ECE3093 Inclusive Classroom and Exceptional - Mount Vernon ...

The School of Education and Professional Studies
Mount Vernon Nazarene University
Inclusive Classroom and Effective Instruction
ECE3092
Syllabus
Fall, 2007
Instructor: Jane Skon
I. Title: ECE3093 Inclusive Classroom and Effective Instruction
II. Credit Hours: 3 Credit Hours
III. Instructor: Jane Skon ext. 3417 email: jskon@mvnu.edu
Office: LLRC104
Office hours 11:30-12:30 MW; 10:30-1:30 R (prefer by appt.)
IV.
Course Description: This course presents an overview of the characteristics of young children
with disabilities and other special needs and practical teaching and learning strategies that are
relevant to the tasks of teachers in inclusive classrooms in today’s schools. Topics include
collaboration, inclusion, student diversity, individual education plans, assessment and referral,
differentiated curriculum and instruction.
V. Position of the Course in the University Curriculum: This course is taken by juniors who are
early childhood education majors. Prerequisite: Admission to Teacher Education or special
permission.
VI. Instructional Objectives: Letters and numbers in parentheses refer to MVNU Education
Department Candidate Proficiencies .
The candidate will be provided the opportunity to acquire, develop, and/or apply knowledge
which will enable the candidate to:
1. Know and understand the various characteristics of specific disability areas identified in
IDEA and the general adaptations that can be made for each of these disability areas.
(2A)
2. Know and understand the multiple influences on development and learning, includingthe
cultural and linguistic contexts for development, health status and disabilities, and
individual developmental variations and learning styles. (2A, 3A)
3. Know about appropriate screening and referral procedures used to identify young
children who may benefit from special services and understand the potentially negative
uses of assessment. (2E)
4. Create a supportive learning environment in which diversity of ability, learning style, and
culture are appreciated and respected. (1B, 1C, 2B)
5. Demonstrate the essential dispositions to develop positive, respectful relationships with
young children who may have disabilities, as well as those whose cultures/languages may
differ from their own. (1A, 1B, 3B, 3D)
6. Design the environment to support specific goals, including goals from Individual
Education Plans (IEPs), and Individual Transition Plans (ITPs). (1B, 2B)
7. Know about the fundamentals of inclusive teaching, including information on the history
of special education, the legal background of legislation for individuals with disabilities,
and relevant practical information on the Individualized Education Program (IEP). (2F)
8. Create bias-free lessons, activities, and materials that operate at multiple levels to meet
the individual needs of diverse learners and that support the learning goals from
Individual Education Plans (IEPs) and Individual Transition Plans (ITPs). (2A, 2C, 2F)

9. Know about the legal background of legislation for individuals with disabilities and
uphold professional guidelines, including relevant laws pertaining to the rights of
students with disabilities. (3C)
10. Demonstrate the essential skills for consultation and collaboration with students, parents,
and other school personnel, including intervention specialists, paraprofessionals, and
other specialized school personnel. (2H, 3D)
VII. Institutional Goals promoted by this course: MVNU strives, through
educational programming and community life, to foster and strengthen the students’
intellectual and moral virtues in serving society. Mount Vernon University seeks to
equip students to:
A. To think and act Christianly by
a. Integrating faith and learning.
b. Reasoning logically and thinking critically.
c. Solving problems creatively and imaginatively.
d. Communicating effectively.
e. Viewing learning as a sacred and life-long calling.
f. Respecting the viewpoints of others.
g. Suspending judgment when truths appear to be ambiguous or
discrepant.
B. To affirm a Wesleyan world view by
A. Committing oneself to Christ and His teachings as found in the Scriptures.
B. Making moral commitments, discriminations/judgments from a Wesleyan
worldview.
C. Appreciating variety and beauty in creation and culture.
D. Valuing all truth as God’s truth.
1. Striving for integrity in thought and action.
C. To assume their rights and responsibilities by
a. Living a life of stewardship and servanthood in community.
b. Providing leadership in the Church of the Nazarene and the greater
evangelical church.
c. Seeking physical, psychological, social, and spiritual wholeness.
d. Working redemptively within diverse institutions and communities.
VIII. Pedagogy
A variety of pedagogical methods will be used, including lecture, discussion,
cooperative peer learning, simulations, case studies, media field trip, and active
participation in a resource room for exceptional, diverse, and at-risk students. A
series of speakers representing different areas of exceptionality and diversity will
share with the class.
IX.
Texts and Class Readings
Hayden, Torey. (1981). Somebody Else's Kids. NY: Avon Books.
Salend, S. J. (2008). Creating Inclusive Classrooms. 6th Edition. Columbus, OH:
Pearson.
X. Assessment
a. Inclusion Heuristic: (10 points) complete the heuristic according to the
definition of inclusion, characteristics of an inclusive classroom, what inclusion
is, and what it isn’t.
b. Blackboard Discussion: Candidates will ask one question and answer one
question on blackboard regarding assigned readings, as outlined in the course
syllabus.

c. Somebody Else’s Kids: Candidates will meet in discussion groups after
reading assigned sections of Somebody Else’s Kids. Each candidate will respond
to assigned readings through chosen learning modalities. A quiz will be taken on
Blackboard at the completion of the book.
d. IEP: Using a case study, candidates will create an IEP as an interdisciplinary
team or Intervention Assistance Team.
e. Adapted Lesson: (15 points each) Develop a lesson plan to present to the class
and demonstrate how it is adapted for our case study class.
f. Web Quest Project: (100 points) Candidates will work in groups through a
web quest project to complete learning centers based on differing learning
profiles of students. Learning centers must educate classmates in various
learning styles and multiple intelligences as well as in valuing and understanding
diversity.
g. Observation/Interviews of Classroom Teacher and Intervention
Specialist: (25 points) preferably this will be a simultaneous interview about the
roles of and collaboration between the classroom teacher and the intervention
specialist, and how to foster relationships that are conducive to success of all
students. If a simultaneous interview is not possible, these interviews can be done
separately, then compared and contrasted in your paper. The final report of your
interview should be three to five pages in length and should include ideas you
have developed through the interview about how to foster collaboration for the
purpose of making inclusion successful in your classroom.
h. Inclusive Classroom Design: Given relevant information from an IEP, the
candidate will design a supportive learning environment for a including bias-free
lessons, activities, and materials that operate at multiple levels to meet the
individual needs of diverse learners and that support the learning goals from the
IEP.
i. Inclusion Statement: (25 points) Write a five page paper including the
following topics:
i. Your commitment to an inclusive classroom
ii. A rationale for inclusion
iii. How you will meet the needs of all students
j. Inclusion Resource: (100 points) Candidates will develop a resource including
materials collected over the semester, and organized to demonstrate learning and
application of the concepts learned throughout the course. These resources will
be presented and explained in a one-to-one conference with the professor as the
course final. This should be in a binder set up according to the objectives of the
class, in order to demonstrate how each of the course objectives have been met
throughout the semester.
Assessment Objectives OSTP Due Points
Inclusion Heuristic 7 1.3., 1.4 Sept. 11 10
Blackboard Discussion 1, 2, 3, 5, 6, 8, 1.1, 1.5 See
70
9
Calendar
Somebody Else’s Kids 2, 4, 6 1.1, 1.4, 1.5 Wkly thru 90
Oct. 18
Inclusive Classroom Design 4, 5, 6 5.1, 5.2 Nov. 20 25
IEP 1, 3,6, 7,8, 9 1.2, 1.3, 1.5, 3.3 Oct. 30 25
Lesson Plan and Presentation 1, 2, 6, 7 3.3, 4.2, 4.3, 4.4, 4.5, 4.6 Dec. 6 25
Observation/Interviews of CT 6, 10 3.4, 4.6, 6.3, 6.4 Oct. 9 25
and IS
Web Quest 2, 4 3.3, 4.2, 4.5, 4.7, 5.4 Dec. 4 100
Inclusion Statement 2, 4, 5, 6, 8, 9 1.3, 1.4, 7.3 At final 30
Final Exam/Inclusion Resource ALL! 1.1, 1.2, 1.3, 1.4, 1.5, 4.7, 6.1, TBA 100
7.1, 7.3
Total 500

Grading Scale:
94-100 A
90-93 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
59 or less F
X. Policies:
A. Attendance--Attendance at each class is expected. Ten(10) points will be deducted
from the total accumulated for each unexcused absence beyond three. (An excused
absence is one in which the student is ill and has notified the instructor by phone or
e-mail before class and has contacted the nurse and been told not to go to classes OR
an unavoidable absence which, except in the case of emergencies, will be arranged in
advance). Three cases of tardiness and/or leaving class early, exceeding 5 minutes
each will be counted as one absence.
B. APA Style— all written work is to be done in APA style.
C. Late work—If there is a legitimate reason for work to be turned in late, arrangements
must be made in advance for how the situation will be resolved. Otherwise, late work
will result in a 10% deduction per school day late.
D. Make-up examination--If it is necessary to miss a regularly scheduled exam due to
illness or other emergency, arrangements must be advance of the regularly scheduled
exam time. If no such contact is made and the student does not show up for an exam,
(s)he will automatically receive a zero.
F. Cheating/plagiarism—MVNU students are expected to demonstrate the highest level
of integrity in matters of academic honesty. In the unfortunate event that academic
integrity is violated, such as in cases of cheating and/or plagiarism, the MVNU
"Academic Integrity" policy will be strictly enforced.
G. Portfolio: The MVNU Teacher Education faculty encourages each student to
systematically collect materials which could be included in an interview portfolio to
highlight strengths and capabilities. A portfolio is an excellent means to showcase
the depth and breadth of the teacher education candidate’s knowledge, skills and
dispositions. The items should be a longitudinal collection across the teacher
education program. Examples of portfolio materials are photos of a special event,
lesson/unit plans, personal instructional/discipline philosophy statements, special
projects, thank you notes, letters of recommendation, etc. Choose assignments from
this course which demonstrate your growth in knowledge, skills and dispositions with
respect to creating an inclusive learning environment for all students.

XI. The Schedule
MCE3092 Course Calendar -- Fall, 2006
Week Topic Assignments Due Readings Due
WEEK 1 Fundamentals of
Objective 7
Inclusive Education
September 6 Introduction
WEEK 2 History and Laws of
Objectives 7 & 9; 1
Special Education
September 11 IDEA; Legislation
Learning Perspectives
Inclusion
Heuristic
Chapter 1, Creating Inclusive
Classrooms
September 13 Learning Disabilities Lit Circle Role NICHCY: Learning Disabilities
Somebody Else’s Kids
WEEK 3 Screening and
Objectives 3, 6, & 7; 1
Referral Procedures
September 18 Screening, Referrals,
and IEP Process
Chapter 2, Creating Inclusive
Classrooms
September 20 Mental Retardation Lit Circle Role NICHCY: Mental Retardation
Somebody Else’s Kids
WEEK 4 Multiple Influences Blackboard
Objectives 2; 1
on Development
and Learning
Discussion
September 25 Culture, Language,
Learning Styles, etc.
Chapter 3, Creating Inclusive
Classrooms
September 27 Emotional Lit Circle Role NICHCY: Emotional Disturbance
Disturbance
WEEK 5 Supportive Learning Blackboard
Objectives 6 & 10, 1
Environment Discussion
October 2 Collaboration Chapter 4, Creating Inclusive
Classrooms
October 4 Speech and Language
Disorders
Lit Circle Role NICHCY: Speech and Language
Disorders
WEEK 6 Supportive Learning Blackboard
Objectives 1, 4 & 5
Environment Discussion
October 9 Hearing and Visual
Impairments
Interviews due NICHCY: Hearing Impairment/
Visual Impairment
October 11 Creating Supportive
Learning Env.
Lit Circle Role Chapter 5, Creating Inclusive
Classrooms
WEEK 7 Transitions Finish SEK Objective 6
October 16 Transitions Chapter 6, Creating Inclusive
Classrooms
Finish Somebody Else’s Kids
October 18 Somebody Else’s
Kids Test
WEEK 8
October 23
Case Studies
Case Study
Collaboration

October 25 ADHD NICHCY: ADHD
WEEK 9 IEP Blackboard
Discussion
October 30 IEP Conferences IEP
November 1 Autism, Asperger’s
NICHCY: PDD
Syndrome and
Related Disorders
WEEK 10 Learning
Environment
November 6 Create Learning
Environment
Blackboard
Discussion
Chapter 7, Creating Inclusive
Classrooms
November 8 Orthopedic
NICHCY: Orthopedic Impairment
Impairment
WEEK 11 Adaptations & Blackboard
Objective 8
Modifications Discussion
November 13 Creating Lessons,
Activities & Materials
Chapter 8, Creating Inclusive
Classrooms
November 15 Creating Lessons Chapter 10 or 11, Creating
Inclusive Classrooms
WEEK 12 Thanksgiving
November 20 Learning Environment Classroom
Design
November 22 NO CLASS Thanksgiving Break
WEEK 13 Accommodating
Diversity
November 27 Diversity Web Quest Blackboard
Discussion
Chapter 9, Creating Inclusive
Classrooms
November 29 Diversity Web Quest Attend Diversity Seminar Tonight!
WEEK 14 Bias-free Teaching
December 4 Presentations Web Quest
December 6 Presentations Lessons Due
WEEK 15 Creating An
Inclusive Learning
Community
Inclusion
Statement and
Resource
December 11 Final Exam 8:00-9:50
XI. Student Rights: Any student with a documented disability who may require special
accommodations should speak to the instructor as early in the semester as
possible to receive effective, appropriate and timely accommodations.
XII. Bibliography:
Bender, W. N. (2002). Differentiating instruction for students with learning
disabilities. Thousand Oaks, CA: Corwin Press, Inc. and Council for Exceptional
Children.

Byrnes, M. A. (2002). Taking sides: Clashing views on controversial issues in special
education. Guilford, CT: McGraw Hill/Dushkin.
Cole, Sandi, Horvath, Barbara, Chapman, Carrie, Deschenes, Cathy, Ebeling, David,
and Sprague Jeffrey. (2000). Adapting Curriculum and Instruction in Inclusive
Classrooms: A Teacher’s Desk Reference, 2 nd Edition. Bloomington, IN: The
Center on Education and Lifelong Learning.
Fisher, D., Sax, C., and Pumpian, I. (1999) Inclusive high schools. Baltimore, MD:
Brookes.
Gregory, Gayle and Chapman, Carolyn. (2002). Differentiated Instructional
Strategies: One Size Doesn’t Fit All. Thousand Oaks, CA: Corwin Press.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD.
Kennedy, C. H. and Fisher, D. (2001). Inclusive middle schools. Baltimore, MD:
Brookes.
Koegel, L. K., Koegel, R. L., and Dunlap, G. (2004). Positive behavioral support:
Including people with difficult behavior in the community. Baltimore, MD:
Brookes.
Lerner, J. W. and Kline F. (2006). Learning disabilities and related disorders:
characteristics and teaching strategies. 10 th edition. NY: Houghton Mifflin.
Thomas, G. and Vaughan, M. (2004). Inclusive education: readings and reflections.
NY: Open University Press.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom.
Alexandria, VA: ASCD.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms. 2 nd edition. Alexandria, VA: ASCD.
Tomlinson, C. A. (1999). The differentiated classroom: responding to the needs of
all learners. Alexandria, VA: ASCD.
Yatvin, J. (2004). A room with a differentiated view: How to serve all children as
individual learners. Portsmouth, NH: Heinemann.