Purdue University EDPS 265 The Inclusive Classroom Spring, 2006 Instructor: Sarah Templin -- [email protected] BRNG 5160 – phone 494-7335 T.A. Paul Frederiksen – [email protected] BRNG 5171 –phone 494-0092 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 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. Block II students will continue to develop their e-portfolio throughout this semester. The second MINI assignment, scenarios from the classroom, is the artifact that has been chosen to represent EDPS 265 in this portfolio. Failure to pass this artifact assignment at a mastery level will result in failure of the entire Block. Academic Honesty Purdue University expects the highest standards of academic integrity from 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/osrr/integrity.htm as well as 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 of Students.Required Reading and Other Resources One text, one movie project, and additional reading materials in a course packet are required for EDPS 265. The text is available at the local university bookstores. The movie may be available at your local library, video store, favorite bookstore, or 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, room 3287. Required Text. Frank Bowe (2005). Making Inclusion Work. Upper Saddle River, NJ: Merrill Prentice Hall. Companion Website which accompanies the book: http://www.prenhall.com/bowe. Movie Project.. You will be required to view one of our designated movies and submit a written report. This project replaces one of the course exams. The 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 and view your chosen movie for your report as these films will be in high demand and may not be readily available at the last minute. WebCt VISTA Information for this course and related Block II courses are available electronically at: https://webct.ics.purdue.edu It is imperative that you access webct regularly throughout the semester. This should be your first point of contact for any questions that you may have concerning any component of Block II. Course Policies Attendance. Your presence and active 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 or are exceptionally late for any lecture will be unable to receive full credit from the assigned attendance points. Unprofessional or disrespectful classroom behavior of any kind (sleeping in class, reading the Exponent, talking with a classmate during lecture, etc.) will result in forfeiture of the class attendance points for that day. Continued unprofessional behavior may lead to filing of a Student Disposition Form in the student’s university record. This parallels the policy outlined in EDPS 235. Assignments cannot be "made-up” and LATE ASSIGNMENTS WILL NOT BE ACCEPTED. If you know in advance that you will need to miss a class, please turn in any assignments due for that day PRIOR to the due date. When/if you do miss a class, it is your responsibility to get a copy of class notes and announcements, handouts, and any assignments that have been distributed. Some of these may be available through our Block II website, but others (such as specific lecture notes and in-class announcements) will need to be obtained from a classmate. I encourage you to exchange contact information with students sitting near you so that you can easily get caught up if you find that you need to miss a lecture. Up to two absences during the semester are automatically considered excused. Beyond the two absences, the student will automatically receive a zero for the day’s attendance points. At the close of the semester, every student will be awarded a 10-point attendance bonus. These points can serve to make up for points lost on the two missed days, or serve as extra credit points if you have not missed any class periods. Students are responsible for keeping track of all documentation of theirexcused absences. If the number of excused absences exceeds two AND if the difference of these points would affect the student’s final grade, the student should contact the instructor prior to grade distribution. Student Support If you have a documented disability