Education must demonstrate knowledge and skills specific to each of CEC’s ten Content Standards. During the course of each candidate’s program, student performance data is gathered for each of the standards. The objectives for this course correspond with the following CEC standards:

Standard 3: Individual Learning DifferencesStandard 4: Instructional StrategiesStandard 5: Learning Environments and Social Interactions Standard 7: Instructional Planning**Standard 10: Collaboration**

** Denotes that student performance data is collected for these standards.

Course Objectives

The objectives for this course correspond with the Conceptual Framework of the Hunter College School of Education:

Evidence-Based PracticesParticipants will:

Develop methods to facilitate professional collaboration, including approaches to selection of curriculum, lesson planning, grading, etc.

Learn specific instructional strategies appropriate for individual, small group, large group, or whole class instruction

Create appropriate modifications based on student IEPs for a variety of situations Differentiate and evaluate different models of collaborative education (team teaching, direct/indirect

support, paraprofessional assistance, etc.)

Educating a Diverse Student PopulationParticipants will:

Examine the history of people with disabilities Explore how disability is represented in society Trace the evolution of “traditional” school structures and Special Education Analyze differences between special and general education classes Debate issues of inclusive approaches to education of students with disabilities Maintain a constant focus on specialized instruction within a generalized environment

Integrated Clinical ExperiencesParticipants will:

Practice communication and interpersonal skills in a variety of job-related circumstances Explore the complexities involved in team teaching Practice new methodologies in the classroom

Use of Technology to Enhance Learning Participants will:

Explore online resources and make connections to the classroom

EvaluationAssignments* Points Score

1. 24 Hour Cultural Analysis 5

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2. Online Work-weekly posts and assignments 303. Meaningful Teaching Project 304. Unit and 5 Lessons: Pyramid Planning/Backwards By Design 255. SPED Speak Glossary 5Professionalism (as outlined in course requirements) 5

100*A detailed explanation of each assignment is given after in the appendix of this outline.Required Reading TextsValle, J., & Connor, D. (2010). Rethinking Disability: A disability studies approach to inclusive practices (1st edition). NY: McGraw Hill. ISBN – 978-0073526041 ($40.69 on Amazon and available at the Rutgers bookstore)Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices** (7th edition*). NJ: Pearson. ISBN: 978-0132582179 (New: $107.00)*Please feel free to purchase a used, older edition of the Salend text.**You will use this text to prepare for your EAS exam, if you plan to take it.

Useful websites:HALF.COM: http://half.ebay.com/homepagePopup.jspCHEAPEST BOOK PRICE: http://www.cheapestbookprice.com/

Articles to be read by allAndrews, J. E., Carnine, D. W., Coutinho, M. J., Edgar, E. B., Forness, S. R., et. al.

(2000). Bridging the special education divide. Remedial and Special Education, 21 (5), 258- 260, 267.

Bouck, E. Co-Teaching…Not just a textbook term: Implications for practice. (2007). Preventing School Failure 51 (2) 46-51.

Conderman, G. (2011). Middle school co-teaching: Effective practices and student reflections. MiddleSchool Journal, 42(4), 24-31.

Connor, D. J., & Bejoian, L. (2006). Pigs, pirates, and pills: Using film to teach the social context ofdisability. Teaching Exceptional Children, 39(2), 52-60.

Connor, D. J. & Lagares, C. (2007). Facing high stakes in high school: 25 successful strategies from aninclusive social studies classroom. Teaching Exceptional Children, 40(2), 18-27.

Cornelius, K. E. (2013). Formative Assessment Made Easy. Teaching Exceptional Children, 45(5), 14-21.Dieker, L. A. (2001). What Are the Characteristics of 'Effective' Middle and High School Co-Taught Teams

for Students With Disabilities?. Preventing School Failure, 46(1), 14.Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, why, and how valid is it?

Reading Research Quarterly, 41(1), 93–99. doi:10.1598/RRQ.41.1.4Gately, S., & Gately, J. (2001). Understanding co-teaching components. Teaching Exceptional

Children, 33 (4), 40-47Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case

studies in co-teaching in the content areas: Successes, Failures, and Challenges. Intervention in School and Clinic 40 (5), 260-270.

Murawski, W. (2005) Addressing Diverse Needs through Co-Teaching. Teaching Exceptional Children. 40,40-48.

Murawski, W. W. (2012). 10 Tips for Using Co-Planning Time More Efficiently. Teaching ExceptionalChildren, 44(4), 8-15.

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Murawski, W. & Dieker, L. (2008) 50 Ways to Keep Your Co-Teacher. Teaching Exceptional Children. 7782.

Prater, M., Dyches, T., & Johnstun, M. (2006). Teaching Students About Learning Disabilities ThroughChildren's Literature. Intervention In School & Clinic, 42(1), 14-24.

Pugach, M., & Winn, J. A., (2011). Research on co-teaching and teaming: An untapped resource for induction. Journal of Special Education Leadership, 24(1), 36-46.

Sapon-Shevin, M. (2003, October). Inclusion: A Matter of Social Justice. Educational Leadership, 25-39.

Schumm, J.S., Vaughn, S., & Leavell, A.G., (1994). Pyramid planning: A framework for planning diverse students’ needs during content area instruction. Reading Teacher, 47, 608-15.

Theoharis, J. N. (2009). The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported. Teaching Exceptional Children, 42(2), 36-43.

Welch, A.B. (2000). Responding to student concerns about fairness. Exceptional Children, 33 (2), 36-40.

Wormeli, R. (2011). Redos and retakes done right. Educational Leadership, 69(3), 22-26.

Suggested Further Reading:Andrews, S. (1998). Using inclusion literature to promote positive attitudes toward disabilities. Journal of

Adolescent & Adult Literacy, 41(6), 420-426. Ayala, E. C. (1999). "Poor little things" and "brave little souls": The portrayal of individuals with

disabilities in children's literature. Reading Research and Instruction, 39(1), 103-116.Blaska, J.K., & Lynch, E.C. (1998). Is everyone included? Using children’s literature to facilitate

the understanding of disabilities. Young Children, 53 (2), 36-38.Bondy, E., & Brownwell, M.T. (1997). Overcoming barriers to collaboration among partners-

in-teaching. Intervention in School and Clinic, 33 (2), 112-115.Bouck, E. Co-Teaching…Not just a textbook term: Implications for practice. (2007). Preventing School

Failure 51 (2) 46-51.Cassidy, K., & Daniels, E. (1995). Co-teaching for inclusion: Four basic principles. In

Transition, 14 (9), 12-13.Dieker, L.A., & Barnett, C.A. (1996). Effective co-teaching. Teaching Exceptional Children, 29

(1), 5-7.Egodawatte, G., McDougal, D., & Stoilescu, D. (2011). The effects of teacher collaboration in grade 9

applied mathematics. Educational Research for Policy and Practice, 10(3), 189- 209.Hang, Q., & Rabren, K. (2009). An examination of co-teaching: Perspectives and efficacy indicators.

Remedial and Special Education, 30(5), 259-268.Murawski, W., & Lochner, W. W. (2010). Observing Co-teaching: What to ask for, look for, and listen for.

Intervention in School and Clinic 46(3), 174-183.Richardson, J., & Boyle, J. (1998). A read-aloud for discussing disabilities. Journal of

Adolescent & Adult Literacy, 41 (8), 684-686.Sileo, J. M. (2011). Co-teaching: Getting to know your partner. Teaching Exceptional Children, 43(5), 32-

38.Vargo, S. (1998). Consulting teacher-to-teacher. Teaching Exceptional Children, 30 (3), 54-55. Walsh, J. (2013). Co-teaching as a school system strategy for continuous improvement. Preventing

School Failure, 56(1), 29-36.Ware, L. (2001). Writing, identity, and the other: Dare we do disability studies? Journal of

Teacher Education, 52 (2), 107-123.Winsor, P.J.T. (1998). Talking point: Books about children with learning disabilities. Teaching

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Exceptional Children, 30(3), 35-6.

GradesGrades are defined as follows:A+ Rare performance. Reserved for highly exceptional, rare achievement. 100-97.5 A Excellent. Outstanding achievement. 97.4-92.5A- Excellent work, but not quite outstanding. 92.4-90.0B+ Very good. Solid achievement expected of most graduate students. 89.9-87.5 B Good. Acceptable achievement. 87.4-82.5 B- Acceptable achievement, but below what is generally expected of graduate students. 82.4-80.0 C+ Fair achievement, above minimally acceptable level. 79.9-77.5 C Fair achievement, but only minimally acceptable. 77.4-70.0 F Failure 69.9-0.0

Course Schedule of Topics:

Week I. Introduction to Inclusion: Subtopics:

History &Background Pros + Cons Needs/Fairness

Readings for this week: (all articles are available on Edmodo in our class folder).a. Articles: Bouck; Andrews et al; Sapon-Shevinb. Text: Valle & Connor Chapters 2 & 4c. Text: Salend: Chapter 1 Understanding Inclusion

Week II. Co-Teaching RelationshipsSubtopics:

Creating a Classroom Culture Planning Benefits of Two

Readings for this week: a. Text: Salend Chapter 4b. Text: Valle & Connor Chapter 8; c. Articles: (found in library) Murawski and Dieker; Gately & Gatey; Conderman; Dieker; Mastropieri; Pugach & Winn

Week III. DifferentiatingSubtopics:

Flexible and Tiered Grouping Process & Product Differentiate with Bloom’s Taxonomy Fairness

Readings for this week:

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a. Text: Salend Part III Read chapters 8 & 9. Pick either chapter 10 or 11 to read based on your needs/teaching assignment.b. Text: Valle & Connor Chap 5-6 c. Articles: (Edmodo Library) Murawski [2005]; Schumm et. al.; Connor & Lagares

Week IV: DiversitySubtopics:

The Idea of Normal Accepting Differences Fostering Diversity and Friendship in a Classroom

Readings for this week:a. Text: Salend 2 & 3, 5 b. Text: Valle & Connor 9c. Articles: (Edmodo Library) Connor & Bejoian; Theoharis; Prater et al

Week Five: Management and AssessmentSubtopics:

Maintaining Order Assessment Purpose Options for Assessment Thinking Ahead

Readings for this week: a. Text: Salend Chapter 12b. Text: Valle & Connor Chap 7 & 10c. Articles: Cornelius; Murawski [10 tips]; Welch; Fuchs & Fuchs; Wormeli

APPENDIX: ASSIGNMENTS

I. 24-Hour Cultural Analysis (5%)Week ThreeDuring the week keep a list of all the times you encounter the broad theme of “disability” (film, TV, sports, entertainment, social events, newspaper, literature, entering and exiting buildings, using transportation systems, spontaneous conversations of others, etc.). (Length: Your typed list and your thoughts/ impressions about how we ‘encounter’ disability, how disability is represented, and what messages about disability are circulated throughout our culture. What are your thoughts on these messages? How do you think these messages affect our students?)

III. Meaningful Teaching Assignment (25%)Week Two. Due Monday July 21Projects may be done individually or in pairs. Students will receive the same grade.

The following project is in order to help you think meaningfully about your future teaching practices. I am looking for quality not quantity and therefore I am not giving a page minimum. The best teachers spend their time actively thinking about their work and how best to teach their students.

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You will develop a compilation of materials that will assist you in the following class: You are co-teaching a science or math class. You are the general educator working with a new special educator. there are 25 students in the class. 9 students have IEP’s. 5 have Learning Disabilities, 3 have a Speech or Language Impairment, 1 has Emotional Disturbance. One of the students with a learning disability and one who has a speech or language impairment are both English Language Learners. You have another 3 students in the class who are English Language Learners. -

Please answer the following questions in paragraph form:

Assume that you have a spacious classroom with a SmartBoard.

Articulate how you will set up your classroom physically. This may be through writing or drawing. Things to consider: Will there be desks? Tables? Where will they be located? Will students sit individually or in groups? If they sit in groups, how many per group? Explain your reasoning.

How will you plan with your co-teacher?What will each of your responsibilities be in and outside the classroom? How will you use both of your strengths to best teach these students? How often/when will you plan with your co-teacher? Should you have a ‘problem’ with your co-teacher (personality, different teaching styles, cultural differences, or other), how will you approach this challenge so that you can best work together in such a high needs/high stress environment? How might this affect your planning? How will you ensure this doesn’t affect the classroom culture and the learning of your students? How will you know that the two of you are being successful (do not answer this question by saying ‘your students are passing’)?

How will you get to know your students? What materials do you plan on using in or out of the classroom? Do you plan on using technology? How so? How will you create a classroom culture of acceptance and trust?How will you ensure you are meeting the needs of all your students?

**Please include examples in which you explain how you are meeting the needs of advanced students, students with a learning disability, students with emotional disturbance, and students who are English Language Learners** Please also explain how you are meeting the needs of your students through your Lesson Plans. This should include:

1) Classroom activities2) Classroom materials 3) Reactions when a student isn’t understanding the material during class

How will you determine whether or not these students are learning in your classroom? What will be your next steps should most of the class not understand your lesson? What will be your next steps should only a few students not understand your lesson? What are your next steps should a student continuously do poorly in your class? Please explain your reasoning.

IV. SPED SPEAK GLOSSARY- (5%)*Please refer to rubric for grading information.

Started in Week One-Due week 4. You are all taking the new state certification exam, this assignment is to help you gather important terms you will need through out your teaching career as well as help you study for the exam.

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As you move through this course and its resources, you will come across terms that are specific to Special Education, but are necessary for all educators to know. Create an ongoing list of terms with details to explain each term, examples, if helpful, too. Consider using a Google Doc in Google Drive. You can share it with me at the beginning and I will view the final product on the last day of class.(Length- 15-25 terms)

V. Planning and CoTeaching – (25%)*Please refer to rubric for grading information.

Begin Week Two-Due final day of class. Unit Organizer & Five Lessons Using the Planning Pyramid/Backwards by Design

You will create a draft of ONE UNIT ORGANIZER and FIVE LESSONS WITHIN THE ORGANIZER using PLANNING PYRAMIDS and Backwards by Design, before writing a brief reaction paper that describes (a) benefits (b) drawbacks and (c) potential ways to customize these devices. Mark all sections clearly. (Length: Completed graphic organizers of Unit and lessons, plus a thoughtful response/double spaced.)

This assignment can be done in pairs for the same grade, but partners must be shared with the professor before beginning the task. Note that the response must be done separately.

VII. Online Work - (25%)ONGOINGFor this class you will be required to participate in online activities and discussions. You are not only expected to post your own responses, but on certain threads, you will also be required to post reactions to your fellow classmates’ posts. These comments are intended to be thoughtful and reflected in order to advance the discussion forward in a purposeful way. Your posts may include personal thoughts, reactions, or views on the various topics. The assignments are part of the online work and will be submitted as comments to articles/videos on WordPress. All work is posted on WordPress.

VIII Professionalism (5%) Continuous expectation—as outlined earlier in this syllabus. Please see above.

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