Undergraduate University Curriculum Committee
Course Proposal Form for Courses Numbered 0001 – 4999
(Faculty Senate Resolution #09-44, November 2009)
Guidelines for submission may be accessed via the web at:
www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm.
Note: Before completing this form, please carefully read the accompanying instructions.
SPED 40201. Course Prefix and Number:
9/22/102. Date:
3. Requested Action (Check only one type):
X / New Course Check Required or Elective / Required / ElectiveRevision of Active Course
Unbanking of a Banked Course
Renumbering of Existing Course from: / # / to / #
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):
Current or Expected
Proposed Delivery Future Delivery
Method(s): Method(s):
X / On-campus (face to face)Distance Course (face to face off campus)
X / Online (delivery of 50% or more of the instruction is offered online)
5. Justification for new course, revision, unbanking, or renumbering:
During the 2009/2010 academic year, faculty members in the Program of Elementary Education at ECU conducted an extensive curriculum review and revision process. One of the proposed changes to their curriculum sequence is the inclusion of a course that includes a survey of students with disabilities receiving services in the general curriculum and the knowledge and skills fundamental to effective teaching of individuals with exceptionalities at the elementary level. Currently ELEM majors take two separate 2 s.h. courses that cover these objectives, but also cover age ranges from K – 12. The development of a course that includes materials, examples, curriculum focus, and instructional strategies specific to the elementary school level will enable content from the current SPED 2000 and SPED 4010 to be combined in a 3 s.h. course specifically for these majors. The Elementary Education Program has sufficient numbers of students to support offering this new course.6. Course description exactly as it should appear in the next catalog:
SPED 4020. Teaching Students with Exceptionalities in Inclusive Elementary Classrooms (3) (F,S) P: Admission to Upper Division. Development of knowledge and skills for effective teaching of students with exceptionalities and other diverse needs in the inclusive elementary classroom.7. If this is a course revision, briefly describe the requested change:
8. If writing intensive (WI) credit is requested, the Writing Across the Curriculum Committee must approve WI credit prior to consideration by the UCC.
NA
Has this course been approved for WI credit (yes/no/NA)?
If Yes, will all sections be WI (yes/no/NA)?
9. If service-learning (SL) credit is requested, the Service-Learning Advisory Committee must approve SL credit prior to consideration by the UCC.
NAHas this course been approved for SL credit (yes/no/NA)?
NAIf Yes, will all sections be SL (yes/no/NA)?
10. If foundations curriculum (FC) credit is requested, the Academic Standards Committee (ASC) must approve FC credit prior to consideration by the UCC.
If FC credit has been approved by the ASC, then check the appropriate box (check at most one):
English (EN) / Science (SC)Humanities (HU) / Social Science (SO)
Fine Arts (FA) / Mathematics (MA)
Health (HL) / Exercise (EX)
11. Course Credit:
Lecture Hours / 3 / Weekly / or / Per Term / = / Credit Hours / 3 / s.h.Lab / Weekly / or / Per Term / = / Credit Hours / s.h.
Studio / Weekly / or / Per Term / = / Credit Hours / s.h.
Practicum / Weekly / or / Per Term / = / Credit Hours / s.h.
Internship / Weekly / or / Per Term / = / Credit Hours / s.h.
Other (e.g., independent study): / s.h.
Total Credit Hours / s.h.
12. Anticipated yearly student enrollment:
13. Affected Degrees or Academic Programs:
Degree(s)/Course(s) / PDF Catalog Page / Change in Degree HoursElementary Education BS / 197
14. Overlapping or Duplication with Affected Units or Programs:
X / Not ApplicableApplicable (Notification and/or Response from Units Attached)
15. Approval by the Council for Teacher Education (required for courses affecting teacher education programs):
Not ApplicableX / Applicable (CTE has given their approval) CTE approval pending.
16. Instructional Format: please identify the appropriate instructional format(s):
X / Lecture / Technology-mediatedLab / Seminar
Studio / Clinical
Practicum / Colloquium
Internship / Other (describe below):
Student Teaching
17. Statements of Support:
(Please attach a memorandum, signed by the unit administrator, which addresses the budgetary and staff impact of this proposal.)
X / Current staff is adequateAdditional staff is needed (describe needs below):
X / Current facilities are adequate
Additional facilities are needed (describe needs below):
X / Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition of required resources below):
X / Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an estimate for the cost of acquisition below):
X / ITCS Resources are not needed
Following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Describe any computer or networking requirements of this program that are not currently fully supported for existing programs (Includes use of classroom, laboratory, or other facilities that are not currently used in the capacity being requested).
Approval from the Director of ITCS attached
18. Syllabus – please insert course syllabus below. Do not submit course syllabus as a separate file. You must include (a) the citation of the textbook chosen for the course, (b) the course objectives, (c) the course content outline, and (d) the course assignments and grading plan. Do not include instructor- or semester-specific information in the syllabus.
Text
Gargiulo, R., & Metcalf, D. (2010). Universal design for learning: Teaching all learners in inclusive classrooms. Belmont, CA: Wadsworth Cengage Learning. ISBN # 0-495-09715-2
Course Objectives
Upon successful completion of SPED 4020, students will demonstrate the ability to:
1. State the purpose, advantages, and disadvantages of educating students with disabilities in the regular education setting.
2. Apply various assurances guaranteed under federal and state laws designed to considerations for individuals with disabilities.
3. Explain North Carolina's referral and assessment system for identifying, placing, and serving students with disabilities, and identify procedures used for screening, response-to-intervention, referral, and classification.
4. Name and describe classifications and characteristics of students identified with high incidence disabilities, low incidence disabilities, and other diverse needs.
5. Evaluate schoolwide, classroom, and individual strategies in reference to three levels of Positive Behavior Intervention and Supports (PBIS) and proactive classroom management.
6. Define assistive technology and demonstrate how to use these resources to address learner needs and differentiate instruction.
7. Synthesize effective classroom assessment and instructional approaches for students with high incidence and low incidence disabilities.
8. Explain the three essential qualities of Universal Design for Learning (UDL) and summarize the benefits of developing multiple, flexible options in curriculum presentation, expression, and engagement for all students.
9. Apply UDL principles to lesson planning for elementary content areas.
10. Model the role and responsibilities of the general educator as a multidisciplinary team member and collaborator, including teaching students with disabilities in general curriculum and working with special educators and other related services personnel.
11. Design and implement strategies for collaborating with students’ families of varying cultural, linguistic, and ethnic backgrounds.
Course Outline
Module 1: Overview of Special Education and Inclusive Elementary Classrooms
Module 2: Characteristics of Students with Disabilities and Other Diverse Needs
Module 3: Collaboration in Inclusive Classrooms – Working with Teachers and Families
Module 4: Universal Design for All Learners – Framework and Learning Environments
Module 5: Assessment, Assistive Technology, and Instructional Interventions
Module 6: Content Area Learning Tools Strategies–Literacy, Mathematics, Science, Social Studies
Tentative Course Schedule
Week /Topics
/Objectives
1 / M 1: Overview of Special Education and Inclusive Classrooms Introduction and foundations of special education (evolution of SPED and inclusion, IDEA, ADA, Section 504) / 1, 22 / Procedures, Policies, and Services (Pre-referral process and RTI, multidisciplinary team, IEP, continuum of service delivery, related services) / 2, 3
3 / M 2: Characteristics of Students with Disabilities and Other Diverse Needs Students with High Incidence Disabilities / 3, 4
4 / Students with Low Incidence Disabilities / 3, 4
5 / Students with Other Diverse Needs (ELL, AG, twice exceptional, disproportionality, at-risk for school failure) / 3, 4
6 / M 3: Collaboration in Inclusive Classrooms – Working with Teachers and Families (Co-teaching models, collaborating with SPED teachers, related service personnel, paraprofessionals, working with culturally and linguistically diverse families) / 1, 10, 11
7 / Test 1
8 / M 4: Universal Design for All Learners – Framework and Learning Environments Overview of Universal Design for Learning
(Definitions and background; representation, engagement, and expression; apply to other models- multiple intelligences, Bloom’s taxonomy, differentiated instruction) / 1, 7, 8
9 / Planning and Constructing Accessible Learning Environments
(UDL curriculum components) / 1, 7, 8, 9
10 / Creating Positive Classrooms and Addressing Challenging Behavior (universal, targeted, and intensive supports, reasons for behavior, direct observation, positive behavior strategies for groups and individuals) / 1, 2, 5
11 / M 5: Assessment, Assistive Technology, and Instructional Interventions Overview of Assessment (formative, summative; informal, formal; planning, organizing, & decision-making using ongoing assessment) / 1, 6
12 / Using Assistive Technology in Planning UDL Lessons and Assessments
(examples, use in general curriculum elementary classrooms) / 1, 6
13 / Instructional Interventions (learning stages, learning styles, principles and Big Ideas, learning domains) / 1, 7
14 / M 6: Content Area Learning Tools and Strategies Language Arts and Mathematics for Elementary Classrooms (UDL, differentiated instruction, assessment, lesson planning, co-teaching models) / 1, 7, 8, 9, 10
15 / Science and Social Studies for Elementary Classrooms (UDL, differentiated instruction, assessment, lesson planning, co-teaching models) / 1, 7, 8, 9, 10
Course Assignments
1. Class Quizzes: There will be 10 online quizzes throughout the semester with ten questions on each quiz. Questions will be taken from weekly chapter readings. The quizzes are each worth 10 points – for a possible total of 100 points.
2. Module Activities: There will be 10 module activities related to the course objectives, including learning and application activities that will vary according to the content. Several of the activities will be completed in small working groups. Each activity is worth 10 points for a total of 100 points.
3. Characteristics Project: This project addresses characteristics of elementary-age students with disabilities and other diverse needs. Assignments will build to a final project which is part of the final exam. Research on disability categories, summary of disabilities using a online platform, and a hypothetical case study will be developed. This assignment is worth 200 points.
4. UDL Toolkit: During this project, students will transform an existing elementary lesson plan by using the CAST Profile model, culminating in a classroom resource/toolkit which is supported by UDL principles. Materials developed in this toolkit project will focus on supporting academic and social needs of all learners. This assignment is worth 200 points.
5. Structured Observation and Report: Observe an elementary classroom that includes a student with a disability and report: (a) academic and social behaviors, (b) peers and teachers’ attitudes and interactions with the student; (c) environmental, academic, or social/behavioral modifications or accommodations used to appropriately integrate the student. Also interview the teacher and report: teacher’s attitude about inclusive practices (e.g., RTI, UDL, differentiated instruction and assessment) and the accessibility of special education resources and support. This assignment is worth 200 points.
6. Two Tests: Test I: Assessment of special education overview, disability areas, and collaboration with teachers and families. Final Exam: Using the hypothetical case study developed through the Characteristics Project, create a UDL Profile and Strategies Planner for the hypothetical student, prepare a presentation to share with peers, and a provide a critique of a peer’s profile. Test I is worth 50 points, and the Final Exam is worth 150 points.
Course Points
Assignment / Point ValueClass Quizzes / 100
Module Activities / 100
Characteristics Project
/ 200UDL Toolkit / 200
Structured Observation and Report / 200
Two Tests / 200
Total / 1000
A / 93%-100% / 930-1000 points
B / 86% - 92% / 860-920 points
C / 78% - 85% / 780-850 points
D / 70% - 77% / 700-770 points
F / 69% and Below / 690 points
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