Department of Instruction and Learning, School of Education, University of Pittsburgh

University of Pittsburgh School of Education Department of Instruction and Learning

Course Syllabus IL 2502 Including Students with Disabilities in Secondary Classrooms Fall 2014

Instructor: Dr. Amy Srsic

Office: 5147 Wesley W. Posvar Hall

Phone: 412-648-1998

Email: [email protected]

Office Hours: By Appointment

Class Meetings: This course is a hybrid that will meet every other week. During the weeks that the class does not meet in person, you will be required to complete readings and tasks independently according to modules posted on CourseWeb. Face-to-face sessions will meet in room 4300 WWPH.

Course Description

This course is designed to prepare graduate students to teach students with disabilities in general education classrooms. Due to recent federal legislation and state court cases more students with disabilities, including students with significant disabilities, are being included in general education classrooms. Through readings, video presentations, class discussions, guest speakers, and assigned activities, students will gain an understanding of the challenges faced by students with disabilities and analyze the responsibilities of educational professionals to all students. The focus of the course is developing teaching skills that improve the learning of students with special needs, including methods of adapting instruction for individuals with disabilities, positive behavior support, and classroom management.

Course Objective

Students will acquire information and strategies to improve instruction for students with disabilities in their classrooms.

Required Readings

There are no required texts for this course. Readings will be posted on CourseWeb and should be completed prior to class.

1 Course Schedule

Required Reading Class Topic(s) (To be read prior to class for CourseWeb Module Assignments/Due Dates face-to-face sessions)  Introductions Rules for Online Conduct Module 1: Overview of Special Education  Overview of Special Education Dukes, C., & Lamar-Dukes, P. (2009). Inclusion by design: Engineering inclusive 1 practices in secondary schools. Teaching Exceptional Children, 41(3), 16-23. 8/27 Taylor, K.R. (2011). Inclusion and the law: 4:30-7:00 Two laws-IDEA and Section 504-suport inclusion in schools. Education Digest: Essential Readings Condensed for Quick Review, (76)9, 48-51.

 Roles and Zigmond, N., Kloo, A., & Volonino, V. Module 2: Roles and Responsibilities Individual Student Case Study distributed Responsibilities in (2009). What, where, and how? Special the Inclusive Education in the Climate of Full Inclusion. Classroom (RTI, Exceptionality: A Special Education IEPs) Journal, 17(4), 189-204, DOI: 2 10.1080/09362830903231986 9/3 Pennsylvania Department of Education Annotated Individualized Education 4:30-7:00 Program (IEP)

Fuchs, D., Fuchs, L.S., & Compton, D. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional Children, 78(3), 263-279.

3  Positive Behavioral Simonsen, B., Sugai, G., & Negron, M. Module 3: Positive Behavioral Supports Supports (2008). Schoolwide positive behavior Online supports primary systems and practices. Teaching Exceptional Children, 40(6), 32- Week of 40. 9/8 Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered approach. TEACHING 2 Exceptional Children, 44(1), 8-17.

Guardino, C., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.

Pennsylvania's Schoolwide Positive Behavior Support System: An Introduction. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network.

 Classroom Simonsen, B., Fairbanks, S., Briesch, A., Module 4: Classroom Management – Classroom Behavior Management Analysis Management – Myers, D., & Sugai, G. (2008). Evidence- FBAs/BIPs distributed FBAs/BIPs based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380. 4 Latham, G.I. (1998). Chapter 4: Strategies for improving the quality of teacher-to- 9/17 pupil interactions. In Keys to Classroom Management, 45-62.

Zirkel, P.A. (2009). What does the law say? TEACHING Exceptional Children, 41(5), 73-75.

 Individual Positive Shippen, M. E., Simpson, R. G., & Crites, Module 5: Individual Positive Behavioral Supports S. A. (2003). A practical guide to Behavioral Supports functional behavioral assessment. TEACHING Exceptional Children, 35(5), 5 36-44. Online Example of a Positive Behavior Support Plan Week of 9/22 Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide secondary and tertiary practice and systems. TEACHING Exceptional Children, 40(6), 44-52.

3  Effective Instruction Kretlow, A.G., & Blatz, S.L. (2011). The Module 6: Effective Instruction in the Part I(a-c) for Individual Student Case in the Inclusive ABCs of evidence-based practice for Inclusive Classroom Study due 10/1 Classroom teachers. TEACHING Exceptional Children Plus, 43(5), 8-19. INCLUDE Lesson Plan distributed

Winebrenner, S. (2003). Teaching strategies for twice-exceptional students. Intervention in School and Clinic, 38(3), 131-137.

6 Landon, T., & Oggel, L. (2002). Lazy kid or executive dysfunction? Retrieved 10/1 August 2011 from http://www.ldonline.org/article/6311? theme=print

Feldman, K., & Denti, L. (2004). High- access instruction: Practical strategies to increase active learning in diverse classrooms. Focus on Exceptional Children, 36(7), 11.

 Adapting Materials INCLUDE Strategy chapter. Module 7: Adapting Materials and and Environments Environments

INCLUDE Strategy Work Sheets (Or, download the INCLUDE worksheets from 7 the Pearson website.) Online Schumaker, J.B., & Deshler, D.D. (2006). Teaching adolescents to be strategic Week of learners. In D.D. Deshler & J.B. 10/6 Schumaker (Eds.), Teaching adolescents with disabilities: Accessing the general education curriculum (pp. 121-156). Thousand Oaks, CA: Corwin Press.

 Co-Teaching Dieker, L. (1999-2005). Special Module 9: Co-Teaching 8 connections: An introduction to cooperative teaching. Retrieved August 22, 10/15 2011, from: http://www.specialconnections.ku.edu/? q=collaboration/cooperative_teaching

4 Conderman, G., Johnston-Rodrigez, S., & Harman, P. (2009). Communicating and collaborating in co-taught classrooms. TEACHING Exceptional Children Plus, 5(5), 1-17.

Kloo, A., & Zigmond, N. (2008). Co- teaching revisited: Redrawing the blueprint. Preventing School Failure, 52, 12-20.

 Collaboration with Friend, M. (2008). Special education: Module 8: Collaboration with Team 9 Team Members Contemporary perspectives for school Members professionals, Second edition, Sample Online Chapter 4: Creating Partnerships Through Collaboration. Pearson. Week of 10/20

 Assistive Technology North Central Regional Educational Module 13: Assistive Technology in the in the Classroom Laboratory, Learning Point Associates. Classroom (Guest Speaker – Assistive technology to meet K–12 student Class will meet in...) needs. Retrieved July 2013 from http://www.ncrel.org/sdrs/areas/issues/met hods/technlgy/te7assist.htm. 10 Bausch, M. E., & Jones-Ault, M. (2008). 10/29 Assistive technology implementation plan: A tool for improving outcomes. TEACHING Exceptional Children, 41(1), 6-14.

11  Parent Engagement Muscott, H. S., Szczesiul, S., Berk, B., et Module 10: Parent Engagement and Part II(a-c) for Individual Student Case and Support al. (2008). Positive behavior interventions Support Study due 10/29 Online and supports. TEACHING Exceptional Children, 40(6), 6-14. Week of 11/3 Al-Hussan, S., & Gardner, R. (2002). Involving immigrant parents of students with disabilities in the educational process. TEACHING Exceptional Children, 34(5), 52-58.

5 Sheehey, P. H., & Sheehey, P. E. (2007). Elements for successful parent- professional collaboration: The fundamental things apply as time goes by . TEACHING Exceptional Children Plus, 4(2), Article 3.

Epstein, J. (2002). Family Involvement Chart adapted from Six Types of Involvement.

 Strategies for Thompson, S. J. (1999-2005). Special Module 11: Strategies for Independent Classroom Behavior Management Analysis Independent connections: Instructional Learning due 11/5 Learning Accommodations. 12 Thompson, S. J. (1999-2005). Special 11/12 connections: Instructional tools related to instructional accommodations.

 Supporting Students Snell, M., & Brown, F. (2011). Chapter 1: Module 12: Supporting Students with INCLUDE Lesson Plan due 11/12 with Significant Educating Students with Severe Significant Disabilities Disabilities. In Instruction of Students with 13 Disabilities Severe Disabilities, 1-30. Online Kurth, J.A. (2013). A Unit-Based Approach to Adaptations in Inclusive Week of Classrooms. Education and Treatment of 11/17 Children, 46(2), 34-43.

 Evaluating Students Salend, S. J. (2008). Determining Module 15: Evaluating Students Individual Student Case Study appropriate testing accommodations: Presentations Complying with NCLB and IDEA. TEACHING Exceptional Children, 40(5), 14-22. 14 Salend, S. J., & Garrick-Duhaney, L. M. 12/3 (2002). Grading students in inclusive settings. TEACHING Exceptional Children, 34(3), 8-15.

6  Social Skills and Temple Grandin on Mark Zuckerberg and Module 14: Social Skills and Students Individual Student Case Study due 12/10 Students with overcoming Autism (Video) with Disabilities and Mental Health 15 Disabilities Issues  Mental Health Issues Atkins, M.S, Hoagwood, K.E., Kutash, K., Online & Seidman, E. (2010). Toward the integration of education and mental health Week of in schools. Administration and Policy in 12/8 Mental Health and Mental Health Services Research, (37), 40-47.

7 Assignments

Course Requirements Description Point Due Date Value Individual Student Case Collaborate with teachers, parents 35 points Part I Due: 10/1 Study (ISCS) and school personnel to gather pertinent data & implement Part II Due: 10/29 interventions to effectively increase student participation and Presentation Date: 12/3 achievement Final Project Due: 12/10

Classroom Behavior Analyze a classroom management 25 points Due: 11/5 Management Analysis plan in order to apply knowledge (CBMA) of scientific principles influencing academic and social behavior to create a positive and productive learning environment

INCLUDE Lesson Plan Preparing and delivering research 10 points Due: 11/12 (ILP) based instruction to accommodate learning for all students

Distance Week Module See online modules 10 points Due weekly as specified on each for CourseWeb seven modules Total 140 points

 All assignments should be 12 point font, Times New Roman, 1” margins, 1.5 spacing. Be sure your name is included on every document.

 APA style should be used for citations and references where appropriate.

 Assignments should be submitted electronically to [email protected].

 Please, save and attach your assignment as a Word document using the following format for both saving and for the subject line of your email: Full Name-Assignment Name (Ex. Amy Srsic-ISCS)

 Please, do not include any other correspondence in your message unrelated to the specific assignment being submitted. Any other course related messages or questions should be sent in a separate message.

8 Professional Expectations

As a future teacher, you are expected to demonstrate professional behavior in all interactions with faculty, supervisors, cooperating teachers, peers, students and parents. The faculty encourages you to approach your graduate program as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.

 Confidentiality o You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or doing assignments for courses or speaking about your field experience and the students you work with use pseudonyms (not initials) for student, teacher, and school names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers, or staff secure from the view of others.

 Academic Integrity o Academic integrity is essential to the success of all students in higher education. Please refer to the University’s code of student obligations: http://www.provost.pitt.edu/info/aistudcode1.html. As a faculty, we take this issue very seriously and will not tolerate violations. Please notify your course instructor if you have questions related to this issue.

 Attendance o You are expected to attend and actively participate in all sessions (face-to- face/online). Attendance will be taken at the start of each face-to-face session. If you are unable to attend class due to illness or other significant personal circumstances, email your instructor prior to the start of class. A doctor’s note will be required for absences from face-to-face sessions. If you have 1 absence, your highest possible grade in the course is a B, 2 absences a C, and 3 or more absences will result in a failing grade of F. You are responsible for all content covered in missed sessions. Please contact a classmate for notes and announcements.

 Participation o You are expected to actively participate in course discussions (face-to- face/online). This helps you better learn the material and it helps your instructor gain better insight into your learning. You are expected to complete all required readings according to the timeline delineated in the course syllabus so that you will be able to better participate in class discussions and activities. If you do not understand something, please, ask!

 Technology o You are not permitted to use cell phones (including talking and texting), pagers, laptops, PDAs, etc. during face-to-face class sessions. If you have a special situation that needs to be considered, please let your instructor know within the first week of the course. 9  Communication o Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. If you need assistance or wish to discuss any aspect of the course, do not hesitate to ask. You may also schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.

 Courtesy o You are expected to arrive to class on time and inform your instructor if you must leave early. Keep in mind that it is generally unacceptable to leave class early. Additionally, courteous behavior includes staying on-task during the class, respecting the opinions of others, and coming to class prepared. o Additionally, you are expected to use professional language in class and in written communication (including email). Papers and emails that are written in an unprofessional manner (i.e., grammatically incorrect, typos, misspellings, overly informal) are considered unacceptable.

 Students with Disabilities o If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 140 William Pitt Union (412) 648-7890, [email protected], (412) 228-5347 for P3 ALS users, as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course.

 Research o Some assignments from this course may be used as part of a research analysis of pre-service teacher understandings and perceptions and how those understandings and perceptions change over time. All data collected will be de-identified for the purpose of student confidentiality. Please, inform the instructor if you would prefer to opt out so that your collected data from this course will be excluded.

Grading Criteria

 Assignments should be submitted electronically via email. Late assignments will be accepted up to 48 hours after the original due date at a 20% grade reduction. No assignments will be accepted after this time. Special circumstances will be considered if discussed with your instructor PRIOR to the assignment being late.

 Resubmission of assignments is not allowed unless explicitly stated for a specific assignment on this syllabus. You are encouraged to start assignments early to allow sufficient time to ask questions regarding the assignment.

 We work hard to ensure that the grading system is fair and accurate. If you would like to challenge any grade you receive, please submit your request in writing no later than 1 week from receiving the graded item. This request should include the graded item, an 10 explanation of why you feel the grade received is inaccurate or unfair, and an explanation of the grade you feel you should have received. Requests will be considered and changes will be made as necessary. In some situations, you may be asked to resubmit a graded item if it is determined that many students may have been impacted. In that case, please KEEP all graded items until the end of the semester . Grading criteria are clearly delineated and discussed in advance in class. If you have any questions about the grading/evaluation criteria for any assignment, do not hesitate to ask your instructor. If you have any questions about how your work has been evaluated feel free to ask your instructor.

 Final course grades will be based on the University’s grading system identified below.

Percentage of Points Earned Letter Grade Level of Attainment Grade Points 94-100 A Superior 4.00 90-93 A- 3.75 88-89 B+ Adequate 3.25 83-87 B 3.00 80-82 B- 2.75 78-79 C+ Minimal 2.25 73-77 C 2.00 70-72 C- 1.75 <70 F Failure 0.00

DIL Student Grievance Procedures

The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. The rights and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at: http://www.provost.pitt.edu/info/acguidelinespdf.pdf.

When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines (p. 16) by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (3) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school-level academic integrity officer.

The more specific procedure for student grievances within DIL is as follows:

1. The student should talk to the faculty member to attempt to resolve the matter. 2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator (if the issue concerns a class) or his or her advisor. 3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Patricia Crawford). 4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Mike Gunzenheiser). If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Mike Gunzenheiser).

11 Links to University Policies

Nondiscrimination, Equal Opportunity and Affirmative Action http://www.cfo.pitt.edu/policies/policy/07/07-01-03.html

Sexual Harassment http://www.cfo.pitt.edu/policies/policy/07/07-06-04.html

Grading System http://www.pitt.edu/~graduate/reggrades.html http://www.cfo.pitt.edu/policies/policy/09/09-01-03.html

Academic Integrity http://www.provost.pitt.edu/info/acguidelinespdf.pdf

Plagiarism Resources and Information http://www.english.pitt.edu/undergraduate/understand-and-avoid-plagiarism

Disability Policies http://www.studentaffairs.pitt.edu/drsdocumentationguidelines