EDSP 413 Inclusion and Diversity: Effective Practices and Strategies

This course equips candidates with the skills and knowledge needed to develop Individualized Education Programs for students with exceptionalities across K-12 grade levels. Candidates will learn to differentiate instruction and provide the supports, services, and accommodations needed to meet the needs of individuals with exceptionalities and ensure meaningful access to the general education curriculum.

Candidates preparing to be special educators must be equipped to develop individualized programs, instruction, and supports to ensure students with exceptionalities have access to the general education curriculum. The focus is on planning programs, instruction, and supports to ensure access to the general education curriculum for diverse learners.

Textbook readings and lecture presentations/notes

No details available.

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be 350 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to two other classmates’ threads. Each reply must be 150 words. (CLO: A, B, C, D, E)

Meaningful IEP Meetings Module Assignment

The candidate will view a training module on meaningful IEPs. Candidates will complete answers to guided questions to support the roles of members of the IEP meeting and components of well written IEPs. (CLO: B, E)

IRIS Center Module Assignments (3)

The candidate will complete open-access learning modules available via the open-access IRIS Center. After completing the module the candidate will respond to each question in the “Assessment” section at the end of the module. Each question must be addressed in full using professional language. Responses must demonstrate a comprehensive understanding of the concepts and information presented in the learning module. (CLO: A, B, C, D)

The candidate will analyze an IEP meeting, identifying what went well, what did not go well, providing suggestions for improvement based on course reading and learning modules, and reflecting on the importance of effective communication and collaboration among educators and families. For Part 1, the candidate will complete a checklist about the IEP meeting. For Part 2, the candidate will write a 400–500 word critical analysis of the IEP meeting that integrates responses to several questions. The candidate will format his/her analysis per APA and include a minimum of 3 different citations. (CLO: A, D)

Given a case study the candidate will develop an IEP, including the Present Levels of Academic Achievement and Functional Performance (PLAAFP), goals, and associated accommodations. Each element of the template must be addressed in full using professional language.  (CLO: A, D)

The candidate will complete one case study unit available via the open-access IRIS Center. Using the resources provided in the case study (i.e., STAR Sheets) and the assignment template, the candidate will answer each item in full. The case study unit will be evaluated based on the candidate’s ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting. This case study unit addresses the application of strategies to teach beginning Algebra. (CLO: C)

The candidate will create a Differentiated Unit Plan for one week of instruction in math and one week of instruction in literacy. The unit plan should be written for a middle school grade level (6 – 8) with tiered instruction meeting the needs of individual learners functioning above grade level (secondary), on grade level (middle school), and below grade level (elementary).  In addition to providing tiered instruction, the candidate must differentiate each lesson to meet the exceptional learning needs of specific students included in the DUP student descriptions given. The project will be completed in three stages as described below:

• DUP Literacy: Candidates will develop a unit plan with three differentiated lesson plans for literacy.
• DUP Math: Candidates will develop a unit plan with three differentiated lesson plans for math.
• DUP Accommodation: Candidates will develop an accommodation plan to support the exceptional learning needs of students with exceptionalities. (CLO: A, B, C, D)

The candidate will complete four quizzes demonstrating comprehension of assigned reading from the course text. Each quiz will cover the Learn materials for the assigned Module: Week It will be open-book/open-notes, contain multiple choice and have a 1.5-hour time limit. (CLO: A, B, C)