ED360:
Prerequisites
Meeting Times, Location, & Course Delivery Details
This class is offered in a face-to-face format. Students are expected to attend each scheduled class day unless otherwise notified by the instructor.
Contact Information
Upon successful completion of this course...
Textbook Name: Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom
Edition: 8th ed.
ISBN: 9780137849031
Author: Vaughn, S. r., Bos, C. S., & Schumm, J. S.
Publisher: Pearson
Upon successful completion of this course…
The student will be able to summarize the legal foundations, litigations, and legislation concerning students with disabilities; such as IDEA (Individuals with Disabilities Education Act), Section 504 (Vocational Rehabilitation Act), and ADA (Americans with Disabilities Act).
The student will be able to describe procedures for collaboration and communication for intervention, including pre-referral procedures employing response-to-intervention (RTI) and multi-tiered systems of support (MTSS) models.
The student will be able to discuss the prevalence and characteristics of students with higher incidence disabilities and explain strategies for classroom adaptations.
The student will be able to discuss the prevalence and characteristics of students with autism and lower-incidence disabilities and explain strategies for classroom adaptations.
The student will be able to discuss the prevalence and characteristics of students with other special learning needs (i.e. gifted/talented, culturally/ linguistically diverse, etc.) and explain strategies for classroom adaptations.
The student will be able to describe the PASS variables and their application to effective differentiated instruction in inclusive settings.
The student will be able to describe the components and process of RTI and MTSS models.
The student will be able to identify strategies and techniques for managing classroom behavior and social skills.
The student will be able to describe how to implement strategies for peer-supported social acceptance.
The student will be able to demonstrate understanding of tools to develop independent learners, using personal organizational skills, and strategies for completing homework, for effective listening, for note taking, and for successfully completing reports or projects.
The student will be able to identify and describe the uses of different types of tests, ways to adapt different types of tests, and procedures for adjusting grading of tests for students with special learning needs.
The student will be able to describe strategies and adaptations for teaching basic reading skills, such as letter and word identification, phonemic awareness, phonics, and basic sight words; reading fluency; reading comprehension; and multi-tiered reading instruction with response to intervention.
The student will be able to describe strategies for teaching mathematics in inclusive settings, including beginning math, addition and subtraction, multiplication and division, problem-solving, money and time, fractions and decimals, area and volume concepts, algebra, and functional math.
The student will be able to describe and apply strategies for adapting textbook- or content-oriented approaches in science and social studies, such as content enhancements and mnemonic strategies; evaluate and implement strategy instruction for using mnemonic strategies; evaluate strategy instruction for using content-area textbooks; and describe and evaluate methods for selecting and adapting textbook materials to accommodate diverse learners in the classroom.
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
Weeks/Dates | Topics | Readings | Assignments/Plan |
1 8/18 | Introduction to the Course |
| Go over syllabus & Bb; remind to bring book to class with them each time. |
8/20 | Special Education & Inclusion | Chapter 1 | Read Chapter 1 |
8/22 | Look at Patient No More virtual exhibit | Con’t Chapter 1 in class; write 2-3 page (double-spaced) reflection on Patient No More (10 pts) | |
2 8/25 | RtI/MTSS | Chapter 2 | Read Chapter 2 |
8/27 | Watch How a Strong MTSS Academic Framework Supports Inclusion video | Con’t chapter 2 in class; watch video for homework & write 2-3 page (double-spaced) reflection on the video (10 pts) | |
8/29 | None | Con’t chapter 2 in class; complete IRIS Module: RTI (Part I): An Overview (10 pts) | |
3 9/1 | No class – Labor Day |
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9/3 | Culturally/Linguistically Diverse Students | Chapter 4 | Read Chapter 4 |
9/5 | Watch What Is Culturally & Linguistically Responsive Teaching with VABB video | Watch video for homework and write 2-3 page (double-spaced) reflection on the video (10 pts). | |
4 9/8 | Communication/ Collaboration | Chapter 3 | Read Chapter 3 |
9/10 | Watch Co-Teaching Models video | Con’t chapter 3 in class. Watch & discuss video in class. | |
9/12 | Watch Teacher & Parent Relationships: A Crucial Ingredient video | Wrap up chapter 3 in class. Start performance assessment (Evaluation 1) by completing performance assessment tasks over the first four topics. This is not an assessment you can study for; however, you can look things up online to help you. You will have a week to complete the assessment (50 pts). | |
5 9/15 | Behavior Management | Chapter 5 | Read Chapter 5 |
9/17 | Watch School-Wide Positive Behavior Support: Reaching All Students video | Wrap up Chapter 5 in class. Watch video for homework & develop a list of at least 3 behaviors specific to the elementary, milled, & secondary levels (9 behaviors total). Then brainstorm strategies to address the problem behaviors at your chosen levels (3 behaviors; 15 pts). | |
9/19 | Watch 5th Grade Classroom Economy video | Watch video for homework. Develop a classroom economy system for your ideal classroom. Include what specific things students will need to do to earn tokens, how often students can redeem tokens, what kinds of things tokens can be redeemed for, what kind of problems you think might come up, and how you would address those problems (25 pts). | |
6 9/22 | Learning Disabilities/ADHD | Chapter 6 | Read Chapter 6. |
9/24 | Watch The Alphabet War: A Story About Dyslexia video | Con’t Chapter 6 in class; watch video for homework and work through the case study questions (10 pts) | |
9/26 | Watch How Are You Smart? Video | Wrap up Chapter 6 in class; watch video for homework & write a 2-3 page (double-spaced) reflection on the video (10 pts) | |
7 9/29 | Communication Disorders | Chapter 7 | Read Chapter 7 |
10/1 | None | Con’t Chapter 7 in class | |
10/3 | None | Wrap up Chapter 7 in class | |
8 10/6 | Emotional/Behavior Disorders | Chapter 8 | Read Chapter 8 |
10/8 | None | Wrap up Chapter 8 in class | |
10/10 | No face-to-face class – state meeting. | Evaluation 2
| Complete posted on your own – this will cover Chapters 5-8 and be Evaluation 2 (50 pts) |
9 10/13 | No class – Fall Break |
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10/15 | Low Incidence Disabilities
| Chapter 11 | Read Chapter 11 |
10/17 | None | Draw a diagram of your ideal classroom and write an explanation of how you would be able to accommodate a student who uses a wheelchair and a student with a visual impairment. (10 pts) | |
10 10/20 | ASD/PDD/ID/DD | Chapters 9 & 10 | Read Chapters 9 & 10 |
10/22 | None | Con’t chapters 9 & 10 in class. | |
10/24 | Listen to Welcome to Holland essay. | Wrap up Chapters 9 & 10 in class. Listen to the essay Welcome to Holland; create an illustration that visually represents the meaning of the essay to you (10 pts). | |
11 10/27 | Differentiation/ Assessment | Chapter 12 | Read Chapter 12. |
10/29 | None | UDL Wheel in class | |
10/31 | None | Rubric building activity in class (15 pts). | |
12 11/3 | Content Learning | Chapter 13 | Read Chapter 13 |
11/5 | None | Con’t chapter 13 in class. | |
11/7 | None | Wrap up Chapter 13 in class; Create a keyword mnemonic for a vocabulary word/definition in your chosen content to help students remember that word & definition (15 pts) | |
13 11/10 | Lesson Planning | PASS/SCREAM blog entry | Read PASS/ SCREAM blog entry for homework & go over WC lesson plan template together in class |
11/12 |
| Finish template if need be in class; work on creating a lesson plan for your specific content area that demonstrate effective instruction (25 pts) | |
11/14 | None | Share lesson plans in class | |
14 11/17 | Reading/Writing | Chapter 14 & 15 | Read Chapters 14 & 15 |
11/19 | None | Con’t Chapters 14 & 15 in class | |
11/21 | None | Wrap up Chapter 14 & 15 in class. | |
15 11/24 |
| Data Analysis Case Study Activity | Data Analysis Case Study activity in class (25 pts) |
11/26 | No class - Thanksgiving Break | None | None |
11/28 | None | None | |
16 12/1 | Math | Chapter 16 | Read Chapter 16 |
12/3 | None | Wrap up Chapter 16 in class. | |
12/5 | Final Exam Meeting (3:15-5:15pm) |
| Final Exam – performance assessment (50 pts) |
Homework Activities: These are assignments you will do during most weeks that will earn you 10 points each. You might write reflections over videos that you watch for homework, you might complete IRIS modules, you might be drawing a diagram of your ideal classroom, etc. These are assignments that ask you to think about a topic that we are covering that week and how that topic impacts what you will be doing. There will be a total of 80 points for these activities.
Application Activities: These are activities that you will do outside of class for a larger number of points (typically between 15-25). These activities will ask you to apply what you are learning about a particular topic to what you will be doing. You might be addressing behavior issues, developing a token economy, writing a lesson plan, or analyzing data. There will be a total of 120 points for these activities.
Evaluations: You will have three evaluations throughout the semester. These evaluations will be performance type assessments where you will need to explain how you would respond in a particular scenario using what you have learned in class or create something that shows your understanding of what you have learned in class. These assessments will not be something you can necessarily study for so there won’t be a study guide; however, you may be able to use some outside resources to assist you and you may have extended time (beyond the class period) to complete the assessment. Each of the assessments will be worth 50 points for a total of 150 points.
The grading scale will be as follows:
Grade | Range | Notes |
A | 329-350(94-100%) |
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A- | 315-328(90-93%) |
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B+ | 304-314(87-89%) |
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B | 294-303(84-86%) |
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B- | 280-293(80-83%) |
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C+ | 269-279(77-79%) |
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C | 259-268(74-76%) | Must hit this grade or higher to pass the class. |
C- | 245-258(70-73%) |
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D | 210-244(60-69%) |
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F | 0-209(0-59%) |
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Instructor Course Policies
Attendance: You are expected to be in class. The college provides for 4 types of excused absences.
Activities in which the student serves as an official representative of the College (e.g. musical performances, athletic contests, field trips, etc.).
Personal illness, with documentation by the College nurse or a physician, if possible.
Family or personal emergencies.
When severe weather makes travel to campus dangerous.
You will have up to one week of absences permitted, which equals to 3 class days for the semester. Again, significant issues will be addressed on a case-by-case basis. However, if you miss more than 3 days (excused or unexcused), I will notify Academic Success that attendance is an issue and your grade can and will be impacted.
If you are running a fever do not come to class!
If you must miss class, I cannot send you a zoom link for class. The Radient Technology is reserved for students with documented medical issues preventing them from attending class in person. That notification for need for the Radient Technology comes from Academic Affairs, Academic Success, or the Office for Disability Services. It is not a decision made by me.
If you must miss class, it is your responsibility to connect with another person in the class to get a copy of the notes and find out what we did in class. Yes, you did miss important information and it is your responsibility to catch up on that information.
The Education Area uses a warning flag system to address any Academic Dishonesty or other
dispositional issues. The full policy is laid out in the Academic Catalog. However, for a first offense,
you will have a meeting with the Area Coordinator, the instructor (or site supervisor if the issue occurs
in field), and the field director (again, if the issue occurs in field). After discussion about the issue at
hand, you will be asked to develop a plan to avoid similar situations in the future. The area coordinator will provide you with a template for the remediation plan. Once you submit the plan, the area faculty will review it and 1) approve it; 2) ask questions or ask for clarification as needed with resubmission; or 3) ask you to start over because you missed the entire point of the exercise. Once the plan is approved, you will check in weekly with the area coordinator and/or field director for the remainder of the semester to ensure completion of your plan. A warning flag will be documented in your file.
A second offense will result in a meeting with the whole education faculty. After discussing the issue at hand, a remediation plan will be drafted for you and you will check in twice weekly with the area coordinator. for the remainder of the semester. A second warning flag will be documented in your file.
A third offense will result in a meeting with the area coordinator where you will be dismissed from the
education program. You will need to change your major because you will no longer be permitted to take education classes toward licensure.
Late Work Policy
Late work will generally not be accepted. If there is an extenuating situation like you have a medical issue that prevents you from completing the assignment, you will need to communicate that to me prior to the deadline for the assignment and we will work something out. I will be closing assignments at the due date and once it is closed it will not be re-opened for assignment submission.
If you neglect to turn in more than 3 minor (10 points or less each) or 2 major (more than 10 points each) with no communication or valid reason (e.g. significant medical issue, etc.), I will submit your name to Academic Success for being at risk for not passing the class.
Diversity
In this course, you will be learning about the role of educators in making school settings inclusive for all learners regardless of specific learning needs. Additionally, I would strongly encourage you to write and speak using "person-first language" where the person precedes the disability (Retrieved Aug. 11, 2023 from https://www.nih.gov/nih-style-guide/person-first-destigmatizing-language#:-:text=Describe%20what%20the%20person%20%E2%80%9Chas,a%20person%20who%20is%20bipolar). Using person-first language in writing or speaking, we would write or say "the child with a learning disability" rather than "the learning disabled child". The only exception this standard is when referring to a deaf person. Many deaf people have long felt that deafness is part of who they are and prefer to not have person-first language applied to them.
AI Policy
As you may have seen, AI has become relatively popular in the last few months with several different types of AI to provide things such as images, music, art, and writing. In my class, I expect assignments to be a demonstration of your knowledge, not the knowledge of an AI program. The content of this course is tested by the state of Ohio on the content OAE exam and if you are using AI to complete the assignments, it will not benefit you on the OAE or in your career as an educator. I would expect you to be mature and professional and to complete your own assignments using the knowledge you have gained in your time in the Wilmington College education program. If you are confused about the assignment, you are welcome to come to Office Hours or set up an appointment to meet with me and we can walk through the task together to ensure you understand what you need to do.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.