SPED 102 - Introduction to Inclusive Teaching

1. Explain the significance of the research and rationale for inclusive education.
2. Describe and apply the practice of the least restrictive environment in inclusive educational settings.
3. Analyze individual learner needs in organizing and planning the environment for diverse populations, including the design of classroom space.
4. Demonstrate an understanding of differentiated instruction and heterogeneous grouping to meet the needs of diverse learners.
5. Explore strategies for increasing learners’ positive behaviors and promoting social integration of all learners in inclusive settings.
6. Demonstrate an understanding of the role and responsibilities of the general educator in monitoring learner progress and collecting data from formal and informal assessments to inform instruction.
7. Recognize the characteristics of effective collaboration, including working with families and education professionals to provide high quality academic and social opportunities for all learners.
8. Analyze learner needs to maximize achievement, including the use of assistive technologies and Universal Design for Learning (UDL).
9. Demonstrate an understanding of appropriate instructional materials and methods for learners with high and low incidence disabilities and the accommodations that can be made for them in inclusive settings.
10. Describe effective curricular and approaches and accommodations that ensure access to the content areas, including literacy, mathematics, science, and social studies.
11. Understand and describe the benefits of co-teaching in inclusive settings to meet the needs and learning styles of all learners.

• Inclusion
• Co-teaching
• LRE
• Differentiated instruction
• Diverse populations
• Social integration
• Heterogeneous grouping
• Formal and informal assessment
• Data collection
• Universal Design for Learning (UDL)
• Assistive technology
• Collaboration
• Theoretical foundations of classroom and behavior management
• Analysis of behavioral interventions, social/behavioral patterns
• special education terms and acronyms (ABA, PBIS, FBA, antecedent behaviors, etc.)
• Assessment of individuals with exceptionalities in relation to behavior management
• Behavior management support plans
• Collecting, recording, analyzing data for behavioral management techniques
• Proactive approaches to discipline
• Rules and procedures for classrooms differing in culture and linguistics

A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.

• Web Site http://www.doe.in.gov/
• Course number: SPED 240
• Course Name: Culturally Appropriate Practices for Managing Behaviors

InTASC Model Core Teaching Standards

Interstate Teacher Assessment and Support Consortium
CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

INDIANA CONTENT STANDARDS FOR EDUCATORS EXCEPTIONAL NEEDS - MILD

Standard 1: Foundations of Special Education
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the historical, philosophical, ethical, and legal foundations of the field of special education and demonstrate the ability to apply this knowledge to effectively meet the needs of students with mild exceptional needs.

1.1 Historical and philosophical foundations of special education, including important findings from the research literature and major contributors to the field of special education

1.2 Knowledge of current issues, trends, and research related to knowledge and practice in the fields of general education and special education

1.3 The ability to apply ethical guidelines related to the education of students with mild exceptional needs

Standard 2: Development and Characteristics of Students with Mild Exceptional Needs
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the characteristics and needs of students with disabilities as well as factors affecting the learning and development of students with mild exceptional needs and demonstrate the ability to apply this knowledge to effectively meet the needs of students with mild exceptional needs.

2.1 The ability to recognize typical and atypical human growth and development, including the cognitive, physical, sensory, linguistic, and social-emotional domains

2.8 Knowledge of the influence of cultural, linguistic, and socioeconomic factors on the development, learning, and identification of students with disabilities; and knowledge of
how these factors can influence the disproportionate representation of individuals from diverse groups in disability categories

Standard 3: Assessment
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of various types of formal and informal assessments and assessment procedures used in the field of special education and demonstrate the ability to select, adapt, modify, administer, and interpret the results of assessments used with students with mild exceptional needs.

3.1 Basic terminology used in assessment and specialized terminology used in the assessment of students with mild exceptional needs

3.7 The ability to apply strategies and procedures for administering assessments, including strategies for using technology, strategies for collaborating with families and other
stakeholders in the assessment process, and procedures to avoid bias during the assessment process

3.8 The ability to interpret information from various formal and informal assessments, including curriculum-based assessments

3.11 The ability to serve as an effective member of evaluation and/or data teams

Standard 4: Individualized Program Planning and Implementation
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of procedures for developing, implementing, monitoring, and amending individualized programs and demonstrate the ability to follow these procedures in planning and implementing individualized programs for students with mild exceptional needs.

4.1 The ability to use assessment information to make eligibility, program, and placement decisions for students with mild exceptional needs, including students from culturally
and/or linguistically diverse backgrounds and students referred for interventions through the Response to Instruction (RtI) process

4.2 The ability to apply knowledge of the continuum of services for students with mild exceptional needs and types of supports needed to facilitate students’ inclusion in various
settings

Standard 5: Learning Environments
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of a variety of learning environments for students with mild exceptional needs and demonstrate the ability to plan, manage, and modify learning environments for students with mild exceptional needs.

5.1 Recognition of how teacher attitudes and behaviors can affect students with and without disabilities and the ability to apply strategies for developing and maintaining rapport with all students

5.2 The ability to apply strategies for creating a safe, positive, equitable, and supportive classroom climate that fosters respect for diversity and positive interactions among all
students

5.4 The ability to apply strategies for planning, managing, and modifying the teaching and learning environment, including strategies for designing and managing effective classroom routines and instruction

5.6 Recognition of barriers to accessibility and to the acceptance of students with mild exceptional needs and the ability to apply strategies for adapting the physical
environment to meet individual needs

5.7 The ability to use performance data and information from all stakeholders to make or suggest modifications to learning environments

5.8 The ability to use and maintain educational and assistive technologies for facilitating student learning

Standard 6: Instructional Planning and Delivery
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of effective, research-based instructional practices for students with mild exceptional needs and demonstrate the ability to apply such practices to promote students’ success in the general curriculum.

6.5 The ability to apply strategies for developing and selecting instructional content, resources, technologies, and strategies that respond to students’ cultural, linguistic, and
gender differences; learning strengths; and academic and social abilities, attitudes, interests, and values

Standard 7: Communication and Social Skills
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of strategies for fostering students’ communication and social skills and demonstrate the ability to apply such strategies to help students with mild exceptional needs achieve their individual goals related to communication and social skills.

7.6 The ability to apply strategies for teaching social skills that students need in order to succeed in educational and other environments and the ability to apply knowledge of
realistic expectations for students’ personal and social behavior in educational and community settings

7.7 The ability to design, implement, and evaluate instructional programs that enhance the social participation of students with mild exceptional needs across environments

7.8 The ability to apply strategies for increasing students’ self-awareness, self-management, self-control, self-reliance, self-esteem, self-efficacy, and self-advocacy skills

7.9 Familiarity with interpersonal problem-solving and conflict-resolution skills

Standard 8: Positive Behavioral Interventions and Supports
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the principles of positive behavioral interventions and support and demonstrate the ability to apply these principles by providing effective positive behavioral interventions and support for students with mild exceptional needs.

8.1 Various theoretical approaches and research-based models regarding behavior and motivation, and theories of various reinforcement techniques used with students with
mild exceptional needs

8.2 The ability to apply the principles of positive behavioral interventions and supports for students with mild exceptional needs

8.3 Components of functional behavioral assessments and behavioral support plans and the ability to use the results of functional behavioral assessments to develop behavioral
support plans

8.4 The ability to apply knowledge of the types, characteristics, strengths, and limitations of various behavioral interventions and reinforcement techniques for students with mild
exceptional needs

8.5 The ability to coordinate the implementation of positive behavioral interventions and supports among stakeholders

8.6 The ability to apply strategies and procedures for crisis prevention and intervention

8.7 The ability to implement various data charting and collection procedures that are used to track and monitor the effectiveness of positive behavioral interventions and the ability to adapt and modify interventions based on the review and analysis of data

Standard 10: Professional Roles and Responsibilities
Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the professional roles and responsibilities of the special education teacher and demonstrate the ability to apply this knowledge by acting professionally and responsibly with regard to the education of students with mild exceptional needs.

10.5 The ability to apply knowledge of how to practice within the Council for Exceptional Children (CEC) Code of Ethics, federal and state laws, and other standards of the
profession, including legal and ethical guidelines for using digital information and technologies

CASA AND TRANSFER STATEMENT

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution teacher education program, students must complete prerequisite courses, have a GPA required by the institution, and pass the CASA exams for reading, writing/English, and math. For more information on the CASA, go to http://www.nesinc.com. Admission to a teacher education program at a four-year institution is determined by the admitting institution.

PORTFOLIO STATEMENT

All degree-seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards. The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material. See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam. Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam. Department of Education web site http://www.doe.in.gov/

 
Course Addendum - Syllabus (Click to expand)