5000

An introduction to the multiple meanings of inclusive education as employed in both national and international contexts. Specific attention is paid to school structure, legislative mandates in support of inclusive education, collaborative problem-solving relationships among educators (general and special), students, and families in designing and modeling inclusive pedagogies and practices for diverse learners. We will examine historical contexts, shifting societal beliefs, and subsequent educational theories that have led to an increased emphasis on inclusion and the merits of collaborative education to serve students with disabilities in more integrated contexts. The course includes: an overview of inclusive education, student characteristics; diverse approaches to pedagogical practice; models of collaboration, including collaborative team teaching (CTT); classroom management; and assessment and utilization of assistive instructional technologies. Matriculation in School of Education program required.

An introduction to inclusive education to support students with disabilities in the context of STEM.  The following areas of study will be included: categories of disabilities; identification and remediation of disabilities; the special education process and state and federal special education laws and regulations; effective practices for planning and designing co-teaching and collaboration with peers; individualizing instruction; and applying positive behavioral supports and interventions to address student needs. Special emphasis on differentiation (strategies for instruction and assessment), co-teaching models, and classroom management in the context of secondary education STEM classrooms. Includes 15 hours of fieldwork. 

This course is designed to assist participants to make informed choices about how to analyze a "behavior issue" in the classroom and school context. Participants will learn how to develop multiple positive approaches for extinguishing difficult behaviors. Traditional as well as alternative behavioral interventions will be considered including an overview of the traditional (i.e., controlling) behavioral approaches and practices typically used with students with intellectual or emotional disabilities. Readings and activities will encourage examination of the conceptual foundations and underlying principles of such approaches for use in an inclusive society. The central feature of this course, however, will be on interactive intervention alternatives that alleviate frustrations for students with disabilities, focus on their needs and wishes, and support them in taking control of their lives. The final project will require participants to apply an approach to the management of difficult behaviors they find most suitable in their classrooms.

An advanced course to assess and develop teaching skills in various special education settings under supervision in the field. Individual conferences to review teaching strategies, materials, and techniques. Department permission required.

Corequisites

This course includes observation of candidates within the classroom setting as well as candidate participation in a weekly seminar. The seminar provides both an opportunity for candidates to reflect with one another about their teaching practices and a forum for discussion of relevant issues in special education.

Prerequisites