University of Pittsburgh

School of Education

Department of Instruction and Learning

Course Syllabus

IL 2502 Including Students with Disabilities in Secondary Classrooms

Fall 2015

Instructor: Dr. Amy Srsic

Office: 5147 Wesley W. Posvar Hall

Phone: 412-648-1998

Email:

Office Hours: By Appointment

Class Meetings: Tuesdays, 4:30-7:10 pm, 5131 WWPH

Course Description

This course is designed to prepare graduate students to teach students with disabilities in general education classrooms. Due to recent federal legislation and state court cases more students with disabilities, including students with significant disabilities, are being included in general education classrooms. Through readings, video presentations, class discussions, guest speakers, and assigned activities, students will gain an understanding of the challenges faced by students with disabilities and analyze the responsibilities of educational professionals to all students. The focus of the course is developing teaching skills that improve the learning of students with special needs, including methods of adapting instruction for individuals with disabilities, positive behavior support, and classroom management.

Course Objective

Students will acquire information and strategies to improve instruction for students with disabilities in their classrooms.

Required Readings

There are no required texts for this course. Readings will be posted on CourseWeb and should be completed prior to class.

10

Course Schedule

Class / Topic(s) / Required Reading
(To be read prior to class) / CourseWeb Module / Assignments/Due Dates
1
9/1 / ·  Overview of Special Education / Dukes, C., & Lamar-Dukes, P. (2009). Inclusion by design: Engineering inclusive practices in secondary schools. Teaching Exceptional Children, 41(3), 16-23.
Taylor, K.R. (2011). Inclusion and the law: Two laws-IDEA and Section 504-suport inclusion in schools. Education Digest: Essential Readings Condensed for Quick Review, (76)9, 48-51. / Module 1: Overview of Special Education
2
9/8 / ·  Roles and Responsibilities in the Inclusive Classroom (RTI, IEPs) / Zigmond, N., Kloo, A., & Volonino, V. (2009). What, where, and how? Special Education in the Climate of Full Inclusion. Exceptionality: A Special Education Journal, 17(4), 189-204, DOI: 10.1080/09362830903231986
Pennsylvania Department of Education Annotated Individualized Education Program (IEP)
Fuchs, D., Fuchs, L.S., & Compton, D. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional Children, 78(3), 263-279. / Module 2: Roles and Responsibilities / Individual Student Case Study distributed
3
9/15 / ·  Positive Behavioral Supports
Guest Speaker:
Dr. Jesse Dvorchak Class meets in 5130 / Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide positive behavior supports primary systems and practices. Teaching Exceptional Children, 40(6), 32-40.
Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered approach. TEACHING Exceptional Children, 44(1), 8-17.
Guardino, C., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
Pennsylvania's Schoolwide Positive Behavior Support System: An Introduction. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. / Module 3: Positive Behavioral Supports
4
9/22 / ·  School Safety and De-Escalation
Guest Speaker:
Dr. Mary Margaret Kerr
Class meets in 5604
5
9/29 / ·  Classroom Management – FBAs/BIPs
·  Individual Positive Behavioral Supports / Shippen, M. E., Simpson, R. G., & Crites, S. A. (2003). A practical guide to functional behavioral assessment. TEACHING Exceptional Children, 35(5), 36-44.
Example of a Positive Behavior Support Plan
Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide secondary and tertiary practice and systems. TEACHING Exceptional Children, 40(6), 44-52.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
Latham, G.I. (1998). Chapter 4: Strategies for improving the quality of teacher-to-pupil interactions. In Keys to Classroom Management, 45-62.
Zirkel, P.A. (2009). What does the law say? TEACHING Exceptional Children, 41(5), 73-75. / Module 4: Classroom Management – FBAs/BIPs
Module 5: Individual Positive Behavioral Supports / Classroom Behavior Management Analysis distributed
6
10/6 / ·  Effective Instruction in the Inclusive Classroom / Kretlow, A.G., & Blatz, S.L. (2011). The ABCs of evidence-based practice for teachers. TEACHING Exceptional Children Plus, 43(5), 8-19.
Winebrenner, S. (2003). Teaching strategies for twice-exceptional students. Intervention in School and Clinic, 38(3), 131-137.
Landon, T., & Oggel, L. (2002). Lazy kid or executive dysfunction? Retrieved August 2011 from http://www.ldonline.org/article/6311?theme=print
Feldman, K., & Denti, L. (2004). High-access instruction: Practical strategies to increase active learning in diverse classrooms. Focus on Exceptional Children, 36(7), 11. / Module 6: Effective Instruction in the Inclusive Classroom / Part I(a-c) for Individual Student Case Study due 10/6 @ midnight
7
10/13 / ·  Evaluating Students
·  Adapting Materials / Salend, S. J. (2008). Determining appropriate testing accommodations: Complying with NCLB and IDEA. TEACHING Exceptional Children, 40(5), 14-22.
Salend, S. J., & Garrick-Duhaney, L. M. (2002). Grading students in inclusive settings. TEACHING Exceptional Children, 34(3), 8-15.
INCLUDE Strategy chapter.
INCLUDE Strategy Work Sheets (Or, download the INCLUDE worksheets from the Pearson website.)
Schumaker, J.B., & Deshler, D.D. (2006). Teaching adolescents to be strategic learners. In D.D. Deshler & J.B. Schumaker (Eds.), Teaching adolescents with disabilities: Accessing the general education curriculum (pp. 121-156). Thousand Oaks, CA: Corwin Press. / Module 7: Evaluating Students
Module 8: Adapting Materials / INCLUDE Lesson Plan distributed
8
10/27 / ·  Co-Teaching / Dieker, L. (1999-2005). Special connections: An introduction to cooperative teaching. Retrieved August 22, 2011, from: http://www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching
Conderman, G., Johnston-Rodrigez, S., & Harman, P. (2009). Communicating and collaborating in co-taught classrooms. TEACHING Exceptional Children Plus, 5(5), 1-17.
Kloo, A., & Zigmond, N. (2008). Co-teaching revisited: Redrawing the blueprint. Preventing School Failure, 52, 12-20. / Module 9: Co-Teaching / Part II(a-c) for Individual Student Case Study due 10/27 @ midnight
9
11/3 / ·  Collaboration with Team Members / Friend, M. (2008). Special education: Contemporary perspectives for school professionals, Second edition, Sample Chapter 4: Creating Partnerships Through Collaboration. Pearson. / Module 10: Collaboration with Team Members
10
11/10 / ·  Parent Engagement and Support
Guest Speaker:
Dr. Erika Gold Kestenberg
Class meets in 5604 / Muscott, H. S., Szczesiul, S., Berk, B., et al. (2008). Positive behavior interventions and supports. TEACHING Exceptional Children, 40(6), 6-14.
Al-Hussan, S., & Gardner, R. (2002). Involving immigrant parents of students with disabilities in the educational process. TEACHING Exceptional Children, 34(5), 52-58.
Sheehey, P. H., & Sheehey, P. E. (2007). Elements for successful parent-professional collaboration: The fundamental things apply as time goes by . TEACHING Exceptional Children Plus, 4(2), Article 3.
Epstein, J. (2002). Family Involvement Chart adapted from Six Types of Involvement. / Module 11: Parent Engagement and Support / Classroom Behavior Management Analysis due 11/10 @ midnight
11
11/17 / ·  Assistive Technology in the Classroom
Guest Speaker:
Kendra Bittner (AIU)
Class meets in 5130 / North Central Regional Educational Laboratory, Learning Point Associates. Assistive technology to meet K–12 student needs. Retrieved July 2013 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm.
Bausch, M. E., & Jones-Ault, M. (2008). Assistive technology implementation plan: A tool for improving outcomes. TEACHING Exceptional Children, 41(1), 6-14. / Module 12: Assistive Technology in the Classroom
12
Online
Week of
11/23 / ·  Supporting Students with Significant Disabilities / Snell, M., & Brown, F. (2011). Chapter 1: Educating Students with Severe Disabilities. In Instruction of Students with Severe Disabilities, 1-30.
Kurth, J.A. (2013). A Unit-Based Approach to Adaptations in Inclusive Classrooms. Education and Treatment of Children, 46(2), 34-43. / Module 13: Supporting Students with Significant Disabilities / INCLUDE Lesson Plan due 11/24 @ midnight
Online Assignment Due: 11/29 @ midnight
13
12/1 / ·  Strategies for Independent Learning / Thompson, S. J. (1999-2005). Special connections: Instructional Accommodations.
Thompson, S. J. (1999-2005). Special connections: Instructional tools related to instructional accommodations. / Module 14: Strategies for Independent Learning / Individual Student Case Study Presentations
14
Online
Week of 12/7 / ·  Social Skills and Students with Disabilities
·  Mental Health Issues / Temple Grandin on Mark Zuckerberg and overcoming Autism (Video)
Atkins, M.S, Hoagwood, K.E., Kutash, K., & Seidman, E. (2010). Toward the integration of education and mental health in schools. Administration and Policy in Mental Health and Mental Health Services Research, (37), 40-47. / Module 15: Social Skills and Students with Disabilities and Mental Health Issues / Individual Student Case Study due 12/8 @ midnight
Online Assignment Due: 12/13 @ midnight

10

Assignments

Course Requirements / Description / Point Value / Due Date
Individual Student Case Study (ISCS) / Collaborate with teachers, parents and school personnel to gather pertinent data & implement interventions to effectively increase student participation and achievement / 35 points / Part I Due: 10/6 @ Midnight
Part II Due: 10/27 @ Midnight
Presentation Date: 12/1
Final Project Due: 12/8 @ Midnight
Classroom Behavior Management Analysis (CBMA) / Analyze a classroom management plan in order to apply knowledge of scientific principles influencing academic and social behavior to create a positive and productive learning environment / 25 points / Due: 11/10 @ Midnight
INCLUDE Lesson Plan (ILP) / Preparing and delivering research based instruction to accommodate learning for all students / 10 points / Due: 11/24 @ Midnight
Distance Modules / See online modules / 15 points each / Due: 11/29 @ Midnight
Due: 12/13 @ Midnight
100 points

Assignment Submission and Grading Policies

Assignments should be submitted electronically via email by the established due date. Special circumstances will be considered if discussed with your instructor PRIOR to an assignment being late. Late assignments submitted without prior notice to the instructor will result in a grade of ZERO.

Ø  All assignments should be 12 point font, Times New Roman, 1” margins, double spaced. Be sure your name is included on every document.

Ø  APA style should be used for citations and references where appropriate.

Ø  Assignments should be submitted electronically to .

Ø  Please, save and attach your assignment as a Word document using the following format for both saving and for the subject line of your email: Full Name-Assignment Name (Ex. Amy Srsic-ISCS Part I)

Ø  Please, do not include any other correspondence in your message unrelated to the specific assignment being submitted. Any other course related messages or questions should be sent in a separate message.

Letter grades will be assigned as follows:

Percentage of
Points Earned / Letter Grade / Level of Attainment / Grade Points
94-100 / A / Superior / 4.00
90-93 / A- / 3.75
88-89 / B+ / Adequate / 3.25
83-87 / B / 3.00
80-82 / B- / 2.75
78-79 / C+ / Minimal / 2.25
73-77 / C / 2.00
70-72 / C- / 1.75
<70 / F / Failure / 0.00

Ø  G and I Grades – A student may be graduated without removing G and/or I grades from the record provided all degree requirements have been met and the student's department recommends graduation. The individual school's grading policy should be consulted for regulations dealing with the removal of I grades. Students assigned G grades are required to complete course requirements no later than one year after the term in which the course was taken. Once the deadline has passed, the G grade will remain on the record, and the student will be required to re-register for the course if it is needed to fulfill requirements for graduation.

General Class and University Policies

Students are expected to demonstrate professional behavior in all interactions. The faculty encourages you to approach this as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.

·  Confidentiality

o  You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or completing assignments for courses or speaking about your field experience and the students you work with, use pseudonyms (not initials) for student, teacher, and school names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers, or staff secure from the view of others.

·  Academic Integrity

o  Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.

·  Attendance

o  Students are expected you to attend and actively participate all sessions. Attendance will be taken at the start of each class. If you are unable to attend class due to illness or other significant personal circumstances, email the instructor prior to the start of class. Students are responsible for all content covered in missed sessions.

·  Participation

o  You are expected to actively participate in course discussions and activities. This helps you better learn the material and it helps your instructor gain better insight into your learning. You are expected to complete all required readings according to the timeline delineated in the course syllabus so that you will be able to better participate in class discussions and activities. If you do not understand something, please, ask!

·  Technology

o  You are not permitted to use cell phones, laptops, etc. during face-to-face class sessions for purposes unrelated to class. If you have a special situation that needs to be considered, please, let your instructor know within the first week of the course.

·  Communication

o  Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. If you need assistance or wish to discuss any aspect of the course, do not hesitate to ask. You may also schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.