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SEED 3456: Inclusive Education and Teaching Students with Special Needs: Course Requirements

OER Spring 2023 Professor Thomas-Clark

1. Preparation and Participation in Class Discussions

Students will be expected to actively engage in educational conversations based on assigned readings, respond to class presentations, participate in group work activities, etc. Grading will be consistent with these requirements.

*Be prepared to discuss “What would you do?”

  • Attendance: One excused absence is permitted. More than one absence will result in a lowering of the grade by one or more intervals. Please plan to be live or present a photo.
  • Punctuality: All students are required to arrive on-line on time and to stay in class for the entire session. Excessive and/or repeated lateness or early departure from the class will result in a lowering of the grade.

Points: 150* added to grade based on attendance and participation. (Reflection due immediately follow each session).

2. Internet/Podcasts as Resources

Students will review websites/podcasts that can either be used as a resource for educators, families, advocacy, research and/or policy for students with special needs or other cohorts of students such as English Language Learners, Gifted and Talented, LGBTQ+ students, etc. From the required list, choose 2 from each of the 5 groups for a total of 200 points, and answer the questions on the Internet Assignment sheet.

Points: 10 @ 20 Points for each site = 200 total points

3. Lesson Plan

  • Create a lesson plan for a general education class in your content area that includes a national park located in the Gateway footprint: Ellis Island, Castle Clinton, The African Burial Grounds, Floyd Bennett Field, Fort Hamilton or the Jamaica Wildlife Refuge or you can use a lesson on the website under Educators Resources.
  • Within the lesson plan, indicate a minimum of three (3) ways you would differentiate learning for students with specific learning disabilities in your class. (25 each)
  • Within the lesson plan, specify a minimum of two (2) ways you would differentiate learning for an English Language Learner (ELL) within a culturally relevant context (25 each)
  • Specific format for the lesson plan will be discussed.

Points: 125 points

4. *** Field Experience/Observation Report ***

Students are required to conduct/observe 20 hours of field experiences remotely*** that include
students with disabilities (i.e. an Integrated Co-Teaching ICT classroom, SETSS, Self-contained classroom, NEST, etc.). In-person observations will be coordinated and approved by Instructors. On-line observations must be chosen from the list provided and the following questions must be answered for both:

  1. Note Date and Time Completed
  2. Name of school and demographics of school (if provided)including Composition of class(es) (type of program, age, grade, classification of students, etc.)
  3. Description of the learning environment(s)
  4. Brief Summary of one lesson observed/article read
  5. How would you use the information in your future classroom?

Points: 25 points for each hour for a total of 20 with report –total 500 points)

***NOTE: If you are a paraprofessional or engaged in on-line tutoring or helping with home schooling of family members/ friends with special needs, we will review those as options.

4. Classic Movie/Play/TV Project

Watch four of the movies, TV specials, documentaries and/or series (See Sheet for categories) that involves a person with special needs/exceptionalities. Submit a report that responds to the following: Note: All responses must be numbered and aligned with below or will be returned.

  1. Summarize the movie in one paragraph and describe the “special needs,” exceptionality, and/or challenging behavior that is being presented as part of the series/movie/documentary.
  2. Choose a character and describe the character with exceptional/special needs and three specific behaviors (bold each) that the character displays in their daily lives or learning environments (schools).
  3. How do their peers, family members, community members, etc. respond to the character picked to each of the behaviors described in #2?
  4. How did what you learned extend/change your understanding of students/people with disabilities?

Points: 200 points each=800 total