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College of Education
Teacher Division
Course Syllabus
DIVISION: Teacher Education
PROGRAM AREA: Special Education
COURSE: SED 5010 - 001
TITLE: Inclusive Teaching
COURSE CREDITS: 2 credit hours
TERM/YEAR: Winter 2017
COURSE LOCATION: Online Course
DAY/TIME: Online
INSTRUCTOR: D. Thompson, Ed.S
OFFICE/PHONE: 248-719-2855
email: [email protected]
OFFICE HOURS: By appointment only, phone or via blackboard
Education office: Oakland campus
Located on 12 mile in Farmington Hills
“Inclusion is not a strategy to help people fit into the systems and structures which exist in our societies; it is about transforming those
systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone.” Diane Richler,
President, Inclusion International
__________________________________________________________________
COURSE DESCRIPTION & LEARNING OUTCOMES:
This course provides learning opportunities for studying the foundational philosophy and implementation of inclusive education in
schools. The relationships between American society, democratic principles, inclusive educational approaches, and contemporary
strategies and techniques, will be addressed. This course is for MAT and undergraduate students.
See bulleted learning outcomes below.
• Discuss the importance of the disability rights movement and its impact on inclusion.
• State the ADA, Section 504, and IDEiA positions on inclusion.
• Describe the relationships between ableism and other –isms that marginalize certain groups
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(e.g., racism, sexism, classism, heterosexism, others).
• Describe the characteristics of successful inclusion.
• Identify the models for co-teaching necessary to work collaboratively in inclusive
environments.
• Describe the importance of and strategies for social inclusion (i.e., friendships) and
partnerships with parents and families.
• Describe strategies for encouraging positive behavior.
• Identify the key characteristics of two frameworks for inclusive curriculum—Universal Design
for Learning and Differentiated Instruction—and discuss how these can be implemented in the
classroom.
• Discuss the role of the general and special education teacher in school wide reform for
inclusive education.
• Give examples of the following in practice: least dangerous assumption and presumed
competence
TEXTBOOKS (required)
Danforth, S., Ed. (2014). Becoming a great inclusive educator. New York: Peter Lang.
AND
Schwarz, P. (2006). From disability to possibility. Portsmouth: Heinemann. (Elementary
majors.)
OR
Fialka, J. (2016). What matters: Reflections on disability, community and love. Ontario:
Inclusion Press. (Secondary majors.)
Articles (required), posted in BB Ferguson, P. (2006). Infusing disability studies into the general curriculum. Tempe: National
Institute for Urban School Improvement.
Link:http://www.urbanschools.org/pdf/OPdisability.pdf.
Gabel, S. L., & Connor, D. J. (2014). Disability and Teaching, cases #1-4. New York:
Routledge.
Valle, J., & Connor, D. J. (2011). Actively challenging normalcy. In Valle & Connor,
Rethinking disability: A disability studies approach to inclusive practices, p. 188-204. New
York: McGraw Hill.
Websites (required) www.cast.org www.udlcenter.org
.
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Assignments (detail below):
1. Assigned readings from textbook, handouts and Videos 2. Reflective Journals 3. Choice Activities 4. Activation Questions 5. Including Samuel Reflection 6. Case Study Reflections
1. Reflective Journals (270 Points)
Your personal reflection is in direct response to the topic listed within the discussion on blackboard.
This response should indicate information from the topic and detail with references what you found
interesting within the topic as well as new information. Your reflection should indicate your
understanding of the material learned/ discussed within the topic. This is due on Sundays as
indicated in the schedule. These are worth 30 points each. The response should reflect your
understanding of the information and highlight important aspects for discussion. This is a thoughtful
analysis of the topic and is not merely a summary of the material. You will submit the reflection by
posting it under the specific topic on the discussion board. These reflections are graded based on the
quality of writing across content and your personal thoughts on the topic.
B. Peer Reflections (180 Points)
Each student is to write at least 20 (four for each topic at 5 points each) (20 x 9= 180) Reflective
journals over the course of the semester on the blackboard board site. These reflective journals will
be in direct response to personal reflections from the discussion topic over the course of the
semester. You will write responses to your peers based on their personal reflections. The responses
need to be completed Friday by 11:59 following the due date for the specific topic as posted on the
discussion board and in the course schedule. These reflective journal responses to peers are
thoughtful, reflective comments or responses written as Bb REPLYs to other class members’
entries using at least 3-5 sentences. Personal, confidential, or identifying information about others
outside of class must be omitted from entries to protect the privacy rights of individuals and
agencies. All reflective journal entries will be graded pass/fail and evaluated on the extent that
course content is integrated (2.5 points) with professional reflections (2.5 points). All entries are to
be written in complete sentences and paragraphs with correct spelling. The instructor will monitor
entries.
2. Choice Activities (310 points)
Each undergraduate student will select one of the choice activities listed on the bb site. Graduate
students will select two choice activities at 155 points each. A proposal your selected choice activity
is due on January 28th as part of your AQ1 assignment. You may choose to select your project
from the list of choices provided on the bb site or propose a different project. If you select a project
from the list, please provide the name and number of the project in your report. If you are proposing
a different project, provide a title and detailed description of what you intend to do and the type of
product you will produce.
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The activity is meant to engage you into inclusive education with a meaningful understanding of
some key elements that exist within this environment. You will create the items listed within the
activity as well as provide a written report. This report will begin with an introduction of your
choice activity and why you choose it. Then you will critically analyze the activity based on
understanding and make recommendations on what would have made the situation better. You will email your report along with materials from the choice activity to your instructor via email
at [email protected] on the due date listed above and on the bb site. There are examples provided
on the bb site. When saving your document to send to the instructor, please save it with your
first name and first letter of your last name.
3. Activation Questions (AQs) (80 points)
There will be 4 Activation Questions posted on the Bb Assignments. These activation questions
will give you an opportunity to experience different classroom experiences and express your
thoughts on the scenario.
Activation Questions 1 is a profile you will create of yourself including your name, experience
working with children with disabilities and without disabilities, thoughts of inclusion, and a
picture.
Each student is to respond to the questions over the semester as posted on the assignment board.
You can expect an activation question about every 3 weeks as specified in the schedule. Each set
of activation questions will be worth 20 points. Activation questions will be due on Saturdays
by 11:59pm follow the due dates listed in the schedule.
4. Including Samuel Reflection (25 points)
In writing or via some other format, show your reflections on the Including Samuel video. Some
things to consider include: Samuel’s parents’ perspectives on inclusion, the hopes and dreams
Samuel and his parents have for him, the challenges of including Samuel, the conditions that made
his inclusion succeed, your observations of what the non-disabled students had to say. These are just
a few things you could write about and please don’t find it necessary to write about everything.
This reflection will be sent as an attachment to the instruction at [email protected]. When
completing the assignment please remember to follow apa formatting.
5. Disability and Teaching Case Study Reflections (90 points)
Please follow these directions for each case. Each reflection will have 3 sections. Undergraduate
students will complete 1 case study reflections. Graduate students will complete 2 case study
reflections. When you complete the written assignment it must contain three sections below. The
document will be emailed to the instructor as an attachment to [email protected]. Remember to
follow APA formatting.
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Section #1: write your responses to the case. For example, what thoughts did it prompt in you?
How do you respond to the issues in the case? What worries you about the case? What surprises
you about the case? These are just some possible things to discuss.
Read the reactions to the case.
Section #2: write your responses to the case in light of what the reactions have to say. For example,
what new information presents itself? How do the reactions change your thinking? What surprises or
disappoints you about the reactions? These are just some possible things to discuss.
Section #3: write what you would do if you were in this situation.
Class Policies:
Make up assignments in cases of documented emergencies must be pre-arranged with the instructor. Regular attendance is expected, meaning turning your assignments in on time, attendance at the first class
meeting. If you can not meet a due date please contact the instructor.
Getting Help:
You will have a variety of resources from which to obtain assistance during the course. These include the following:
Computer and Information Technology: Blackboard, email, academia: Call C&IT at 313-577-4778 or email [email protected]
COE computer lab - General Purpose Lab (room 114) has technicians available to assist you. Monday – Thursday 10 am – 9 pm and Friday 10 am – 5 pm or contact Donna Carroll at 313-577-8116 or [email protected].
Adamany Undergraduate Library Computer Lab Other students. Your peers are a great source of information and can make excellent suggestions to you. My
aim is that you will share with one another regarding your individual assignments / projects and provide be of assistance to one another. Please take responsibility for one another. If someone is having difficulty, try to help him or her out and make sure they communicate with me.
Instructor: I am willing to provide assistance on your assignments both within and outside of our class. The best way to do this for me is via email, either directly or from the course website (please do not post your private questions or concerns on the Blackboard course site) However, contact me if you have questions regarding how to approach an assignment / project or if you are having difficulty. I may also be able to put you into contact with other knowledgeable individuals or resources that may be helpful. Turn around time for emails are generally 24 hours.
IMPORTANT NOTES (you must read it all):
General Expectations Regarding Written Assignments. All written assignments must use proper spelling and appropriate grammar. It is advisable to proofread your paperwork before handing it in. You must use APA format when choosing to incorporate citations of references. It is important to hand in all assignments on time. Late assignments will affect your grade and participation points. In addition, turn around for grading assignments is generally a week from due date.
Assignment Submission: o All written assignments will be submitted as online attachments via email to [email protected] unless
otherwise stated.
All email correspondences must include your course number, section, and full name in the email subject line.
o The instructor teaches several classes and needs to filter emails according to the class and section numbers.
o Please include your full name when sending emails.
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o Unsigned emails or those emails without the course number and section in the subject will be sent back to the sender to be resubmitted with your course and section number.
It is your responsibility to check the Blackboard Announcement Page and your WSU email at least two times a week for updates and possible changes.
It is University policy that you use your WSU AccessID and email to communicate and ensure receiving all emails. If you have difficulty receiving emails or redirecting WSU email to your personal email, contact the CIT department at 313-577-4778
It is your responsibility to be prepared for attending the 1st classroom meeting.
You must save all Bb course documents (i.e. inclusive choice activities) to your own computer. o Some of the documents will open in Blackboard, but you cannot save your work on the course site
document. o You must have your own copy to begin working on your own assignment. o Open your assignment, save it to your computer and then send it to your instructor via email attachment. o Go to Course Information - Student Help if you need details about how to save a document from this
course site on to your own computer. You can copy, cut, paste, print and save everything in this course to your computer.
Research and Writing Process:
Please refer to the following website if you need assistance with research and the writing process: http://uwc.tamu.edu/faculty/webliography/ResearchProcess.html. Content covers: Research Process, Style Manuals, Writing, Research, Style, Grammar and Punctuation.
Academic Dishonesty/Plagiarism
The College of Education has a “zero tolerance” approach to plagiarism and other forms of academic
dishonesty. (See Student Code of Conduct http://doso.wayne.edu/assets/student-code-of-conduct-brochure.pdf).
Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting
outside information as if it were your own by not crediting authors through citations. It can be deliberate or
unintended. Specific examples of academic dishonesty, including what constitutes plagiarism, can be found in
the University’s Undergraduate Bulletin (http://bulletins.wayne.edu/ubk-output/index.html) and Graduate
Catalog (http://www.bulletins.wayne.edu/gbk-output/index.html) under the heading “Student Ethics.” These
university policies are also included as a link on Blackboard within each course in which students are enrolled.
It is every student’s responsibility to read these documents to be aware which actions are defined as plagiarism
and academic dishonesty. Sanctions could include failure in the course involved, probation and expulsion, so
students are advised to think carefully and thoroughly, ask for help from instructors if it is needed, and make
smart decisions about their academic work.
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Schedule – All assignments can be turned in before the due date.
Date Topic Assignments and Readings
Week 1
01/08/17 Friday, January 13th Virtual Meeting 8am-9am
Overview of course, syllabus, assignments
Class meeting Introduction to course Textbooks
Assignments
Create account on
http://udltheorypractice.cast.org/login
Week 2
Cyber 01/15/17
Week 3
Cyber 01/22/17
Personal and Parent Perspectives on inclusive education
Topic 1
Readings: Danforth chapters 7 and 18
Video: Including Samuel
http//wayne.kanopystreaming.com/video/including-samuel-2
Assignments
Including Samuel Reflection Due by 01/20
Personal Reflection to Topic 1 Due 01/22
Peer Reflective Journals Due 01/27
Activation Question #1 Due 01/28
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Week 4
Cyber 01/29/17
Week 5
Cyber 02/05/17
Knowing Disabilities
Topic 2 Readings: Danforth chapter 1 and 2
Disability and Teaching: Case Studies #1 and #3 Read: Federal Definition of Disabilities (Course Resources) Optional Internet Links:
Internet Resources for Special Children http://www.irsc.org
The Arc of the United States http://www.thearc.org/
LD OnLine http://www.ldonline.org/
Disabilities Studies and Services Center http://www.dssc.org/
Assignments
Case Study Reflection Due 2/3/17 (#1 or #3)
Personal Reflection to Topic 2 Due 02/05/17
Module #2 Peer Reflective Journals Due 02/10/17
Week 6
Cyber 02/12/17
Week 7
Cyber 02/19/17
Week 8
Cyber 02/26/17
Disability Rights and Movement and the American Dream Friendship and Encouraging positive behavior Collaboration and co-teaching.
Topic 3
Readings: Danforth chapters 3 and 4 Assignments Personal Reflection Due Topic 3 Due 02/12 Peer Responses Due 02/17 Activation Question #2 Due 02/18
Topic 4
Readings: Danforth chapter 6, 8, and 15th
Assignments Personal Reflection Due Topic 3 Due 02/19 Peer Responses Due 02/24
Topic 5
Readings: Danforth chapter 5 and 14 Case Study #2 or #4
Assignments
Personal Reflection to Module 3 Due 02/26
Peer Reflective Journals Due 03/03
Case Study Reflection Due 03/04 (#2 or #4)
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Week 9
Cyber 03/05/17
Week 10
Cyber 03/12/17
Spring Break
Week 11
Cyber 03/19/17
Inclusive teaching
Topic 6
Readings: Danforth chapter 9 and 19, Schwarz From Disability to Possibility, pgs ix – 32, SEC students: Fialka pgs. 8-107
Become familiar with UDL at www.cast.org and
www.udlcenter.org
Assignments
Personal Reflection to Topic 6 Due 03/19
Reflective Journals Due 03/24
Choice Activity #1 Due 03/25
Week 12
Cyber 03/26/17
Week 13 Cyber 04/02/17
Inclusive Teaching and UDL General Education Curriculum and inclusive teaching
Topic 7
Readings: ELE students Schwarz, From Disability to
Possibility pgs 33-87
SEC student Fialka pgs 208-233
And UDL handouts on BB
Assignments
Personal Reflection to Topic 7 Due 03/26
Peer Reflective Journals Due 03/31
Topic 8
Readings: Ferguson, “Infusing disability studies”.
Assignments
Personal Reflection to Topic 8 Due 04/02
Peer Reflective Journals Due 04/07
Activation Question 3 Due 04/08
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Week 14
Cyber 04/09/17
Week 15
Cyber 04/16/17
Week 16
Cyber 03/23/17 Finals Week
Challenging Normalcy Self Reflection and inclusive practices
Topic 9
Readings: Valle & Connor, Actively challenging normalcy
Assignments
Personal Reflection to Topic 8 Due 04/09
Peer Reflective Journals Due 04/14
Topic 10
Assignments
Activation Question 4 Due 04/22
Choice Activity Due 04/23
No Final Exam
*If you can not meet a due date please contact the instructor. Course grades are available on the Blackboard site; however, official grades can be found on academica.wayne.edu
Evaluation and Scoring System:
All assignments sent to the instructor must be written carefully with correct sentence and paragraph structure, grammar, and
spelling formatted according to the "Publication Manual of the American Psychological Association (APA), " 5th Edition (2001).
Write carefully with correct sentence and paragraph structure, grammar and spelling. All use of references need to follow APA
conventions. If you do not follow the APA format your grade will be affected. Please provide a cover page as well.
All submitted work must be the original work of the student; instructor will follow procedures per Dishonesty
Disclaimer in WSU Student Handbook.
Grading is based on absolute, rather than comparative criteria.
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Teacher Education Grading Policy
The Teacher Education faculty members strive to implement assessment measures that reflect a variety of
strategies in order to evaluate a student's performance in a course. For undergraduates and post- bachelor
students C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be
awarded for very good work, and A grades will be reserved for outstanding performance. [For graduate students
B grades will be awarded for satisfactory work that satisfies all course requirements; B+, grades will be
awarded for very good work, and A grades will be reserved for outstanding performance.] Please note that there
is a distribution of grades from A-F within the College of Education and that plusses and minuses are recorded
and distinguish distinct grade point averages.
Undergraduate Grading Scale based on total percentage:
93-100 A
90-92.9 A-
87-89.9 B+
83.9-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
Below 60 F
Graduate Grading Scale based on total percentage:
93-100 A
90-92.9 A-
87-89.9 B+
83.9-86 B
80-82 B-
77-79 C+
73-76 C
Below 73 F
The 1000-points available are divided across assignments as follows:
Reflective Journals (420-points)
Inclusive Teaching Choice Activity {310 points)
Activation Question (AQ) (80-points)
Attendance and Participation (75 points)
Including Samuel (25 points)
Case Study Reflections (90 points)
Enrollment/Withdrawal Policy
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Students must add classes no later than the end of the first week of classes. This includes online classes.
Students may continue to drop classes (with full tuition cancellation) through the first two weeks of the
term.
Students who withdraw from a course after the end of the 5th week of class will receive a grade of WP, WF, or
WN.
o WP will be awarded if the student is passing the course (based on work due to date) at the time
the withdrawal is requested
o WF will be awarded if the student is failing the course (based on work due to date) at the time
the withdrawal is requested
o WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the
withdrawal request before it becomes final, and students should continue to attend class until they receive
notification via email that the withdrawal has been approved.
Beginning the fifth week of class students are no longer allowed to drop but must withdraw from classes. The
last day to withdraw will be at the end of the 10th full week of classes. The withdrawal date for courses longer or
shorter than the full 15-week terms will be adjusted proportionately. See the university webpage for full details:
http://reg.wayne.edu/students/information.php
Attention Students with Disabilities:
If you have a documented disability that requires accommodations, you will need to register with Student
Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services
(SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success
Services department. SDS telephone number is 313-577-1851 or 313-202-4216 (video phone). Once you have
your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your
special needs. Student Disability Services’ mission is to assist the university in creating an accessible
community where students with disabilities have an equal opportunity to fully participate in their educational
experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the
availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to
get your accommodation letters as early in the semester as possible.
Religious Observance Policy:
Because of the extraordinary variety of religious affiliations represented in the University student body and
staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy,
however, to respect the faith and religious obligations of the individual. Students who find that their classes or
examinations involve conflicts with their religious observances are expected to notify their instructors well in
advance so that alternative arrangements as suitable as possible may be worked out.
Resources:
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Wayne State University Writing Center:
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne
State University. While the center serves both graduate and undergraduate students, undergraduate students in
General Education courses, including composition courses, receive priority for tutoring appointments. The Writing
Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process –
considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising,
editing, and preparing documentation. The Writing Center is not an editing or proofreading service; rather, students
are guided as they engage collaboratively in the process of academic writing, from developing an idea to correctly
citing sources. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/.
To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One Tutoring)
http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.
I look forward to working with each of you this semester. Thank you for taking my class.
D. Thompson
