Purdue University EDPS 265 The Inclusive Classroom Spring 2004 Instructor: Deitra A. Kuester, MA - [email protected] - BRNG 5135 - 494-0094 or 494-7332 (Secretary) TAs: Anna Strati - [email protected] and Mash-Arium Bat-Erdene - [email protected] Syllabus Purpose. This course provides pre-service teachers with foundational knowledge and skills needed to be effective teachers of students identified to have exceptional needs or talents in K-12 general education settings. The course is designed to support pre-service teachers in addressing the following goals:  To understand disabilities and talents from a school as well as a personal perspective;  To acquire a general knowledge base about different disabilities and talents;  To understand the roles of general and special educators in providing services to students with identified disabilities and talents in collaboration with families and other professionals;  To learn strategies for creating inclusive learning environments that support all students; and  To learn strategies to differentiate instruction for all students. Rationale. The complex needs of today's diverse student population requires a collaborative effort by all educators, both general and special -- bringing together the best from both traditions to support children and youth; in particular, those children and youths for whom learning is difficult. Pre-service teachers will learn how to access special education and other services, and collaborate with colleagues and families in order to deliver appropriate instruction to identified students. Block II students will continue to develop their e-portfolio throughout this semester. The Block II Integration Paper, as required for the Recitation component of Block II, is the artifact that has been chosen to represent Block II in this portfolio. Failure to pass this artifact assignment will result in failure of the entire Block; this means you will automatically receive a failing grade in all components of the Block. Academic Honesty Purdue University expects the highest standards of academic integrity from their students. Students in Block II are expected to become familiar with Purdue's policy on academic honesty by consulting the on-line brochure provided by Purdue's Office of the Dean of Students: http://www.purdue.edu/odos/administration/integrity.htm and the brochure entitled "Academic Integrity: A Guide for Students," published by the Office of the Dean of Students in conjunction with Purdue Student Government and available through the Office of the Dean of Students. Students will receive a grade of 0 for assignments that violate the principles of academic integrity. In addition, students may be subject to further disciplinary procedures through the Office of the Dean of2 Students. Required Reading and Other Resources. One text, and one trade book/movie, along with additional reading materials in a course packet are required. The text is available at the local university bookstores. The trade book or movie may be available at your local library, favorite bookstore, on-line through Amazon.com or other on-line resources. The "course packet" is available at Copymat in the Village. One set of all readings is on reserve in the TRC on the third floor of BRNG. Required Text. Lewis, R. B., & Doorlag, D. H. (2003). Teaching special students in general education classrooms, (6th Ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Optional Study guide also available. Trade Book or Movie for Authentic Voice Report. You will be required to read a trade book or view a movie and write a book/movie report on the same. This component replaces one of the course exams. The trade book or movie is to be selected from among those on the list at the end of this syllabus, or an approved choice through your instructor. Do not wait to locate an authentic book or movie for your report as some of these books may not be available. Choice is on a first-come-first-serve basis with a cap on each selection. WebCt. Information for this course and related Block II courses are available electronically at: https://webct.ics.purdue.edu/putools/public/frontdoor/ Course Policies. Attendance. Your presence and participation are critical to this class. Lecture, discussion and activities based on the assigned reading will be planned for each class meeting. Attendance will be recorded for each session and points awarded as indicated on the course schedule. Students who miss any lecture or recitation meeting will be unable to receive full credit for the course as a result of decreased attendance points. This parallels EDPS 235. Assignments cannot be "made-up." Consideration will be given to students excused from class by the Dean of Students or a doctor's written documentation of an illness. When excused absences have occurred, the average grade for each specific type of assignment will be added to a student's cumulative points at the close of the semester. Students are allowed 3 absences. These absences may be excused or unexcused. Once the student reaches the 4th absence, points are deducted. Theory Into Practice (TIP): Attendance at three on-campus meetings (TIP Orientation) and the completion of seven school visitations (TIP in Schools) [at times determined in the Block II schedule] are necessary for a satisfactory grade for the field experience. Make-ups in field experience visits are allowed only with the permission of your TIP supervisor. TIP School Cancellations/Absences from School. School delays or cancellations may postpone a scheduled visit. Should there be a delay or cancellation, you are expected to make-up the day you missed. You should not visit the schools the same day of the delay. If you are unable to attend the school due to a delayed start or for other reasons, it is your responsibility to call the school and leave a message for your teacher AND notify your TIP supervisor. All make-ups must be arranged between you, your TIP supervisor, and your cooperating teacher. You should have all of your seven visits completed by the week of April 12th. Student Support. If you have a documented disability and anticipate a need for accommodations in this course, or another Block II course / component, please make an appointment with the instructor or supervisor during the first two weeks of classes. Documentation of your needs should3 be provided at the