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

Let’s explore:

• Syllabus that includes the required Field experience (20 hours) in special education and/or inclusive classrooms

Let’s explore:

• A Sample Individualized Education Program (IEP)
• A Tool for summarizing the needs listed in the IEP!
• Two (2) videos on inclusive technologies: How might technology create equity and access in classrooms for some/all students?

Let’s explore:

• The “Business of Special Education in the USA”!
• Demos of AT for College Use
  • AVA, Seeing AI, Otter AI, Google/Apple Photo, & Glean
  • Accessibility in Operating Systems, Browsers, and Microsoft Office
• The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) & Resources!
• ***Update on Required Field Experience Format (20 hours) in special education and/or inclusive classrooms!

Let's explore

Begin reading "Eliminating Ableism in Education" by Thomas Hehir.

• This week read pages 1-5.
• Let's continue to read this for the next five (5) weeks to read it. Pay close to the six proposals he makes toward eliminating Ableism and think about how that may be impacted by the use of assistive technology.
• An adult’s genius with a Disability -- ~ “An Irish Goodbye” – An Actor who has Down Syndrome
• James Martin: an award-winning actor with Down’s Syndrome.
• Neil deGrasse Tyson’s Starry Messenger: Cosmic Perspectives on Civilization 2022. Chapter 10: “ Body and Mind” (pages 194-199)
• Whiteford W. A et al. directors. King Gimp. University of Maryland School of Medicine : Video Press 2000.

• Whiteford W. A et al. directors. King Gimp. University of Maryland School of Medicine : Video Press 2000.

Let's continue to explore:

Continue reading Eliminating Ableism in Education by Thomas Hehir.

• This week read pages 6-10.
• Let's continue to read this for the next four (4) weeks to read it. Pay close to the six proposals he makes toward eliminating Ableism and think about how that may be impacted by the use of assistive technology.
• Begin to create our Collaborative Discipline-Specific Lesson Plan by with differentiation for at least two (2) disabilities.
• ***Update on Required Field Experience Format (20 hours) in special education and/or inclusive classrooms

Let’s continue to explore

Continue reading Eliminating Ableism in Education by Thomas Hehir

• This week read pages 11-15.
• Let's continue to read this for the next three (3) weeks to read it. Pay close to the six proposals he makes toward eliminating Ableism and think about how that may be impacted by the use of assistive technology.
• Create our Collaborative Discipline-Specific Lesson Plan with evidence of:
  • A Universal Design for Learning (UDL) Principle: Multiple Means of Representation: the “what” of learning!
  • Danielson Framework for Teaching Domain 1 Planning and Preparation Components
    • 1a: Demonstrating knowledge of content and pedagogy and
    • 1e: Designing coherent instruction

Let’s continue to explore:

Continue reading Eliminating Ableism in Education by Thomas Hehir

• This week read pages 16-20.
• Let's continue to read this for the next two (2) weeks to read it. Pay close to the six proposals he makes toward eliminating Ableism and think about how that may be impacted by the use of assistive technology.
• Create our Collaborative Discipline-Specific Lesson Plan with evidence of:
  • Universal Design for Learning (UDL) Principles: Multiple Means of Representation: the “what” of learning and Multiple Means of Action and Expression: the “how” of learning!
  • Danielson Framework for Teaching Domain 1 Planning and Preparation Components 1a: Demonstrating knowledge of content and pedagogy and 1e: Designing coherent instruction submission

Submission:

• Explore Lynn Meltzer’s Promoting Executive Function in the Classroom (What Works for Special-Needs Learners) 2010 Part I. “Understanding Executive Function: The Challenge for 21st-Century Teachers – Chapter 1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and How” pages 3-27
• Update on Required Field Experience Format (20 hours) in special education and/or inclusive classrooms!

Let’s continue to explore

Continue reading Eliminating Ableism in Education by Thomas Hehir

• This week read pages 21-25.
• Let's continue to read this during next week’s session to read it. Pay close to the six proposals he makes toward eliminating Ableism and think about how that may be impacted by the use of assistive technology.
• Create our Collaborative Discipline-Specific Lesson Plan with evidence of:
  • A Universal Design for Learning (UDL) Principle: Multiple Means of Representation: the “what” of learning!
  • Danielson Framework for Teaching Domain 1 Planning and Preparation Components
    • 1a: Demonstrating knowledge of content and pedagogy and
    • 1e: Designing coherent instruction

Let’s continue to explore

Continue reading Eliminating Ableism in Education by Thomas Hehir

• This week read pages 26-30.
• We’ve paid close attention to the six proposals he makes toward eliminating Ableism and think about how that may be impacted by the use of assistive technology.
• Create our Collaborative Discipline-Specific Lesson Plan with evidence of:
  • A Universal Design for Learning (UDL) Principle: Multiple Means of Representation: the “what” of learning!
  • Danielson Framework for Teaching Domain 1 Planning and Preparation Components
    • 1a: Demonstrating knowledge of content and pedagogy and
    • 1e: Designing coherent instruction

Submission:

• Update on Required Field Experience Format (20 hours) in special education and/or inclusive classrooms!

Let's explore

• Reflect on Theorists Don Tapscott and Anthony Williams “collective intelligence”;
• Continue creating our Collaborative Discipline-Specific Lesson Plan
• Explore Lynn Meltzer’s Promoting Executive Function in the Classroom (What Works for Special-Needs Learners) 2010 Part I. “Understanding Executive Function: The Challenge for 21st-Century Teachers – Chapter 1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and How” pages 3-27
• Implement Collaborative Discipline-Specific Lesson Plan!

Let's explore:

• Explore Carol Ann Tomlinson’s and Marcia B. Imbeau’s Leading and Managing a Differentiated Classroom
• Explore press release about the publication of Leading and Managing a Differentiated Classroom
• Explore Carol Ann Tomlinson’s and Marcia B. Imbeau’s Managing a Differentiated Classroom A Practical Guide
• Implement Collaborative Discipline-Specific Lesson Plan!
• Introduction of AT: Inclusion Requires Participation, Participation Requires Access Part 1
  • The History of Assistive Technology (AT)
  • AT as Reactive Approach to Enabling Learner Participation
• Update on Required Field Experience Format (20 hours) in special education and/or inclusive classrooms!

Let’s explore:

• Let’s explore Carol Ann Tomlinson’s So Each May Soar: The Principles and Practices of Learner-Centered Classrooms to garner further insight for our Collaborative Lesson Plans and Implementation of such.
• Introduction of AT: Inclusion Requires Participation, Participation Requires Access Part 2
  • T. as a Proactive Approach to Sustaining Learner Engagement
  • Assistive Technologies in Education: Ed Tech vs. UDL vs. AT
• Implement Collaborative Discipline-Specific Lesson Plan!

Let's explore:

• Introduction of AT: Inclusion Requires Participation, Participation Requires Access Part 3
  • How Practitioners “Think A.T.”
  • The Complementary Missions of UDL and AT
• Let’s revisit The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) & Resources to garner a further understanding for focusing on educational-social emotional-physical strengths and hurdles in Community District and District 75 Schools:
  • Learning Disabilities;
  • Emotional Disabilities;
  • Cognitive Disabilities;
  • Other Health Impairments;
  • English Language Learners;
  • Gifted & Talented;
  • LGBTQ+ Students
• Update on Required Field Experience Format (20 hours) in special education and/or inclusive classrooms!

Let's explore:

• Introduction of AT: Inclusion Requires Participation, Participation Requires Access Part 4
  • The Complementary Missions of Academic Interventions and AT
  • Striving for Inclusion by Assessing and Addressing Obstacles that Cause Exclusion
• Let’s revisit some “Resources about Students with Disabilities” to garner a further understanding of:
  • Due Process;
  • Assessment;
  • Collaborating with other Support Adults: Paraprofessionals, School Psychologist, School Counselor, Master of Social Work (MSW), Community-Based Organizations (CBOs), etc.

Submission:

• Submission of Required Field Experience Format (20 hours) in special education and/or inclusive classrooms!

Final examinations for undergraduate classes must be held in the 15th week of the semester at the specified time and place during the scheduled examination period.

• FINAL
• End-of-Semester Survey on Assistive Technology (AT)