Sample Syllabus

Inclusion of Students with Disabilities (PreK-5)

Inclusion of Students with Disabilities (PreK-5)

3 Semester Credits
Undergraduate and Graduate
Various Credentials

The contents of this document were developed under a grant from the U.S. Department of Education, H325E120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Sarah Allen and Tracie Dickson.

Sample Syllabus

Inclusion of Students with Disabilities (PreK-5)

  1. Syllabus Used in Course for: This 3-credit course is for early childhood and elementary education teacher candidates at the undergraduate level. Pre-requisite: Introduction to Special Education course.

  2. Instructor:

    Note to User: Include contact information in this section.

    Department:
    Office:
    Phone:
    E-mail Address:
    Office Hours:

  3. Course Description: The focus of this course is on students with disabilities from preschool through grade 5. The course combines detailed information about specific disability categories with evidenced-based practices for instruction and behavioral support. Topics include: People first language, educational legislation and state specific guidelines, collaboration between general and special educators, family partnerships, Response-to-Intervention, positive behavior support, evidence-based instructional strategies, assistive technology, the IEP process, and accommodations for students with disabilities in the general education classroom.

    This course is web-enhanced. Access to Blackboard will be required to fully participate in the course. Candidates are required to regularly

  4. Required Texts/Readings:

    Textbook

    McLeskey, J. M., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Highly effective practices for all students (2nd ed.). Upper Saddle River, NJ: Pearson.

    Readings

    Hallahan, D. P. & Hudson, K. G. (2002). Self-monitoring of attention. Teaching Tutorial 2, 1-27. Retrieved from http://teachingld.org/tutorials
    Hamilton-Jones, B., & Moore, A. (2013). Ensuring high quality inclusive practices: What co-teachers can do. Kappa Delta Pi Record, 49, 156-161.
    Sayeski, K. L. (2009). Defining special educators’ tools: The building blocks for effective collaboration. Intervention in School and Clinic, 45(1), 38-44.
    Sayeski, K. L., & Brown, M. R. (2014/2011) Developing a classroom management plan using a tiered approach. TEACHING Exceptional Children, 44(1), 8-17.
    Shaywitz, S. E. (1996). Dyslexia. Scientific American, 98-104.
    Snow, K. (2012). To ensure inclusion, freedom, and respect for all, it’s time to embrace people first language. Retrieved from https://nebula.wsimg.com/1c1af57f9319dbf909ec52462367fa88?AccessKeyId=9D6F6082FE5EE52C3DC6&disposition=0&alloworigin=1

Sample Syllabus

Inclusion of Students with Disabilities (PreK-5)

  1. The University’s Conceptual Framework: The Council for the Accreditation of Educator Preparation’s (CAEP) standards guide the development of coursework and clinical experiences at the university.

  2. Standards of Effective Practice

    Note to User: Be sure to include your states’ special educator preparation standards in the table below.

    Council for the Accreditation of Educator Preparation standards addressed in this course:

    Standard 1: Content and Pedagogical Knowledge
    1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level in the following categories: the learner and learning; content; instructional practice; and professional responsibility.
    InTASC Standard 1: Learner Development
    The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
    InTASC Standard 2: Learning Differences
    The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
    InTASC Standard 3: Learning Environments
    The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
    InTASC Standard 4: Content Knowledge
    The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
    InTASC Standard 7: Planning for Instruction
    The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
    InTASC Standard 8: Instructional Strategies
    The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

  3. Course Objectives:

    Note to User: Be sure to include your states’ special educator preparation standards in the table below.

    Upon completion of the course, the candidate will:

      Course Objective CAEP** InTASC**
    1. Identify and use people first language when referencing people with disabilities in inclusive settings and in the community. 1 3
    2. Demonstrate understanding of the current pre-referral process and key features of an Individualized Education Plan used to support students. 1 4
    3. Describe common learner characteristics of students with disabilities including: specific learning disability, emotional behavioral disorder, intellectual disability, autism spectrum disorders, and communication disorders. 1 1, 2, 4
    4. Identify and describe evidence-based practices for instructional and behavioral support in inclusive settings. 1 3, 4, 8
    5. Demonstrate instructional planning and delivery that includes explicit instruction, engagement strategies, and differentiation. 1 7, 8
    6. Analyze student work samples of varying performance levels and develop targeted differentiated instructional strategies. 1 2, 3, 4, 7, 8
    7. Understand instructional, testing and setting accommodations and modifications for inclusive settings. 1 1, 2, 4
    8. Develop appropriate instructional accommodations based on a case study. 1 7
    9. Identify and describe positive behavioral supports for young children. 1 1, 2, 3, 4
    10. Develop strategic plans for encouraging appropriate behavior in elementary inclusive settings. 1 7, 8

    ** Council for the Accreditation Of Educator Preparation (CAEP); the Interstate Teacher Assessment and Support Consortium (InTASC).

  1. Instructional Strategies:
    Course content is delivered through lectures, role-plays, group activities, case studies, practice and feedback, microteaching, small and whole group discussion, and web tools. Candidates may be asked to watch videos or access other materials through the online learning management system that accompanies the course prior to coming to class. Candidates also complete weekly Question Formation Technique responses on readings.
  2. Diversity:

    Note to User: Be sure to include your university’s diversity statement here.

    Diversity encompasses acceptance and respect. The term “diversity” encompasses differences of culture, background and experience among individuals and groups. Such differences include, but are not limited to, differences of race, ethnicity, national origin, color, gender, sexual orientation, gender identity, age, and abilities, as well as political and religious affiliation and socioeconomic status. The University embraces a commitment to diversity by modeling for the state and nation, a community of individuals and programs which seek to reduce prejudice, disparities, and discrimination and build a supportive environment for all.

Sample Syllabus

Inclusion of Students with Disabilities (PreK-5)

  1. Course Requirements/Assignments
    1. IRIS Modules: Candidates will complete these modules throughout the semester. They are completed prior to coming to class so that candidates are prepared for class discussion and content. Candidates will complete each section of the module and submit the assessment questions at the end of the module for a grade.
      1. The Pre-referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns
        https://iris.peabody.vanderbilt.edu/module/preref/
      2. Autism Spectrum Disorder (Part 1): An Overview for Educators https://iris.peabody.vanderbilt.edu/module/asd1/
      3. Accommodations: Instructional and Testing Supports for Students with Disabilities https://iris.peabody.vanderbilt.edu/module/acc/
      4. Early Childhood Behavior Management: Developing and Teaching Rules https://iris.peabody.vanderbilt.edu/module/ecbm/
    2. Question Formation Technique Reading Responses:
      For most chapters in the text, candidates will use the Question Formation Technique (QFT) to generate and respond to their own questions. Prior to conducting the first QFT, read the brief article, Teaching Students to Ask Their Own Questions: http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#home. QFT content will come directly from the text and assigned readings for that week.
    3. Lesson Plan for Microteaching Activity:
      Candidates will complete a lesson plan for a 10-minute lesson that will be videotaped in class. They will be able to choose from a list of possible content area topics in grades K-5 for this lesson. This assignment is designed for you to choose an evidence-based practice from the course and practice delivering it to your peers. Feedback will be given immediately from peers and in writing from the instructor.
    4. In Class Professional Learning Group Activities:
      Candidates will work in groups to complete professional learning activities in class. Candidates must be present in class in order to receive credit for the activity.
      1. Topic #1—Analysis of Student Work (West Ed and New Teacher Center materials)
      2. Topic #2—Planning for Accommodations and Modifications (Sayeski, 2009 & IRIS Activity: Inclusion: He’s Just a Goofy Guy)
      3. Topic #3—Classroom Management (IRIS Case Study Unit: Encouraging Appropriate Behavior)
    5. Midterm and Final Exams:
      The midterm exam will be taken in class through the online learning management system. The exam will include all material from the course covered to date. The exam will consist of multiple choice, short answer, and applied questions. The final exam will be taken via the online learning management system. The exam will be cumulative and open book/open notes.

    Evaluation:

    Assignment Points
    IRIS Center Module Homework: 4 @ 10 points 40
    QFT Reading Responses: 6 @ 25 points 150
    In Class Group Activities: 3 @ 30 90
    Microteaching Lesson Plan: 1 @ 30 30
    Exams: 2 @ 50 100
    Total Points 410

     

    Percentage Grade
    93-100 A
    90-92 A-
    88-89 B+
    82-87 B
    80-81 B-
    78-79 C+
    72-77 C
    70-71 C-
    60-69 D
    59 or below F

Sample Syllabus

Inclusion of Students with Disabilities (PreK-5)

 

  1. Class Schedule/Week at a Glance

    Note: The schedule and procedures for this course are subject to change in the event of extenuating circumstances.

    Week Topic Readings Assignments Due
    1 Course Overview
    Person-First Language
    Evidence-based Practices    		 Snow (2012) In class: IRIS Activity: Disability Awareness: People First-Language
    2 Foundations of Successful Inclusion
    Inclusion: Historical trends & current practices
    Video: Including Samuel (Habib, 2008)    		 Text Chapters 1-2 IRIS Module: The Pre-Referral Process
    3 Teaching Students with Learning Disabilities
    Video: F.A.T. City: How Difficult Can This Be? (Lavoie, 1989)
    Strategy: Opportunities to Respond    		 Text Chapter 3 QFT: Chapter 3
    4 Teaching Students with Attention-Deficit/Hyperactivity Disorder (ADHD)
    Strategy: Self-Monitoring of Attention    		 Text Chapter 4
    Hallahan & Hudson, 2002    		 QFT: Chapter 4
    5 Teaching Students with Intellectual Disabilities
    Strategy: Constant Time Delay
    Students with Diverse Backgrounds
    IRIS Video Vignette: PALS    		 Text Chapter 5 QFT: Chapter 5
    6 Teaching Students with Emotional & Behavioral Disabilities
    Strategy: Specific Praise, Contingency Instruction and Effective Rules
    IRIS Video Vignette: Caring and Control Create a Safe, Positive Classroom    		 Text Chapter 6 QFT: Chapter 6
    7 Microteaching Lesson Presentations
    All candidates will have a scheduled time to arrive to class!    		   Lesson Plan due
    8 MIDTERM EXAM    
    9 Teaching Students with Autism Spectrum Disorders
    Strategy: Activity Schedules    		 Text Chapter 7 IRIS Module: Autism Spectrum Disorder (Part 1): An Overview for Educators
    10 Reading Disabilities Shaywitz (1996)
    Sayeski (2009)    		  
    11 Teaching in Inclusive Settings Using Differentiated Instruction
    Collaboration and Teaming    		 Text Chapters 10 &11
    Hamilton-Jones & Moore (2014)    		 PLA #1 (Analysis of Student Work)
    QFT: Chapter 10
    12 Teaching Students with Communication Disorders, Sensory Impairments, & Physical Disabilities Text Chapters 8 & 9 IRIS Module: Accommodations: Instructional and Testing Supports for Students with Disabilities
    PLA #2 (Planning for Accommodations and Modifications)
    IRIS Activity: He’s Just a Goofy Guy
    13 Effective Practices for all Students Classroom Management and Positive Behavior Support (PBS), Part 1 Text Chapter 15 PLA #3 (Comprehensive Classroom Mgt. Plan)
    IRIS Center Case Study Unit: Encouraging Appropriate Behavior
    QFT: Chapter 15
    14 Effective Practices for all Students Classroom Management and PBS, Part 2 Text Chapter 12
    Sayeski & Brown (2011)    		 IRIS Center Early Childhood Behavior Management Module
    15 Using Technology to Enhance Inclusion
    IRIS Video Vignettes: Assistive Technology in Action: Meet Elle; Meet Mason; Meet Sam    		 Text Chapter 16 Cast.org
    UDL Studio
    UDL Exchange
    UDL Book Builder
    16 FINAL EXAM    

Sample Syllabus

Inclusion of Students with Disabilities (PreK-5)

13. Other Resources and Materials

  • IRIS Resources
    • STAR Legacy Modules
      • The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns. This module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation (est. completion time: 1 hour).
        https://iris.peabody.vanderbilt.edu/module/preref/
      • Autism Spectrum Disorder (Part 1): An Overview for Educators. This module, first in a two-part series, provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).
        https://iris.peabody.vanderbilt.edu/module/asd1/
      • Accommodations: Instructional and Testing Supports for Students with Disabilities. This module provides an overview of accommodations for students with disabilities (est. completion time: 1 hour).
        https://iris.peabody.vanderbilt.edu/module/acc/
      • Early Childhood Behavior Management: Developing and Teaching Rules. This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school’s behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours).
        https://iris.peabody.vanderbilt.edu/module/ecbm/

Sample Syllabus

Inclusion of Students with Disabilities (PreK-5)

  1. Special Accommodations

    Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.

    Students who seek special accommodations due to a disability should contact me during the first week of the semester or as soon as the need for the accommodation is discovered. I will work with the Disability Resource Center to provide appropriate accommodations.

  2. Other Course Policies

    1. Professional conduct is expected at all times. This includes being on time for class, turning cell phones off during class, using professional courtesy during class discussions, and completing readings or other assignments in order to fully participate in class. This course is heavily dependent on your active participation; inappropriate use of laptop computers during class will result in a deduction of participation points. Candidate’s final grade will be affected if more than one unexcused absence occurs during the semester.
    2. Late assignments will incur a 5% per calendar date late penalty unless prior written approval has been given by the instructor or acceptable documentation of an illness or emergency situation can be provided.
    3. This course will include a web-based component through our online learning management system. An electronic version of most documents used in class (including the instructor’s PowerPoint slides, assignments, and supplemental handouts) will be available for candidates to view and print.
    4. All assignments submitted electronically must be formatted as Microsoft Word documents (.doc or .docx). Documents submitted in other formats will be returned to the candidate and points will be deducted. Candidates are responsible for ensuring that their assignments and exams have been submitted to eLC when required. Problems with technology will not be accepted as an excuse for late or missing assignments. Please consult the OIT office for technical difficulties.
    5. The instructor for this course adheres strictly to the University’s Academic Honesty Policy. Candidates whose work is determined to have come from another source (including websites and other internet resources) will be immediately referred to the Office of the Vice President for Instruction, along with a recommendation that they receive a zero (0) on the assignment for a first offense and an F in the course for a subsequent offense. If you are uncertain as to whether something you have included in an assignment constitutes plagiarism, please share it with the instructor before you turn it in for a grade.

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