Fall 2020 - EDUC 427 E100

Teaching Students with Special Needs in Inclusive Settings. (4)

Class Number: 6696

Delivery Method: Remote

Overview

  • Course Times + Location:

    TBA
    REMOTE LEARNING, Burnaby

  • Prerequisites:

    Co-requisite EDUC 422 plus one of the following: Prerequisite EDUC 401/2 or co-requisite EDUC 403 or experience working with children with high-incidence disabilities. The last option would require instructor approval.

Description

CALENDAR DESCRIPTION:

A review of classroom teaching practices that support learning for children with high-incidence disabilities (e.g., learning disabilities, Attention Deficit Disorder, mild intellectual disabilities, moderate behavior disorders). Topics include: introduction to inclusive teaching, collaboration partnerships and procedures, teaching students with high-incidence disabilities, developing effective teaching skills, improving classroom behavior and social skills, promoting inclusion with peers, enhancing motivation and affect, assessment and teaching in the content areas.

COURSE DETAILS:

The course will be using asynchronous methods of learning (modules will be made available for students to be completed at their own pace).



A review of classroom teaching practices that support learning for children with high-incidence disabilities (e.g., Learning Disabilities, Attention Deficit Disorder, mild intellectual disabilities). Topics include: introduction to inclusive teaching, provincial government policies, teaching students with high-incidence disabilities, using universal design for learning and differentiated instruction, adapting assessment, improving classroom behavior and social skills, promoting inclusion with peers, enhancing transitions, and developing collaborative partnerships.

COURSE-LEVEL EDUCATIONAL GOALS:

By the end of the course, students should be able to: 

  1. Discuss the concepts of universal design for learning (UDL), differentiated instruction (DI), and progress monitoring, including response to intervention (RTI) and how they are used in inclusive education.
  2. Describe the definitional criteria and characteristics of a variety of children with high-incidence disabilities.
  3. Discuss what it means to differentiate or adapt teaching and classrooms to meet the needs for children with high-incidence disabilities and describe the steps of a strategy for adapting teaching to include exceptional learners.
  4. Define the concept of self-regulation and self-regulated learning (SRL) as well as how it can be implemented in the classroom.

Grading

  • Reading summaries 20%
  • Weekly group discussions and participation 20%
  • Individual Assignments (2) 30%
  • Final group project 30%

NOTES:

The course will be using asynchronous methods of learning (modules will be made available for students to be completed at their own pace).

Materials

REQUIRED READING:

Hutchinson, N.L. (2020). Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, 6th ed. Toronto: Pearson Education Canada.

5th edition is also acceptable.
ISBN: 9780134772059

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Butler, D.L., Schnellert, L. & Perry, N. E. (2017). Developing self-regulating learners. Toronto: Pearson Education Canada.
ISBN: 9780133906905

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NOTE:
Students will have the option to purchase both texts as a bundle (ISBN: 9780136735663) or separately at the SFU Bookstore.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).