QATAR UNIVERSITY

COLLEGE OF EDUCATION

COURSE NUMBER: EDUC 317

COURSE TITLE (CRH) : Inclusive Classrooms ( 3 CHS )

SEMESTER AND YEAR

CLASS MEETING TIME/LOCATION

INSTRUCTOR: EMAIL:

OFFICE NUMBER:OFFICE HOURS:

PHONE: CLASS MEETING TIME/LOCATION:

College of Education Conceptual Framework

Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership

.

College of Education Unit Learning Outcomes:

Teaching (mark on the box as appropriate)

1 / Content:Apply key theories and concepts of the subject matter. / √
2 / Pedagogy:Plan effective instruction to maximize student learning. / √
3 / Technology:Use current and emerging technologies in instructionally powerful ways.
4 / Diversity: Foster successful learning experiences for all students by addressing individual differences. / √

Scholarship

5 / Problem Solving:Arrive at data-informed decisions by systematically examining a variety of factors and resources.
6 / Scholarly Inquiry:Actively engage in scholarship by learning from and contributing to the knowledge base in education. / √

Leadership

7 / Ethical Values:Apply professional ethics in all educational contexts. / √
8 / Initiative:Lead positive change in education.

Course DESCRIPTION

This course is designed to prepare the educator to effectively teach a range of students found in the typical general education classroom. Various disabilities will be addressed in terms of Intervention techniques that are research proven. Practical strategies, accommodations and Modifications for students with disabilities in the general education classroom will be emphasized.

Prerequisites:None.

Course Objectives:

  1. Demonstrate an understanding of relevant international and national legislation, regulation, and policies that pertain to the development of educational programs for students with special needs, including major categories of disabilities.
  2. Discuss the concept of least restrictive alternatives and examine the research and rationale for inclusive education.
  3. Demonstrate an understanding of the role and responsibilities of the general educator in the design of Individual Education Programs (IEP), including identification, referral, IEP development, and implementation.
  4. Discuss principles of educational assessment for special populations, including testing bias, sensitivity to cultural and language factors.
  5. Demonstrate an understanding of appropriate instructional materials and methods for students with low incidence disabilities and the accommodations that can be made for them in general education classrooms.
  6. Describe effective curricular and instructional approaches and accommodations that ensure access to the content areas, including literacy, mathematics, science, and social studies.
  7. Demonstrate an understanding of strategies for increasing students' positive behaviors and promoting the social integration of students with special needs in general education classrooms.
  8. Demonstrate an understanding of the characteristics and effective applications of collaboration, including working with families and paraprofessionals in the design and implementation of assessment and instructional programs for students with disabilities.

Course Learning Outcomes

  1. Apply relevant international and national legislation, regulation, and policies that pertain to the development of educational programs for students with special needs, including major categories of disabilities.
  2. Implement the concept of least restrictive alternatives.
  3. Design as general educator Individual Education Programs (IEP), including identification, referral, IEP development, and implementation.
  4. Analyze classroom and student needs in organizing and planning instruction for special populations, including the design of accommodations and the use of assistive technologies.
  5. Implement the assessment data and instructional programs for with special learning needs.
  6. Use appropriate instructional materials and methods for students with low incidence disabilities and the accommodations that can be made for them in general education classrooms.
  7. Apply effective curricular and instructional approaches and accommodations that ensure access to the content areas, including literacy, mathematics, science, and social studies.
  8. Apply strategies for increasing students' positive behaviors and promoting the social integration of students with special needs in general education classrooms.
  9. Participate effectively as a team member in making placement and instructional decisions and planning individual programs that result in appropriate placement and intervention for individuals with exceptional learning needs.

Textbooks and Readings

Mastropieri, M.A. & Scruggs, T.E (20011).The inclusive Classroom Strategies for Effective Instruction (2nd Ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Mitchell, D. (2008). What really works in special and inclusive education: Using evidence based Teaching strategies. Abingdon, Oxon: Rutledge.

SUPPLEMENTARY Readings

  1. Algozzine, B., Audette, B., Ellis, E., Marr, M.B., & White, R. (2000). Supporting teachers, principals, and students through unified discipline. Teaching Exceptional Children, 33, 42-47.
  2. Anguiano, P. (2001). A first-year teacher’s plan to reduce misbehavior in the classroom. Teaching Exceptional Children, 33, 52 - 55.
  3. Blake, C., Wang, W., Cartledge, G., & Gardner, R. (2000). Middle school students with serious emotional disturbances serve as social skills trainers and reinforcers for peers with SED. Behavioral Disorders, 25, 280-298.
  4. Boyce, C. A., Hoagwood, K., Lopez, M. L., & Tarullo, L. B. (2000). The head start mental health research consortium: New directions for research partnerships. Behavioral Disorders, 26, 7 - 12.
  5. Boulineau, T., Fore III, C., Hagan-Burke, S., & Burke, M. D. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly, 27, 105-111.
  6. Cartledge, g., Kea, C.D. & Ida, D.J. (2000). Anticipating differences: Celebrating strengths. Teaching Exceptional Children, 32, 30-38.5
  7. Chapman, D. A., Scott, K. G., & Mason, C. A. (2002). Early risk factors for mental retardation: Role of maternal age and maternal education. American Journal on Mental Retardation, 107, 46-59.
  8. Coutinho, M. J., Oswald, D. P., Best, A. M., & Forness, S. R. (2002). Gender and sociodemographic factors and the disproportionate identification of culturally and linguistically diverse students with emotional disturbance. Behavioral Disorders,27, 109 – 125.
  9. Crum, C. F. (2004). Using a cognitive-behavioral modification strategy to increase ontask behavior of a student with a behavior disorder. Intervention in School & Clinic,39, 305 – 309.
  10. Cruz, L., & Cullinan, D. (2001). Awarding points, using levels to help children improve behavior. Teaching Exceptional Children, 33, 16 - 23.
  11. Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a wholeclass token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41, 351 – 361.
  12. Forness, S. R., Kavale, K. A., Crenshaw, T. M., & Sweeney, D. P. (2000). Best practice in treating children with ADHD: Does not using medication in a comprehensive intervention program verge on malpractice? Beyond Behavior, 10, 4 – 7.
  13. Fuchs, L. S., & Fuchs, D. (2004). Responsiveness to mathematical problem-solving instruction: Comparing students at risk of mathematics disability with and without risk of reading disability. Journal of Learning Disabilities, 37, 293-306.
  14. Gibb, G. S., Dyches, T. T. (2000). Guide to writing quality individualized education programs: What’s best for students with disabilities. Needham Heights, MA: Allyn &Bacon.
  15. Gonzalez-Alvarez, L.I. (1998). A short course in sensitivity training. Working with Hispanic families of children with disabilities. Teaching Exceptional Children , 31, 73-77.
  16. Greenes, S., Powers, L. E., Lopez-Vasquez, A. L. (2001). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, 265 - 282.
  17. Greenwood, C. R. (2001). Science and students with learning and behavior problems. Behavioral Disorders, 27, 37 – 52.
  18. Higgins, J. W., Williams, R. L., & McLaughlin, T. F. (2001). The effects of a token economy employing instructional consequences for a third-grade student with learning disabilities: A data-based case study. Education & Treatment of Children, 24,99 – 106.
  19. Leach, J. M., Scarborough, H, & Roscorla, L. (2003). Late-emerging reading disabilities. Journal of Educational Psychology, 95, 211-224.
  20. Maag, J. W. (2000). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67, 173-186.
  21. Mathes, M.Y., & Bender, W.N. (1997). Effects of self-monitoring on children with attention deficit hyperactivity disorder who are receiving medical interventions: Implications for inclusive instruction. Remedial and Special Education, 18, 121-128.
  22. Meyers, B., Valentino, C.T., Meyers, J., Boretti, M., & Brent, D. (1996).Implementing prereferral intervention teams as an approach to school-based consultation in an urban school system. Journal of Educational and Psychological Consultations, 7,119-149.
  23. Miller, S. P. (2002). Validated practices for teaching students with diverse needs and abilities. Boston, MA: Allyn & Bacon.
  24. Penno, D.A., Frank, A.R., & Wacker, D.P. (2000). Instructional accommodations for adolescent students with sever emotional or behavioral disorders within the natural classroom context. Behavioral disorders, 25, 325-343.
  25. Posavac, H.D., Sheridan, S.m., & Prosavac, S. (1999). A cueing procedure to control impulsivity in children with attention deficit hyperactivity disorder. Behavior Modification, 23, 234-254.
  26. Reinecke, D.R.k, Newman, B., & Meinberg, D.L. (1999). Self-management of sharing in three pre-schoolers with autism. Education and Training in Mental Retardation and Developmental Disabilities, 34, 312-317.
  27. Safran, S.P. (2000). Using movies to teach students about disabilities. Teaching Exceptional Children, 32, 44-48.
  28. Wagner, M., Kutash, K., Duchnowski, A. J., & Epstein, M. H. (2005). The special education elementary longitudinal study and the national longitudinal transition study: Study designs and implications for children and youth with emotional disturbance.Journal of Emotional & Behavioral Disorders, 13, 25 – 41.
  29. Walsh, K.K. (2002). Walsh, Kevin K. (2002). Thoughts on changing the term mental retardation. Mental Retardation; 40, 70-75.
  30. Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more self-determined in regular classrooms? Education and Training in Mental Retardation and Developmental Disabilities, 36, 357-62.
  1. Supportive Websites


/
/
/
/
/
/

Person First Language

All educators must practice the person-first language which places a focus on the person rather than his/her disability. In your oral and written communication, students in this program are expected to be role model and practice it.

Use of Blackboard: Students must visit the course site on Blackboard to view periodical announcements, posted course materials, grade book, and discussion board activities.

TaskStream Assignment(s): TaskStream assignments must be loaded onto your TaskStream page. All TaskStream assignments are graded on the TaskStream system, In this course, the TaskStream assignment is: IEP.

COURSE MATRIX

Unit Learning Outcomes / QNPS / Course Objectives / Course Learning Outcomes / Assessment (Tasks/Artifacts)
Content / 1 / 1 / 2 / Exams
Film report
Observation tools
Pedagogy / 3 / 2, 3, 6 / 2, 3, 7 / Case Study
Lesson plan
IEP
Diversity / 8 / 5, 7 / 4, 8 / Accommodations & Modifications Strategies
Problem Solving / 5 / 4 / 5 / Designing IEP
Ethical Value / 10 / 8 / 9 / Designing IEP

COURSE OUTLINE

Course Content Overview, Calendar and Teaching Methods

Units / Course Content / Teaching Methods / Calendar
The
Fundamentals / -Overview of the Syllabus & Assignments
-Introduction to Inclusive Teaching / Brainstorming Presentations / week 1
-Cooperation Between Home And School Partnerships And Procedures
-Therapeutic Intervention And Design Individualized Educational Plan
-Writing Behavioral Objectives Long-Term Short-Term (SMART)
-Planning For The Lesson
-Classroom Management Strategies / Group Discussion
Presentations / week 2-3
-Respond To Intervention (RTI) And SPED System At Supreme Education Council In Qatar For Additional Support
-Instruction Of Students With Mild Disabilities
-Teaching Students With Additional Support In Learning / Cooperative learning / week 4-5
Developing
Effective Teaching Skills / -How To Prepare The Student For The Diagnostic Process And The Process To Collect The Evidence For His/ Her Performance (Instructions Based On Evidence) And Planning To Be Taught In Inclusive Classroom
-Effectiveness Education For All Students In The Classroom
Improve Classroom Behavior And Development Of Social Skills (inclusive classroom strategies) / Presentations
Case Study
Film (Taare Zameen Taare) / week 6-7
Med term exam
-Learning Disability: Reading “Dyslexia, Writing And Dyscalculia, Dysgraphia, And Attention Deficit, Hyperactivity
-Planning For Teaching LD Students
Motivation And Reinforcement Methods
Strategies For Teaching Students in the inclusive classroom / Presentations
Group discussion
Case Study
(My brother, two brothers in one soul, film) / week 8-9
-Cooperative Learning And The Theory Of Multiple Intelligences
-Improve The Focus And Attention And Study Skills
Training Memory / Videotapes (Kuwait video tape , LD school)
Group discussion / Week 10-11
-Strategies for Teaching Students in the inclusive classroom (VAKAT) / Visiting MADA CENTER for IctQATAR
Presentations / week 12
Teaching in
the Content Areas / -Accommodations & modifications in the inclusive classroom and outside the classroom in various stages of education (k-12) / week 13
-Transition From Stage To Stage nd Present The Plan (Transition Plan) / Week 14
Final Exam

Teaching Methods and Assessments

Cooperative learning / Brainstorming
Presentation / Videotapes/ films
Field visits / Group discussion
jigsaw / Case study
Guest speaker / Web access

Requirements and Assessment

In order to achieve the goals of this course, candidates are expected to do the following:

  1. Attendance lectures on time ( Qatar University Roles )
  2. Participate and interaction with instructor and colleagues
  3. Finish assignment on time (check the Bb regularly)

Assignments (check the rubrics for each assignment in the Bb)

Points / Assignments / N
10 / Observation checklist (tools): case study (film) / 1
15 / Lesson plan/accommodations ( ONE lesson plan/ list of accommodations and modification) / 2
15 / Case study / Film report / 3
10 / Design IEP (assimilation) / 4
15 / Midterm exam / 5
35 / Final exam / 6
100 / Total

Grading System:

A = 100 - 90

B+ = 89.99 - 85

B = 84.99 - 80

C+ = 79.99 - 75

C = 74.99 - 70

D+ = 69.99 - 65

D = 64.99 - 60

F = 59.99 - 0

ACADEMIC HONESTY

Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.

Special Needs

In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.

Special Needs Section
Student Activities building
Men’sCampus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: ; Office hours: 7:30 AM – 2:30 PM

STUDENT COMPLAINTS POLICY

Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The nature of the complaints may be either academic or non-academic. For more information about the policy and processes related to this policy, you may refer to the students’ handbook.

LEARNING SUPPORT

Qatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the Learning Center may be found at

Rubrics for the assignments will be posted on the Blackboard course site.

Appendix

Qatar National Professional Standards for Teachers

1. Structure innovative and flexible learning experiences for individuals and groups of students.

2. Assess and report on student learning.

3. Use teaching strategies and resources to engage students in effective learning.

4. Foster language, literacy, and numeracy development.

5. Create safe, supportive, and challenging learning environments.

6. Construct learning experiences that connect with the world beyond school.

7. Apply Information and Communication Technology (ICT) in managing student learning,

8. Apply knowledge of students and how they learn to support student learning and development.

9. Apply teaching/subject area knowledge to support student learning.

10. Work as a member of professional teams.

11. Build partnerships with families and the community.

12. Reflect on, evaluate, and improve professional practice.

1

. The instructor reserves the right to modify the syllabus in response to the best interests of the students.