COURSE SYLLABUS Collaboration and Support for Inclusion of Special Students in General Education COURSE DESCRIPTION COURSE OBJECTIVES TEXTS.

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1 COURSE SYLLABUS Division: Teacher Education Program Area: Special Education Course: SED 5600 Collaboration and Support for Inclusion of Special Students in General Education Course Credit: 3 semester hours Section # Instructor: Dr. Michael Peterson Office: 217 Education 1115 Old Main Office hours: Monday and Wednesday 1-4 PM Office Phone: Fax: [email protected] Website: COURSE DESCRIPTION Models, history, current issues and strategies in providing collaborative supports, accommodations, and differentiated curriculum to include students with disabilities and other special needs in general education classes. COURSE OBJECTIVES To understand the movement towards inclusive education and it s role in school improvement. To develop understanding and skills regarding working in a collaborative and support role in implementing inclusive education. To understand different approaches to providing support and different tools and models for making inclusive education successful. To explore the changing framework of how students with ability differences are educated in schools, the support and leadership roles of special educators and other supportive educators, partnerships with general education teachers and related topics. To grasp strategies for providing leadership to develop inclusive schools. TEXTS. Course pack of book in press: Inclusive Teaching by Michael Peterson and Mishael Hittie, Allyn and Bacon, October, 2002 projected publication date. 1

2 STUDENT EXPECTATIONS AND RESPONSIBILITIES Following is an executive summary of class expectations. Details are provided below. These activities are intended to be fun, engaging, stimulating, and help you learn. 1. Class participation and activities. 2. Course readings: Text and handouts. 3. Online interactions with students in class group. 4. INCLUSIVE SCHOOL STUDY 5. INCLUSION CASE STUDY 6. INCLUSIVE EDUCATION SUPPORT GUIDE 7. Class conference presentation. 8. Course reflection and grade proposal. 1. Class Participation And Assignments. We will engage in much active learning in the class involving group work. Thus, your attendance, participation, and leadership in helping to create learning opportunities in class are critical for everyone. Absence and lateness damage the efforts of the group as a whole. Hence, no absence can be simply excused but must be compensated by a contribution to the collective effort. For each absence, with the exception of the first, you are responsible for writing a brief critique of two articles from scholarly journals regarding the topic of the class and providing copies of these to the class. However, it is not possible to pass this class with more than three absences. Any absence will be considered in grading, in connection with the totality of your work. If you are absent, you are responsible for acquiring, from other students, material distributed in the class you missed. Collaborative teams. In this class, students will work in small groups to link learning and assignments. You will work with one another, sharing your project progress and providing assistance to one another in conducting projects. Time will be provided during each class period for this purpose. In addition, when projects are due, each member of the group will make a brief presentation to the rest of the group. Group members will complete feedback forms and make a copy available to the professor. The goal of collaborative teaming is to give you the opportunity to engage in practical, meaningful study of issues, focusing on a particular community or county. General Expectations Regarding Written Assignments. All written assignments must use proper spelling and appropriate grammar. It is advisable to proof-read your paperwork before handing it in. You may use a format of your own choosing that incorporates citations of references. It is important to hand in all assignments on time. Late assignments will impact on your grade. Use people first language in your written documents or oral presentations (see guidelines below). All written reports will be submitted in hard copy as well as online attachments via to [email protected]. You may add handouts, articles, useful materials you find on the 2

3 internet to your products. Put these in an Appendix. However, your products should be largely of your own writing and other development (videos, powerpoint presentations, etc.). For each major assignment you will complete a self-evaluation rubric at the time you submit your project. This rubric has a place for student self-evaluation and professor evaluation. I will return this to you with my evaluation and comments. You will not receive a grade as such on projects apart from this evaluation. The final grade will be determined at the end of the semester (see below). This form will be returned by the professor with my rating. The paper itself will not be returned. 2. Course Readings: Text And Handouts. You are expected to read weekly assignments from the coursepack Inclusive Teaching and other related handouts and come to class prepared to (1) share key points with classmates, and (2) identify issues or questions which the readings raise. You are also responsible for demonstrating that you have read and understand these readings via course assignments and activities. 3. ONLINE INTERACTIONS. You are expected to enroll immediately to the course website and posting a minimum of seven meaningful communications during the semester reflecting on the content of the course, issues in inclusion of students with disabilities, reactions to readings or relevant experiences you are having in schools. Please see handout for directions on enrolling in the online course. I will help facilitate online discussion with prompting questions and comments. In addition, I will set up a place in the course website where your group can communicate with one another. 4. INCLUSIVE SCHOOLING STUDY In this project, your group will work collaboratively to learn from and with teachers and other school personnel involved in schools that are working towards effective inclusive schooling. Your group will select 2 to 3 schools in which to observe and study over the course of the semester. A list of questions that are coordinated with the class text will help guide your study (see attached project guide information for further detail). Your group will complete an Inclusive Schooling Study Planning Form and submit to the professor where you will indicate the plan among your group for visiting the schools and developing these reports. The roles of each person will be outlined briefly along with contact information via and phone. You will be given a list of schools that have been recommended. None of these schools is perfect. However, all are working towards becoming more inclusive schools. Some your professor has working relationships with. You will be responsible for contacting the school to schedule visits and for coordinating the activities of members in your group and a group in another class if they also select your school. (We will be trading names and contact information to facilitate this process). 3

4 4.1 Each student will: Visit one school twice or two schools once. Observe in a classroom where a student with a disability is being included and interview the general education teacher and at least one support staff who is working with a student. Write an Observation Report that will include: (a) Contact information including who you observed and talked with, address, and phone of the school; and a (b) summary of your observations and interviews. Estimated length: 5-8 pages. complete an evaluation rubric and turn this in with the Observation Report. 4.2 Your group will collaboratively: Write an Inclusive Schooling Recommendations Report that documents (a) roles different students had in developing the report; (b) contacts along with contact information for the school; (c) what you learned about inclusive teaching and schooling, giving positive and negative examples; (d) and recommendations for improvements. Estimated length: 6-8 pages. Your group will collaboratively complete the rubric for the Inclusive Schooling Final Report. 5. CASE STUDY You will develop a written case study that describes a student with a disability label who is being included in a general education class. This will include the following components: (a) cover page; (b) description of the school and class in which the student will participate, (c) student profile; (d) instructional and support strategies used with the student; (e) effectiveness; and (f) recommendations for improvement. You will have the opportunity to obtain input and ideas from others in class in small groups of 5-6. You will be expected to make a copy of your paper for each member in your group. (This means that you will walk away from the class with 5-6 case studies of inclusive education). 6. INCLUSIVE EDUCATION SUPPORT GUIDE. In the Inclusive Teacher s Support Guide, you will describe a plan for teaching in your grade level / subject / team area as a support professional working with teachers to facilitate inclusive education of students with special needs. (See attached information below for additional details of contents). You will have the opportunity to obtain input and ideas from others in class in small groups of 5-6. In your group, you will consider yourself as a district level planning committee for inclusive education and will divide areas of focus across K-12. You will submit a plan for such student assignments to the professor for approval. There is no limit or minimum requirements for page length. Most students guides have ranged from pages. You will be expected to make a copy of your paper for each member in your group. (This means that you will walk away from the class with Inclusive Education Support Guides for K 12). 4

5 7. Class Conference Presentation. We will have a Class Conference held at either the scheduled final examination time or at another time agreeable to all in the class. This will be organized like booths at a conference or a science fair. You may invite others to attend this conference outside of the class. 8. Course Reflection And Grade Proposal. At the end of the semester you will submit a final course evaluation that will include: 1. Learning: a description of no more than 2 pages single spaced of key areas of learning or process by which your thinking shifted (or didn t!) during the semester. 2. Grade: Based on the criteria in the syllabus, propose the grade you think you should receive and provide a rationale or explanation with concrete evidence and discussion. GRADES Grades establish a standard of rigor for Wayne State which will reflect on your professional reputation (and employability). All work must be timely. I believe an "A" represents an extraordinary effort. To earn and A all course requirements will be of excellent quality and you will demonstrate evidence of having obtained skills to teach students with differing abilities together in school classrooms. I do not accept an incomplete in the class. You will receive feedback via a self-evaluation and professor evaluation rubric for each major project during the semester. However, a grade will not be assigned to work until the end of the semester based on (a) your own self-evaluation (# 6 above) and (b) the review of your total course effort -- the assignments which you submit, oral presentations, group work and participation and contribution to learning in the class. At the end of the semester, you will submit to me all of your work in hard copy and a copy via attachment on . Questions regarding your grade on a specific assignment or your course grade will only be discussed private by sending an electronic mail message, calling on the telephone, or making an appointment. NEEDED ACCOMODATIONS AND SUPPORTS. I wish to affirm the intent of Federal law, the Rehabilitation Act of 1973, Section 504 and the Americans with Disabilities Act. Any person who may require alternative instruction and/or evaluation procedures due to a challenging condition should feel free to discuss these needs with the instructor so we can collaborate and make appropriate accommodations. If you are having other difficulties that may or may not be disability-related please talk with me. 5

6 SED 5600 Spring 2002 DETAILED ASSIGNMENT INFORMATION 6

7 Signing onto the Blackboard.com course site 1. Get on a computer. Open a web browser, usually Netscape or Internet Explorer. When the program opens, enter the following into the space at the top for address : This address is called a URL. 2. Once you are to that site, if you have not done so, you must create an account, that allows you to use this service. Click on the button for that purpose. You will fill in information including name, address, , etc. You also will assign yourself an ID and a password. If the ID name is already being used by someone else, the program will ask you to pick another ID. Once it accepts your ID and password, it will tell you so. Remember this. Write it down where you can find it. You ll need it to login each time. 3. If you have an ID and password already, then simply hit the login button. The program will ask for your ID and your password. 4. Now you need to find the course. You can do this two ways. (a) You can search for the course. Put the number of the course, such as SED_7050, in the search screen and it should come up. (b). Perhaps, the easiest, though not the quickest, way is to use the course catalogue. Simply click on the button for that purpose. Select education, then special education. You should then see my course listed. You should also see my name as instructor. Click on that course name. 5. Once you are to that main screen you will still need to enroll in the course. The program won t let you do anything till you do. You ll get strange error messages. There is a button on the bottom left that says enroll. Click it and follow the instructions. When you are finished it will take you back to the main screen. 6. Look around at what is on the site. You will find copies of the syllabus and schedule in Course Documents. You have a place you can put up a simple web page about yourself. We will use the Communications part the most in this class. This allows you to one another, get a list of people in class. As everyone gets on, I will give you a space where just people in your base group can easily communicate with one another. However, the part we will use the most is the discussion board. Click there. Here you can both read other people s postings as well as make postings of your own. As long as you are responding to what someone else has said and are staying on pretty much the same subject, just hit reply at the bottom of the message. However, if you want to talk about a new topic, then click Start a new thread. This will allow all of us to easily track subjects being discussed. THAT S IT. 7

8 INCLUSIVE SCHOOLING STUDY PLANNING FORM Date Submitted: STUDENT NAME SCHOOL(S) TO VISIT COMMENTS: Approved: 8

9 Inclusive Schooling Observation Report Guidelines Questions You will be gathering information through observations and interviews in which you will be seeking to answer the following questions. Essentially, you want to describe the class and approach to teaching, understand the approach to inclusion and supports provided to the teacher, and develop some perspective on how it is working and what could be done to improve the situation. 1. What types of students are included? You want to understand what students with disabilities and special needs are there, as well as the racial / cultural makeup of the class, bilingual education students, gifted students. 2. What support is provided to the teacher in working with students with special needs? How do the special education staff, speech therapist, gifted specialist work with the general education teacher? To what degree are pull out versus supports in approaches being used? What accommodations are being used? how are these planned and implemented? 3. What is the approach to instruction in the class? How does teaching occur in the class? Worksheets, projects, students choices? To what degree is instruction multi-level and differentiated? 4. What is the approach to building community and dealing with behavioral problems in the class? How does the teacher deal with social-emotional issues? Are children encouraged and given opportunities to share and learn how to support one another? What strategies are used when behavioral problems occur? What is considered a behavioral problem? 5. What is the physical layout and design of the class? How is space used? Is the class filled with student work or very spare? Are there lots of books? Are desks in straight rows or are students grouped in working groups? 6. How are assistive technology and accommodations used to assist students in learning, particularly those with sensory and physical disabilities? 7. How effective is the mainstreaming/inclusive education process? for special students? for the regular students? for teachers? How could education of all students learning together be made better? Report format You will develop a report using the following outline. Title page: provide your name, address, phone number; name of school and people interviewed, address, phone numbers. Note that this information will remain confidential and will be used to assist in developing a list of exemplary school programs in the metropolitan area. Do not include the name of the school or personnel in the body of the paper. You may change names or use position titles in the body of the paper. Interview and observation process: Describe how, where, and with whom the interviews and observations were conducted. Indicate types of students with disabilities you observed. Observations and interviews Briefly describe the school location, community, student population, etc. Describe the content of your observations and interviews. Best reports are those that pull out some key quotes and summarize the observations and interviews rather than having a rote question and response format. If you were describing what you say and what was said to a friend in detail, what would you say? 9

10 Michael Peterson, Professor Special Education and Rehabilitation College of Education, Teacher Education Division 217 Education Building Wayne State University Detroit, MI (313) FAX Internet: May 3, 2002 To whom it may concern: This letter is to give you information about the requirements of a project for students in SED 5600, Support and Collaboration for Inclusion of Students with Special Needs, and to request your assistance and cooperation. Students are required to work as a group to conduct observations in classes and interview general and special education teachers in schools working towards inclusive teaching and schooling of students with special needs. We would hope that 1-3 students could visit classrooms in your school over the semester. If possible, I would hope that students might also be able to talk with others involved -- a student with a disability, a family member, principal, special education director. However, these are optional activities. Students will develop a report describing observations and interviews and the students visiting your school will develop a report regarding what they have learned and make their own recommendations for improvement. Of course, any information about specific students or families will be confidential. I appreciate your assistance. Visiting schools where educators are working hard to educate students with diverse abilities together is a powerful learning process for present and future teachers. I appreciate your consideration. Please do not hesitate to contact me if you have questions. Sincerely, Michael Peterson, Ph.D. Professor 10

11 INCLUSIVE SCHOOLING STUDY Individual Observation SED 5600 Instructor: Address: Dr. Michael Peterson Wayne State University College of Education, Teacher Education Division 217 Education Detroit, Michigan Phone: (313) A group of 1-3 students will engage in classroom observations and interview general education teachers and support staff. They will develop reports describing their observations and interviews, what they learned and recommendations for improvement. Students are encouraged but not required to interview: (1) the family; (2) student(s) with a disability; (3) regular education student(s); (4) principal; (5) special education director. Questions Students will seek information on the following: What types of students are included? What is the approach to inclusion or mainstreaming in the school and class? What support is provided to the teacher in working with students with special needs? What is the approach to instruction in the class? What accommodation strategies are used? What is the approach to building community and dealing with behavioral problems in the class? What is the physical layout and design of the class? How is space used How effective is the inclusive education process? for special students? for the regular students? for teachers? What problems and issues need to be addressed? What improvements are needed? Planned observations and interviews Approval (if required by the school district) 11

12 SED 5600 INDIVIDUAL RUBRIC FOR OBSERVATION REPORT Name: Date Submitted: Directions: Complete this form as a self-evaluation of your report. Very poor Poor Fair Good Excellent ITEM STUDENT RATING & COMMENTS INSTRUCTOR RATING AND COMMENTS Contact information including who you observed and talked with, address, and phone of the school Observed in an inclusive class and interviewed a general education teacher and support staff. Process by which you conducted the observations and interviews. Summary of your observations and interviews.. Quality of writing, communication, and grammar. Shows awareness of readings & class materials. COMMENTS: 12

13 SED 5600 GROUP RUBRIC FOR INCLUSIVE SCHOOLING RECOMMENDATIONS REPORT Group members: Date Submitted: Directions: Complete this form as a self-evaluation of your report. Complete only sections that are applicable. Very poor Poor Fair Good Excellent ITEM STUDENT RATING & COMMENTS INSTRUCTOR RATING AND COMMENTS Roles different students had in developing the report Contacts that occurred along with contact information for the school as before. Learning from school including positive and negative examples. Recommendations for improvement.. Quality of writing, communication, and grammar. Shows awareness of readings & class materials. COMMENTS: 13

14 CASE STUDY Planning for Inclusive Education for An Individual Student A PROCESS GUIDE In this project you will do a case study of a student with a disability label who is being included in a general education class. You will first need to identify a student who you would like to consider for the project. I suggest you do this with someone you know, at a school in which you are working, or at the school where you do your observation. You can use this same school and same student from the observation for this project. The goal of this project is to help you think in depth about the interactions of the characteristics and needs of the students and the type of instruction and support provided in the school. 1. Cover page: Your name, contact information, student age, disability, grade level / subject of class. 2. School and classroom information. Provide a brief but clear picture of the school and classroom including approaches to instruction in the class, community building and strategies for addressing behavioral challenge, classroom design, etc. 3. Student profile. Describe the student. Include information about strengths, interests, dreams as well as information on the students disability and needs. Avoid deficit language. 4. Instructional and support strategies. Describe strategies being used to instruct this student and provide support for his / her needs. 5. Effectiveness. Describe how effective instructional strategies and supports are for this student based on the information that you have. Discuss learning, behaviors, feelings, perspectives of teachers, child, parent of which you may be aware. 6. Recommendations for improvement. Describe recommendations for improvement of instruction and support for this student. Provide a brief rationale for your recommendations. 14

15 RUBRIC FOR CASE STUDY Name: DATE SUBMITTED Directions: Complete this form as a self-evaluation of your report. Very poor Poor Fair Good Excellent ITEM STUDENT RATING & COMMENTS INSTRUCTOR RATING & COMMENTS Cover page. School and class information Student profile Instructional and support strategies Effectiveness Recommendations for improvement. Quality of writing, communication, and grammar Shows awareness of readings & class materials. COMMENTS: 15

16 INCLUSIVE EDUCATION SUPPORT GUIDE PLANNING FORM Date Submitted: Directions: In your group, decide who will focus on different grade level areas and / or teams in secondary school. These may include: (1) early childhood; (2) lower elementary; (3) upper elementary; (4) middle school; (5) high school. STUDENT NAME GRADE LEVEL / TEAM COMMENTS: Approved: 16

17 INCLUSIVE EDUCATION SUPPORT GUIDE In the Inclusive Teacher s Support Guide, you will describe a plan for teaching in your grade level / subject / team area as a support professional working with teachers to facilitate inclusive education of students with special needs. This will allow you to take the information and resources provided in the course and apply them to your specific area of teaching. Use the following section outline to provide a structure to your document. You may use graphics, pictures, drawings, and other elements to enhance your document if you wish. There is no specific set page limit. Be concise and focused but clear in your communication. 1. Introduction. Provide a very brief statement of your philosophy and a description of the type of school and it s structures grade level, teaming structures, multi-age, etc. 2. School-wide supports. Describe how you would recommend establishing school-wide support services for inclusion to include: (a) child study or support teams; (b) roles of various support staff and how staff work together; (c) ways support is planned with general education teachers IEP s, collaborative planning time; (d) interactions with community resources; (e) decision-making regarding student placement in classes; 3. Support staff roles. Briefly describe how you would see support staff roles in an exemplary inclusive school. 4. Partnering with parents. Describe how you may particularly work with parents of students with academic, social-emotional, or sensory-physical challenges. 5. Instruction. Describe how you could work with general education teachers and other support people to respond to different ability levels, intelligences, and learning styles of students. Describe accommodations for academic challenges that you can anticipate and how you would implement these collaboratively with general education teachers. 6. Social, emotional, and behavioral needs. Describe your strategies for working with teaches and the school staff to promote a positive classroom culture and sense of community. Describe the approach you will take to dealing with behavioral problems and challenges. 7. Physical design of the classroom for diverse learners. Describe how you could assist general education teachers in the design of the school and classroom to assist participation of students with special needs and different sensory and physical needs and challenges. 8. Accommodations and supports for students with physical and sensory challenges. Describe anticipated accommodations and adaptations, including use of assistive technology. 17

18 SED 5600 RUBRIC INCLUSIVE EDUCATION SUPPORT GUIDE Name: Date Submitted: Directions: Complete this form as a self-evaluation of your report. Very poor Poor Fair Good Excellent ITEM STUDENT RATING & COMMENTS INSTRUCTOR RATING AND COMMENTS Instruction School-wide support. Support staff roles Social, emotional, and behavioral needs. Design of the classroom. Accommodations and supports for students with sensory and physical disabilities including assistive technology. Quality of writing, communication, and grammar. Shows awareness of readings & class materials. COMMENTS: 18

19 PERSON FIRST LANGUAGE: GUIDELINES FOR DISCUSSING PEOPLE WITH DISABILITIES It s the Person First - THEN the Disability If you saw a person in a wheelchair unable to get up the stairs into a building, would you say there is a handicapped person unable to find a ramp? Or would you say there is a person with a disability who is handicapped by an inaccessible building? What is the proper way to speak to or about someone who has a disability? Consider how you would introduce someone - Jane Doe - who doesn t have a disability. You would giver her name, where she lives, what she does or what she is interested in - she likes swimming, or eating Mexican food, or watching Robert Redford movies. Why say it differently for a person with disabilities? Every person is made up of many characteristics - mental as well as physical - few want to be identified only by their ability to play tennis or by their love for fried onions or by the mole that s on their face. Those are just parts of us. Person first language. In speaking or writing, remember that children or adults with disabilities are like everyone else - except they happen to have a disability. Therefore, here are a few tips for improving your language related to disabilities and handicaps. 1. Speak of the person first, then the disability. 2. Emphasize abilities, not limitations. 3. Do not label people as part of a disability group - don t say disabled, say people with disabilities. 4. Don t give excessive praise or attention to a person with a disability; don t patronize them. 5. Choice and independence are important; let the person do or speak for him or herself as much as possible; if addressing an adult, say Bill instead of Billy. 6. A disability is a functional limitation that interferes with a person s ability to walk, hear, talk, learn, etc.; use handicap to describe a situation or barrier imposed by society, the environment, or oneself. SAY.... INSTEAD OF.... child with a disability person with cerebral palsy person who has... without speech, nonverbal developmental delay emotional disorder or mental illness deaf or hearing impaired disabled or handicapped child palsied, or C.P., or spastic afflicted, suffers from, victim mute, or dumb slow crazy or insane deaf and dumb 19

20 communicates with sign uses a wheelchair person with mental retardation person with epilepsy with Down syndrome has a learning disability nondisabled has a physical disability congenital disability condition seizures cleft lip has a chronic illness paralyzed has hemiplegia (paralysis on one side of the body) has paraplegia (loss of function in lower body only) of short stature confined to a wheelchair retarded epileptic mongoloid is learning disabled normal, healthy crippled birth defect disease (unless it is a disease) fits hare lip sickly invalid or paralytic hemiplegic paraplegic dwarf or midget What else can YOU do? If you see or hear reporters use incorrect terminology (even to save space in a headline or time on the air), call them up or send them this page so they can be aware of the appropriate words to use. Tell them it matters to you and to people with disabilities. (Reprinted from THE PACESETTER, September,, 1989) 20