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ED595W Online WHAT WORKS IN SPECIAL AND INCLUSIVE EDUCATION CLASSROOMS K-12

Sandra Weaver
instructionaldeliveryservices@gmail.com
216-406-5556

Course Description:  Students will survey evidence-based strategies that research proves works in special and inclusive settings.  The class will study characteristics of diverse learners including students with disabilities and at-risk concerns.  It will explore the general educator’s role related to professional collaboration and curricular adaptations/modifications.

Objectives:

  1. Demonstrate knowledge of special education law
  2. Gain an understanding of the identification/characteristics of students with differing special needs.
  3. Gain knowledge of educational techniques and strategies that can be used in the general education setting to facilitate the successful inclusion of students with disabilities and other educational needs.
  4. Apply knowledge of education techniques and strategies to create instructional modification and accommodation to foster successful inclusion for students with disabilities and other educational needs in the general education/classroom setting.
  5. Exam intervention strategies to determine best practice approaches.
  6.  Gain knowledge and understanding leading to an accepting and understanding attitude toward the role of the general educator in fostering inclusive practices, and toward inclusion of children with disabilities and other educational needs in the general education/classroom setting.

 

Instructional Methods

Readings, discussions, presentations, power points, videotapes 

 

References/Readings*

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th

ed.). Arlington, VA: Author.

ASCD Express . Volume 9. Issue 2. (October 24, 2013). Differentiating Assessments for Special Needs Students *

ASCD Express. Volume 14. Issue 25. (May 2, 2019). Maximizing Special Education Partnerships. *

Bateman, David. Cline, Jennifer. (2106). A Teacher’s Guide to Special Education. Alexandria, VA: ASCD

Educational Leadership. (December 2015/January 2016). Co-Teaching Making It Work. ASCD *

James, Beverly. (2016). Your Classroom Guide to Special Education Law. Baltimore,, MD: Brookes

Mitchell, David. (2014) What Really Works in Special and Inclusive Education. (2nd Edition. ) New

York, New York:  Routledge.. *

Policy Priorities. (Spring 2016). Volume 22. After 40 Years: What Lies  Ahead? ASCD *

AGENDA FOR COURSE

 

BACKGROUND/HISTORY/TODAY

READ Article: ASCD Policy Priorities “Special Education after 40 years” Spring 2016

http://www.ascd.org/publications/newsletters/policy-priorities/vol22/num01/Special-Education-After-40-Years@-What-Lies-Ahead%C2%A2.aspx

Read pp.1-2 History – SUBMISSION #1 – create timeline based on reading

REVIEW Power Point – ESSA (attachment)

READ IDEA Series: “Chapter 1: ESSA Provision Specific to Students with Disabilities https://ncd.gov/sites/default/files/NCD_ESSA-SWD_Accessible.pdf

ACTIVITY: Comparing ESSA with NCLB Puzzle/Fill in chart SUBMISSION #2

                  You will be making a comparison chart of ESSA and NCLB

  1. Cut out the puzzle pieces (ESSA vs NCLB puzzle pieces attachment)
  2. Place on ESSA vs NCLB framework (attachment);
    • the numbers in the boxes indicate the number of pieces needed in each category i.e. Annual Testing: ESSA 6/NCLB 4
    • 3 of the categories have the same piece – both ESSA and NCLB require the same item
  3. Take a picture of the finished chart OR write/type in the corresponding letter(s)/number s) in each box.
  4. Email SUBMISSION #2

    Article: “Special Education after 40 years”

     Read  pp. 2-3 ” What’s Happening Now?”RTI and RDA

Visit Ohio Department of Education website to investigate Ohio’s Plan to Improve Learning Experiences and Outcomes for Students with Disabilities. Under WORKGROUP review each group’s focus. 

SUBMISSION #3 Your reaction, points of interest.

Article: “Special Education after 40 years”

    Read   pp. 4-5 What’s Next

 

NEUROBIOLOGY AND SPECIAL EDUCATION:  INNOVATIVE APPROACHES

Watch You Tube video:  Dr, Norman Doidge- “The Power of Thought” https://www.youtube.com/watch?v=2c5aTlq3nYI

SUBMISSION #4 What are some crucial points? Implications

Watch Video:  John Gabrieli (MIT) – “How Cognitive Neuroscience May Help Children”

https://bcs.mit.edu/news-events/media/how-cognitive-neuroscience-may-help-children

SUBMISSION #5 What are some crucial points? Implications

Watch You Tube - Barbara Arrowsmith Young – Ted Talk “The Woman Who Changed Her Brain

https://www.youtube.com/watch?v=o0td5aw1KXA

SUBMISSION #6 What breaks Barbara’s heart?  What’s her vision?  Your reaction to both these answers.

Watch: You Tube: Arrowsmith School Introduction Video https://www.youtube.com/watch?v=g3ivLpas04U

Visit Arrowsmith School Website https://arrowsmithschool.org/

  1. Click on Neuroplasticity and review
  2. Click on Full Time Cognitive Programs  Read page
  3. Then go to second paragraph Academic Program -review
  4. Go back to Full Time Cognitive Programs – Go to fourth paragraph. Click on Learning Dysfunctions Addressed.  Review Descriptions of Learning Dysfunctions and 5. Chart of Learning Outcomes

6.  Click on PROFESSIONALS & EDUCATORS drop down menu and  click on Implementation Guide Review

7. Then click on FAQ

SUBMISSSION #7 For each of the 7 items share your questions /or implications for learning.

 

WHAT REALLY WORKS -STRATEGIES

Read What Works introduction pp. 10 (attachment)

Review Powerpoint What Works Introduction (attachment)

                  Research components

                  Strategies (attachment)

Strategy #1 Cooperative Learning

                  Power Point “Example Strategy Presentation-Cooperative Learning.

Needed for powerpoint as directed in slides: 1. Positive Interdependence Quiz  (attachment) then open up Positive Interdependence Quiz Answers (attachment) to check your work.  2. Build It activity (attachment) and Instructions (attachment)

 

ASSIGNMENT #1  (see Strategy#1 example attachment)

  1. Choose 2 strategies from the list of 27 strategies you would like to explore. 
  2. Email Sandy the number and name of each strategy. She will then email you the 2 chapters.
  3. Prepare a powerpoint for each strategy.  Incorporate:  Underlying ideas, research, important features as discussed in the chapter. (Sandy will email/share this with other students in the class)
  4. Design/share an activity that illustrates how the strategy could be incorporated in a classroom.  Write out the instructions and include any handouts. (Sandy will email/share this with other students in the class)

 

HIGHLY EFFECTIVE INSTRUCTIONAL STRATEGIES

Robert Marzano:  9 High Yield Instructional Strategies

Read “Getting Acquainted with the Essential Nine” (attachment)

Watch Video: You Tube Marzano’s High Yield Instructional Strategies

 https://www.youtube.com/watch?v=9lQFbu8h8k4

Robert Marzano: Vocabulary Development

Review PowerPoint (Attachment)

SUBMISSION #8 Complete Study Guide (attachment)

                 

ASSIGNMENT #2 Issue/topic of interest:  Research topic of interest; Write a 2 page paper summarizing your research on your topic/issue of interest.  Include at least 3 references.

 

ASSIGNMENT #3 Disability Review  - Choose a disability that may not be so common:

  • Angelman Syndrome

•       Cerebral Palsy

•       Fragile X

•       Smith-Lemli-Opitz Syndrome

•       Smith Magenis Syndrome

•       Tourette Syndrome

•       Williams Syndrome

Prepare 1-2 pages which includes: Description, Prevalence, Characteristics, Education/Home Implications, Strategies/Interventions (see attachment with example).  Find either 3 websites or a video to explain/depict the disability you are researching.  This will be emailed to all students by Sandy.

 

EVALUATION

Submissions 1-8 = 20 points

Assignment 1 Strategy = 30 points

Assignment 2 Topic/Interest = 30 points

Assignment 3 Disability Review = 20 points

 

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