EDSP 524 Collaborating for Successful Inclusive Classrooms

Beginning special educators must be equipped to develop individualized programs, instruction, and supports to ensure students with exceptionalities have access to the general education curriculum. The focus is on planning programs, instruction, and supports to ensure access to the general education curriculum for diverse learners.

Textbook readings and lecture presentations/notes

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. For Discussion: How Difficult Can This Be – The F.A.T. City Workshop, the initial thread must be 400 words, demonstrate course-related knowledge, and contain at least two scholarly citations in current APA format (these citations may come from the same resource for this Discussion) in current APA format to support assertions. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 200 words, demonstrate course-related knowledge, and contain a minimum of one citation in current APA format to support assertions. For Discussion: Reflection, the student will post one initial thread of at least 400 words, with at least two scholarly citations in current APA format. No replies are required for this discussion. (CLO: B, C, D)

Individualized Education Program (IEP) Assignments (3)

This is a three-part assignment that involves (a) drafting IEP goals and associated accommodations given a student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP), (b) developing the IEP, and (c) reflecting on the development of an IEP and IEP meetings for a student with a disability. (CLO: B, C)

1. IEP: Goals and Accommodations Assignment
2. IEP: Development Assignment
3. IEP: Reflection on IEP Meetings and Development Assignment (400 – 500 words)

Teaching Strategy and Pedagogy Assignment

The candidate will develop a personal glossary where they will record important or unfamiliar concepts, pedagogies, and strategies they would like to explore. The purpose of this assignment is to involve the candidate in identifying, understanding evidence-based instructional practices, teaching strategies, as well as serve as a diagnostic self-monitoring tool. The candidate will complete the template for 10 entries dealing with reading and/or math instruction and teaching methods dealing with Attention and/or Study Skills. The candidate will complete the given template for each entry which includes a graphic organizer or visual for each teaching strategy and/or term. Each section of the Teaching Strategy and Pedagogy Template must incorporate at least one citation, with some sections having a required minimum word count (210 words total per entry) noted in the template. (CLO: B, C, D)

Differentiated Unit Plan Assignments (3)

The candidate will create a Differentiated Unit Plan for three days of instruction in math and three days of instruction in literacy. The unit plan should be written for a middle school grade level (6–8) with tiered instruction meeting the needs of individual learners functioning above grade level (secondary), on grade level (middle school), and below grade level (elementary).  In addition to providing tiered instruction, the candidate must differentiate each lesson to meet the exceptional learning needs of specific students included in the DUP student descriptions given. (CLO: A, B, C, D)

The project will be completed in three stages as described below:

1. Differentiated Unit Plan: Literacy Unit Plan Assignment
2. Differentiated Unit Plan: Math Unit Plan Assignment
3. Differentiated Unit Plan: Accommodation Plan Assignment (The length of the original text must be at least 200-300 words; the rewritten text must be at least 150 words.)

Quizzes (6)

The quizzes will cover the Textbook materials for the assigned Module: Week. Each quiz will be open-book/open-notes, contain 15 multiple-choice questions, and have a 2-hour time limit. (CLO: B, C, D)