Liz Keefe's Courses SPCED 507

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Elizabeth Barker Keefe, Ph.D.

SPCED 507: Collaboration for Inclusive Education

Program: Special Education

Course Number: SPCED 507

Credit Hours: 3 credit hours

Course Prerequisites
/Restrictions: None

Instructor: Dr. Liz Keefe
EOB 202
Ph. 277-1587
email: lkeefe@unm.edu

Office Hours: Monday 3-5pm (call Terri 277-5017 for appt.) Before or after class by appt.

Class meets: Wednesdays 7-9:30pm at Amy Beihl High School

Course Description: This class addresses issues related to the inclusion of all students into the mainstream of general education. This class will give participants an opportunity to explore and develop their personal philosophy toward inclusion and collaboration in schools and communities. Participants will learn tools for collaboration, instructional strategies and curriculum design for successful inclusion, and classroom management skills.

Rationale: The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. The rationale for the Mental Retardation and Severe Disabilities Program and the Dual License Program is supported by a shift in the major paradigm in special education and bilingual special education from a solely trait-based conceptualization toward thinking about disabilities as an interaction between individuals with disabilities or those from cultural and linguistic diverse backgrounds, their environments, and needed supports. This new way of thinking forces reanalysis of structures designed to assist individual in creating for themselves satisfying lives and challenges traditional notions of disabilities and handicaps.

Required Texts: Snell, M. & Janney, R. (2000). Teacher’s guides to inclusive practices: Collaborative Teaming. Baltimore: P. H. Brookes
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.). Virginia: ASCD
Readings Packet: Provided by Dr. Keefe

Course Objectives:

The student will demonstrate a knowledge of models, theories, laws, and philosophies that provide the basis for inclusive education.

The student will be able to articulate a personal philosophy of inclusive education

The student will demonstrate a knowledge of a variety of strategies, procedures, and materials to provide instruction in basic skills, content area, and socio-emotional development of students.

The student will demonstrate their knowledge of techniques for modifying instructional methods and materials.

The student will demonstrate their ability to apply behavioral theories to inclusive classroom settings.

The student will demonstrate their ability to integrate affective, social, and career/vocational skills with academic curricula.

The student will demonstrate their knowledge of the importance and benefits of collaboration with parents, families, and school personnel.

The student will demonstrate their ability to develop evaluation of inclusive educational programs.

Students will demonstrate a knowledge of the effects being identified as an individual with an exceptionality may have on an individual’s life.

Students will be able to discuss and compare educational reform initiatives.

Students will know where to find resources to help implement inclusive education.

Students will demonstrate a commitment to developing the highest educational and life potential of individuals with exceptional learning needs.

Specific Course Requirements:
1) Students are expected to attend class and participate.

2) Students are responsible for completing assignments on time.

3) Students are expected to read assigned material before class.
4) Students will write a brief statement of belief/philosophy on the first and last days of class, including a reflection of how these views have or have not developed. (5 pts each)

5) Students will complete a rationale for inclusive education statement (10pts).

6) Students will share/demonstrate one successful strategy to the whole class (10pts).
7) Students will complete a review/critique of a 3 research articles (20 pts).
8) Students will complete two lesson plans showing differentiation of curriculum and specific modifications (10 pts each)

9) Students will complete a 1 hour comprehensive exam question (10 pts.) (Alternative assignment can be given for those students who will not be taking comps.)
10) Students will assemble a portfolio/resource book which they can use in any teaching situation (20 pts).

Evaluation Procedures: Philosophy statements (2 x 5) 10
Rationale paper   10
Strategy share    10
Research review   20
Lesson plans (2 x 10)   20
Comp exam (or alternative) 10
Portfolio/Resource book 20
TOTAL    100

Grades: 93-100 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
77-70 C+
73-76 C

Class Schedule:

Date Topics Readings Assignment Due

1/16/02 Introduction Pre-Belief Statement

1/23/02

Class Schedule
Date Topics Reading Assignment Due
Philosophy, legal, history Danforth1 from “Rdgs 1) Sign up for Strategy Share
1/30/02 Myths and modelsResearch 2 from “Rdgs 2”
2/6/02 Differentiating InstructionInterdisciplinary Unit Tomlinson 1-5
2/13/02 Differentiating InstructionInterdisciplinary Unit Tomlinson 6-10 Rationale Statement
2/20/02 Differentiating InstructionInterdisciplinary Unit Tomlinson 11-13
2/27/02 Lesson PlanningMultiple Intelligences 2 from “Rdgs. 3”
3/6/02 Instructional Strategies 2 from “Rdgs. 4”
3/13/02 NO CLASS: Spring Break
3/20/02 Cooperative LearningPeer Buddies Snell 1 & 2 plus1 from “Rdgs. 5” 2 Lesson Plans
3/27/02 NO CLASS: Independent Research Snell 3 & 4
4/3/02 Collaboration Snell 5 & 6
4/10/02 Specific disabilities 2 from “Rdgs. 6” Research Paper
4/17/02 Grading/evaluation isues Tomlinson 141 from “Rdgs. 7”
4/24/02 Behavior 1 from “Rdgs. 8” Portfolio due
5/1/02 Educational reform and special educationCOMP EXAM 1 from “Rdgs. 9” Comp Q. or AlternativeBelief Statement #2
5/8/02 FINALS: Portfolio exhibition
SPCED 593 COLLABORATION FOR INCLUSIVE EDUCATION:
RUBRIC FOR ARTICLE REVIEW:

Name: ______________________________________

CRITERIA Evident Not-evident
On Time 2 1
Typed 1 0
Concise: 1-2 Pages 1 0
Shared three ideas/tips from article 3 2,1,0
Able to respond to questions 3 0
TOTAL
Comments:
POSTER PRESENTATION RUBRIC: SPC ED 593
Name: ______________________________________

CRITERIA 5 4 3 2 1 0
Preparation/research evident
Clear and well organized
Information accessible
Useful information
Able to respond to questions
One page summary provided
TOTAL
Comments:
COMP EXAM QUESTION - YOU HAVE ONE HOUR TO ANSWER BOTH PARTS.
Provide cites where appropriate to support your answer.
a) Using law, legislation, educational practice and the civil rights arguments, please discuss the factors which have propelled the movement of students with disabilities to placements in less restrictive settings.
b) Successful inclusion means meeting individual goals in the general education classroom. Describe and discuss four strategies that you could use to successfully adapt curriculum in inclusive classrooms.

Please note: page under construction

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Last updated: February 25, 2002

Program:	Special Education
Course Number:	SPCED 507
Credit Hours:	3 credit hours
Course Prerequisites /Restrictions:	None
Instructor:	Dr. Liz Keefe EOB 202 Ph. 277-1587 email: lkeefe@unm.edu
Office Hours:	Monday 3-5pm (call Terri 277-5017 for appt.) Before or after class by appt.
Class meets:	Wednesdays 7-9:30pm at Amy Beihl High School
Course Description:	This class addresses issues related to the inclusion of all students into the mainstream of general education. This class will give participants an opportunity to explore and develop their personal philosophy toward inclusion and collaboration in schools and communities. Participants will learn tools for collaboration, instructional strategies and curriculum design for successful inclusion, and classroom management skills.
Rationale:	The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. The rationale for the Mental Retardation and Severe Disabilities Program and the Dual License Program is supported by a shift in the major paradigm in special education and bilingual special education from a solely trait-based conceptualization toward thinking about disabilities as an interaction between individuals with disabilities or those from cultural and linguistic diverse backgrounds, their environments, and needed supports. This new way of thinking forces reanalysis of structures designed to assist individual in creating for themselves satisfying lives and challenges traditional notions of disabilities and handicaps.
Required Texts:	Snell, M. & Janney, R. (2000). Teacher’s guides to inclusive practices: Collaborative Teaming. Baltimore: P. H. Brookes Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed.). Virginia: ASCD Readings Packet: Provided by Dr. Keefe
Course Objectives:	The student will demonstrate a knowledge of models, theories, laws, and philosophies that provide the basis for inclusive education. The student will be able to articulate a personal philosophy of inclusive education The student will demonstrate a knowledge of a variety of strategies, procedures, and materials to provide instruction in basic skills, content area, and socio-emotional development of students. The student will demonstrate their knowledge of techniques for modifying instructional methods and materials. The student will demonstrate their ability to apply behavioral theories to inclusive classroom settings. The student will demonstrate their ability to integrate affective, social, and career/vocational skills with academic curricula. The student will demonstrate their knowledge of the importance and benefits of collaboration with parents, families, and school personnel. The student will demonstrate their ability to develop evaluation of inclusive educational programs. Students will demonstrate a knowledge of the effects being identified as an individual with an exceptionality may have on an individual’s life. Students will be able to discuss and compare educational reform initiatives. Students will know where to find resources to help implement inclusive education. Students will demonstrate a commitment to developing the highest educational and life potential of individuals with exceptional learning needs.
Specific Course Requirements:	1) Students are expected to attend class and participate. 2) Students are responsible for completing assignments on time. 3) Students are expected to read assigned material before class. 4) Students will write a brief statement of belief/philosophy on the first and last days of class, including a reflection of how these views have or have not developed. (5 pts each) 5) Students will complete a rationale for inclusive education statement (10pts). 6) Students will share/demonstrate one successful strategy to the whole class (10pts). 7) Students will complete a review/critique of a 3 research articles (20 pts). 8) Students will complete two lesson plans showing differentiation of curriculum and specific modifications (10 pts each) 9) Students will complete a 1 hour comprehensive exam question (10 pts.) (Alternative assignment can be given for those students who will not be taking comps.) 10) Students will assemble a portfolio/resource book which they can use in any teaching situation (20 pts).
Evaluation Procedures:	Philosophy statements (2 x 5) 10 Rationale paper 10 Strategy share 10 Research review 20 Lesson plans (2 x 10) 20 Comp exam (or alternative) 10 Portfolio/Resource book 20 TOTAL 100
Grades:	93-100 A 90-92 A- 87-89 B+ 83-86 B 80-82 B- 77-70 C+ 73-76 C

Date	Topics	Readings	Assignment Due
1/16/02	Introduction		Pre-Belief Statement
1/23/02