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Purdue EDPS 26500 - The Inclusive Classroom

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EDPS 265 (Summer 2007) 1 EDPS 265 – The Inclusive Classroom Monday, July 9th – Friday, August 3rd Instructor: Emily C. Bouck, Ph.D. Phone: 494-7238 Email: [email protected] Office: BRNG 5146 Office hours: By appointment (also, before/after class) Class: M-F 9:30-11:30 (unless otherwise noted) TA: Sara Flanagan Required Text: Bowe, F. (2005). Making Inclusion Work. Upper Saddle River, NJ: Pearson. Hayden, T. (1980). One Child. New York: Harper Collins. o This is available from bookstores or Amazon.com (can be used or new copies) • Online readings and pages (websites, electronic journals) * Purdue library for electronic journals: http://www2.lib.purdue.edu:5901/frames.asp * Some may be in WebCT, others may be e-mailed to you (i.e., pdf) Please purchase texts prior to the start of class. It is recommended that you consider reading some prior to the study abroad trip. Also, you will be expected to have watched the movie prior to coming and that reflection will be due the first day of class. Required Materials: Use of WebCT Recommended Readings and Resources: Indiana State Standards. Retrievable from http://www.doe.state.in.us/standards/welcome2.html. Highly Qualified Teachers in Indiana. Retrievable from http://www.doe.state.in.us/hqt/welcome.html. Division of Professional Standards in Indiana. Retrievable from http://www.doe.state.in.us/dps/welcome.html. Indiana Department of Education Notice of Procedure Safeguards and Parent Rights in Special Education. Retrievable from http://doe.state.in.us/exceptional/speced/pub_ProcedSafeguard.html. No Child Left Behind. Retrievable from http://www.ed.gov/nclb/landing.jhtml. Individuals with Disabilities Education Improvement Act. Retrievable from http://www.specialedconnection.com/LrpSecStoryTool/conferencereport.htm. Section 504. Retrievable from http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html. Course Description: This course provides pre-service teachers with foundational knowledge and skills needed to be effective teachers of students identified with 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 identifiedEDPS 265 (Summer 2007) 2 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. The complex needs of today's diverse student population require a collaborative effort by all educators to bring together the best practices in order to support children and youth; in particular, those children and youths for whom learning is a challenge. 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. Attendance: It is important to be present to engage in discussions about the content and issues presented in this course. Thus, attendance is directly tied into the participation grade. Absences from class will result in penalties to the final grade. Individual circumstances can be discussed in advance with the instructor and are up to the instructor’s discretion. Students MUST contact the professor regarding their absence regardless of the reason and the contact must occur in writing via e-mail. The contact should occur before class, pending any unforeseen emergencies. In the case of an absence, it is the STUDENTS’ responsibilities to contact the professor to discuss what was missed in class and to make-up any work, if the student chooses. The students must submit the assignment at the next class period following an absence, unless s/he asks to submit it electronically on the due date. Please note that three or more absences will result in failure of the course (NOTE: Attendance at school visits is considered part of the course). Please also note that being more than 10 minutes late for class is considered an absence. Guidelines for Written Assignments: Unless noted otherwise, written assignments should adhere to the following guidelines: A hardcopy of a rubric should accompany all assignments, provided one is given All submitted work is to be typed (unless otherwise indicated) with no/minimal errors All assignments should be proofread by someone with grammatical competence and then corrections made prior to submitting the assignment. APA format should be used for citations and the reference list. It is recommended that students use a source that demonstrates APA formatting (e.g., the 5th edition of the APA manual). The textbook uses APA format and provides many examples of how to correctly cite references and construct reference lists. If you are in doubt, please consult the online writing lab at: http://owl.english.purdue.edu For assignments, please indicate your name, the assignment, and date (does not have to be a separate page). All assignments should be stapled prior to submission. Use person-first language when writing about persons with disabilities. Points will be deducted if verbiage refers to “the ADHD boy”, “the learning disabled girl”, instead of “the boy with ADHD” or “the girl with a learning disability”. Assignments should be turned in on the due date. Work submitted late, for whatever reason, will be penalized, so please plan accordingly. Keep a copy of each assignment (electronic or hardcopy). Expected Quality of Work: All course work, both in and out of class, is expected to be of high quality and reflect your development as a professional. Just getting by will not be sufficient. Additionally, students are expected to be punctual, participate in a courteous manner, take responsibility for meeting deadlines, etc. In other words, you are expected to act like professionals and adults. Scholarship: The grading for this course is as follows: Assignment Points per Item Total Possible Points Participation/Attendance (30 classes) 1/class 20 Book Report (and discussion) 20 20 Movie


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