Inclusion:
Working with Students
with Special Needs
|
|
Dr.
Karen Lea |
|
Phone: |
509-891-7219 |
Office
Hours: |
8
a.m. to 5 p.m. PST Monday - Friday |
Email: |
|
Address: |
Virtual
Education Software |
|
23403
E Mission Avenue, Suite 220F |
|
Liberty
Lake, WA 99019 |
Technical
Support: |
Inclusion: Working with Students with
Special Needs in General Education Classrooms was written to help teachers understand concepts and terms
related to educating students in inclusive classrooms. The course also helps
teachers learn about the continuum of placements school systems can use in
providing special education and related services to students with disabilities.
Information discussed is also designed to help you understand the federal
definition of students entitled to special education services, as well as
procedures you can use in determining whether these students can be educated in
the regular classroom. The course also identifies and describes the roles and
responsibilities of special and general educators in providing special
education services to students educated in inclusive classrooms and
instructional and classroom management strategies teachers can use to work with
these students in the least restrictive environment.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical
support information can be found in the Help section of your course.
Title: |
Inclusion: Working with Students with Special Needs in
General Education Classrooms |
Publisher: |
Virtual Education
Software, inc. 2002, Revised 2010, Revised 2015, Revised 2017. Revised 2020 |
Instructor: |
Dr. Karen Lea |
Academic Work
Academic work submitted
by the individual (such as papers, assignments, reports, tests) shall be the
student’s own work or appropriately attributed, in part or in whole, to its
correct source. Submission of commercially prepared (or group prepared)
materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will
encourage honesty in others by refraining from providing materials or
information to another person with knowledge that these materials or
information will be used improperly.
Violation of these academic standards will result in the
assignment of a failing grade and subsequent loss of credit for the course.
Level
of Application
This course is designed as an
informational course for K-12 regular and special education teachers,
administrators, parents, and related service personnel. Information discussed
is designed to help you better understand current educational models being used
to educate students with disabilities in the general education classroom. This course will allow you to compare and
identify how school districts in your own area are implementing inclusion
programs, handling current inclusion issues, and some of the practices
teachers are using to educate students in inclusive settings.
Expected Learning Outcomes
As a result of taking this course,
participants will be able to demonstrate their ability to:
·
Explain federal law and
regulations and how these affect educators
·
Correctly use key terms
when communicating with a special education team and guardians
·
Use Response to
Intervention at an initial level
·
Identify characteristics
of special needs students
·
Apply strategies for
effective teaching, including classroom management
·
Choose appropriate
instructional and assessment accommodations and modifications
Course Description
Information provided in this course has been divided into
five chapters, which should be completed in the order in which they are
presented in the program. Once you have completed these five chapters, you
should have a better understanding of the concept of inclusion and how it came
about. You are strongly encouraged to read additional journal articles, books,
and research materials outside the course material to gain a better
understanding of current issues related to educating students with disabilities
in inclusive classrooms.
Chapter 1: The Concept & Federal Definition of Students
with Disabilities
This chapter focuses on federal
law and regulations, and key terms and concepts. This is foundational knowledge
for educators to understand their legal responsibility in teaching all students
with special needs. After reading information provided in this chapter, you
should be able to:
·
Describe the federal definition of students with disabilities
·
Describe the criteria school systems can use to determine
whether a student falls under one of the categories of disabilities
·
Describe key concepts/terms
·
List and describe federal legislation and court cases that
have contributed to the movement toward educating students with disabilities in
the classroom
·
List and describe the continuum of settings school systems
can use to educate students with disabilities
·
List and describe characteristics of effective inclusion programs
·
List and describe the advantages and disadvantages of inclusion
Chapter 2: Federal Laws &
Regulations
Chapter 2 focuses on the federal laws and regulations. It is
important that you understand these since they do govern your school and your
classroom. Reading and hearing about this information can become overwhelming,
so take your time moving through this section. Having a good foundational
knowledge of the laws and regulations will help you apply strategies that will
be discussed later in the course. After reading the information provided in
this chapter, you should be able to:
·
List and describe legal
procedures and criteria school systems and educators are required to use in
evaluating, identifying, and educating students with disabilities, and the
special education and related services needed;
·
List and describe the
provisions specified under IDEA, and the mandate each provision specifies
school systems must use in working with students with special needs;
·
List and describe the
provisions specified under federal regulations and procedures school systems
must use in working with students with special needs;
·
Describe the special
education and related services school systems are mandated to provide to
students with disabilities;
·
Describe the procedural
safeguards parents of students with disabilities are granted under IDEA;
·
Describe the civil rights
students with disabilities are granted under Section 504, and ADA;
·
Describe the purpose of
an Individualized Education Program (IEP) and an Individualized Family Service
Plan and the components or information that needs to be specified in each document;
·
List and describe the
similarities and differences between regulations for the various
education-related acts;
·
List and describe
procedures school systems are expected to go through at the pre-referral and
referral stages;
·
List and describe the
Response to Intervention (RTI) process, and procedures school systems are
expected to go through before a child is referred for an in-depth assessment,
for the purpose of determining whether he/she has a disability and/or is
labeled as a student with a specific learning disability;
·
Describe the roles and
responsibilities of teachers, school-based problem solving
team members, and the multidisciplinary (IEP) team in identifying and providing
special education and related services to students with special needs; and
·
Describe procedures
special and general educators can use to determine whether students with
disabilities can be educated in the general education classroom.
Chapter 3: Special &
General Educator Collaboration
This chapter focuses on the impact the
movement toward educating students with special needs in the general education
classroom has had on the roles and responsibilities of special and general
educators, strategies teachers can use to work collaboratively, and procedures
teachers can use to determine whether students need accommodations and
modifications. After reading information provided in this chapter, you should
be able to:
·
Describe the impact the movement toward educating students
with special needs in the general education classroom has had on teachers;
·
Describe the role and responsibilities of teachers in terms
of educating students with disabilities in inclusive classrooms;
·
Define the term “collaboration” and describe different
collaborative models special and general educators can use to provide special
education and related services to students educated in general education
classrooms (e.g. co-teaching);
·
List and describe characteristics that must be in place for
special and general educators to collaborate successfully; and
·
List and describe the steps special and general educators
should go through in setting up their own collaborative efforts.
Chapter 4: Differentiated Instruction, Accommodations, &
Modifications
Chapter four focuses on why special and general educators
need to differentiate instruction and provide instructional and assessment
accommodations and modifications for students educated in inclusive classrooms.
After reading the information provided in this chapter, you should be able to:
·
Specify regulations that mandate that students should be
provided with adaptations;
·
Define the terms “differentiated instruction,” “curricular
adaptations,” “accommodations,” and “modifications”;
·
List and describe instructional accommodations and
modifications teachers can provide to students educated in inclusive classrooms;
·
List and describe the steps special and general educators
can use to determine accommodations and modifications students may require in
inclusive classrooms;
·
Describe steps special and general educators can go through
in determining whether a student will or will not participate in state- or
district-wide assessment programs; and
·
List and describe types of assessment accommodations
teachers can provide for students during testing.
Chapter 5: Methods for
the Classroom
Chapter five focuses on procedures
special and general educators can use to structure their classroom environment
and manage students’ behaviors. After reading information provided in this
chapter, you should be able to:
·
List and describe factors that may result in students’
inappropriate classroom behavior;
·
Define “functional assessment” and describe procedures
educators can use to evaluate their classroom setting;
·
List and describe strategies educators can use to structure
their classroom setting and increase students’ appropriate classroom behavior
and decrease inappropriate classroom behavior; and
·
List and describe the importance of identifying the
relationship between students’ behaviors and learning.
Student Expectations
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course.
*Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any section on which your examination
score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum exam
score requirements may vary by college or university; therefore, you should
refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Examinations
At
the end of each course section, you will be expected to complete an examination
designed to assess your knowledge. You may take these exams a total of three
times. Your last score will save, not the highest score. After your third attempt, each examination
will lock and not allow further access.
The average from your exam scores will be printed on your
certificate. However, this is not your
final grade since your required writing assignments have not been
reviewed. Exceptionally written or
poorly written required writing assignments, or violation of the academic
integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all
questions. If you try to exit the exam before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Writing Assignments
All assignments are reviewed and may
impact your final grade. Exceptionally or poorly written
assignments, or violation of the Academic Integrity Policy (see course syllabus
for policy), will affect your grade. Fifty percent of your grade is determined
by your writing assignments, and your overall exam score determines the other
fifty percent. Refer to the Essay Grading Guidelines which were sent as
an attachment with your original course link. You should also refer to the Course Syllabus Addendum which was sent as
an attachment with your original course link, to determine if you have any
writing assignments in addition to the Critical Thinking Questions (CTQ) and
Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing assignments
must meet the minimum word count and are not to include the question or your
final citations as part of your word count.
In other words, the question and citations are not to be used as a means to meet the minimum word count.
Critical Thinking Questions
There are four CTQs that you are required to complete. You
will need to write a minimum of 500 words (maximum 1,000) per essay. You should
explain how the information that you gained from the course will be applied and
clearly convey a strong understanding of the course content as it relates to
each CTQ. To view the questions, click
on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will
bring up a screen where you may enter your essay. Prior to course submission, you may go back
at any point to edit your essay, but you must be certain to click SAVE once you
are done with your edits.
You must click SAVE before you write
another essay or move on to another part of the course.
Journal Article Summations
You are required to write, in your own words, a summary on a
total of three peer-reviewed or scholarly journal articles (one article per
JAS), written by an author with a Ph.D., Ed.D. or similar, on the topic
outlined within each JAS section in the “Required Essays” portion of the course
(blogs, abstracts, news articles or similar are not acceptable). Your article
choice must relate specifically to the discussion topic listed in each
individual JAS. You will choose a total of three relevant articles (one
article per JAS) and write a thorough summary of the information presented in
each article (you must write a minimum of 200 words with a 400
word maximum per JAS). Be sure to provide the URL or the journal name,
volume, date, and any other critical information to allow the facilitator to
access and review each article.
To write your summary, click on REQUIRED ESSAYS and choose
the JAS that you would like to complete. A writing program will automatically
launch where you can write your summary. When you are ready to stop, click SAVE.
Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are
done with your edits. For more information on the features of this assignment,
please consult the HELP menu.
You must click SAVE
before you write another summary or move on to another part of the course.
You may contact the
instructor by emailing karen_lea@virtualeduc.com or by calling (509) 891-7219 Monday
through Friday. Calls made during office hours will be answered within 24
hours. Phone conferences will be limited to ten minutes per student, per day,
given that this is a self-paced instructional program. Please do not contact
the instructor about technical problems, course glitches, or other issues that
involve the operation of the course.
If you have questions or problems related to the operation
of this course, please try everything twice. If the problem persists
please check our support pages for FAQs and known issues at www.virtualeduc.com
and also the Help section of your course.
If you need personal assistance
then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please
know your course version number (it is located at the bottom left side of the
Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi
if you have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course
Completion Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
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Course content is updated every three years. Due to
this update timeline, some URL links may no longer be active or may have
changed. Please type the title of the organization into the command line of any
Internet browser search window and you will be able to find whether the URL
link is still active or any new link to the corresponding organization's web
home page.
10/21/20 JN