Specific
- Goal: By the end of this course, the ability to identify and explain at least three evidence-based practices for supporting students with various disabilities in the general education classroom will be demonstrated.
- Goal: A support plan containing at least five differentiated instructional strategies for students with various challenges chosen by each participant will be created.
Measurable
- Goal: All course assignments will be successfully completed, demonstrating mastery of key concepts with an average score of 85% or higher.
- Goal: The components of a SMART IEP goal will be identified and accurately explained in a presentation to a simulated IEP team with 90% accuracy.
Achievable
- Goal: A deeper understanding of the legal frameworks (e.g., IDEA) and ethical considerations related to supporting students with disabilities will be developed by actively participating in discussions and completing assigned readings.
- Goal: Individual case studies of students with various disabilities will be analyzed, and appropriate support plans for each case will be developed.
Relevant
- Goal: This course will equip students with the knowledge and skills necessary to effectively collaborate with parents, specialists, and other educators to create inclusive learning environments.
- Goal: Practical strategies for promoting self-advocacy and independence in students with various disabilities will be developed, fostering their ability to express their needs and participate actively in their education.
Time-bound
- Goal: By the completion of the course, the ability to develop a comprehensive support plan that incorporates differentiated instruction and accommodations for students with diverse learning needs will be demonstrated.
- Goal: Learning will be reflected upon, and three key takeaways from the course that will inform future practice will be identified by the final week of the course.
Course Objectives: By the end of this course, students will develop the skills needed to:
- Use clear, specific language, avoid slang, and provide both oral and written instructions.
- Encourage peer-to-peer connections, acknowledge students’ feelings, and focus on strengths.
- Adapt teaching methods and materials to meet individual needs, offering choices and varied learning experiences.
- Keep the classroom organized to minimize distractions and help students focus.
- Be flexible with assignments, deadlines, and assessment methods to accommodate different learning styles and needs.
- Allow students to demonstrate their knowledge through various methods, such as oral presentations, projects, or alternative testing formats.
- Encourage peer mentoring and collaboration to foster a sense of belonging and provide natural support.
- Teach students to identify their needs, communicate them effectively, and seek help when needed.
- Provide opportunities for student choice in activities and projects to promote autonomy and engagement.
- Maintain open communication with students and their families to address concerns and ensure a collaborative approach.
Course Schedule/Outline:
Course Schedule:
Session 1- October 23, 2025 – Overview of disabilities, accommodations, modifications, scaffolding, differentiation, UDL
Session 2- November 13, 2025- Unique accommodations, specific strategies for different disabilities, and your case study introductions in triads
Session 3- December 4, 2025- Strategies for engagement, grouping strategies, clear communication, developing individual case study plans
Session 4- January 15, 2026 – showcasing your individual case study plans and feedback loops
Required Readings/Resources
Costs, if any, for required readings are not included in the course tuition.
Text for the course: How to Be, and Remain, a Compassionate Educator (2025) Anne Emerson, (1st Edition)
ISBN-10 : 1032848359
ISBN-13 : 978-1032848358
Aas, H. K., Uthus, M., & Løhre, A. (2024). Inclusive education for students with challenging behavior: Development of teachers’ beliefs and ideas for adaptations through lesson study. European Journal of Special Needs Education, 39(1), 64–78
Cole, S. M., Murphy, H. R., Frisby, M. B., & Robinson, J. (2023). The Relationship Between Special Education Placement and High School Outcomes. The Journal of Special Education, 57(1), 13-23.
Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does professional development effectively support the implementation of inclusive education? A meta-analysis. Educational Psychology Review, 35(1), 30
Francisco, M.P.B.; Hartman, M.; & Wang, Y. (2020). Inclusion and special education. Education Science. 10, 238.
Heiman, T., & Avissar, G. (2024). Facilitators and impediments in inclusive education for students with intellectual developmental disability: Perceptions of school staff and parents in Israel. Journal of Intellectual Disabilities, 28(1), 67–82
