1

FORT HAYS STATE UNIVERSITY

College of Education, Department of Teacher Education
TESP 302: Educating Children with Exceptionalities
3 Credit Hours
INSTRUCTOR:

Dr. Valerie Zelenka

Rarick Hall 210B
Phone: 785-628-4688
E-mail: vlzelenka@fhsu.edu

COURSE DESCRIPTION (as published in catalog): A survey of the principal types of exceptional
children. Emphasis is on understanding the adjustment and development difficulties of such children
and the implications of these difficulties in the educational process.
ONLINE TEXT: Brownell, M. T., Smith, S. J., Crockett, J. B., Griffin, C. C. (2012). Inclusive
Instruction: Evidence-Based Practices for Teaching Students with Disabilities. New York: Gilford
Press.
This is the link to the free e-book (you will have to sign in with tigertracks username and password)
http://fhsu.eblib.com.ezproxy.fhsu.edu:2048/patron/FullRecord.aspx?p=886774 .
TECHNOLOGY REQUIREMENTS:
Internet access, an e-mail account, a Skype account, iTunes, web camera, and Microsoft Office are
required for this course. The following are the minimum technical requirements:
FORT HAYS STATE UNIVERSITY MISSION STATEMENT:
Fort Hays State University provides accessible quality education to Kansas, the nation, and the world
through an innovative community of teacher-scholars and professionals to develop engaged global
citizen-leaders.
COLLEGE OF EDUCATION AND TECHNOLOGY MISSION STATEMENT:
Education professionals prepared in the College of Education and Technology at Fort Hays State
University will have the technological, pedagogical and content knowledge, skills, and dispositions to
lead, model, teach and collaborate in diverse settings.
DEPARTMENT MISSION STATEMENT:

The mission of the Fort Hays State University Department of Teacher Education is to prepare
innovative teachers with exemplary technological, pedagogical and content knowledge, by building
partnerships, providing meaningful clinical based practices, engaging in scholarly activities, and by

advancing professionalism through lifelong learning.

www.tpck.org

The Shared Values and Beliefs for Professional Educators at FHSU

Technological Pedagogical and Content Knowledge (TPACK)
TPACK 1 Candidates integrate current and emerging digital tools to collect, analyze, and present
information.
TPACK 2 Candidates demonstrate proficiency in oral and written communication skills.
TPACK 3 Candidates select, design, administer, and interpret a variety of appropriate assessments.
TPACK 4 Candidates incorporate theories and research to design and implement effective learning
environments for all students.
Technological Knowledge (TK)
TK 1 Candidates model and teach safe, legal, and ethical use of digital information and technology.
Technological Content Knowledge (TCK)
TCK 1 Candidates design/facilitate diverse learning activities that incorporate digital tools and
resources.

Content Knowledge (CK)

CK 1 Candidates design/facilitate lessons/opportunities that reflect subject content and academic
knowledge.
CK 2 Candidates design/facilitate and implement interdisciplinary units of study.
Pedagogical Content Knowledge (PCK)
PCK 1 Candidates make/facilitate curricular decisions based on data.
PCK 2 Candidates collaborate with other professionals to identify and design strategies and
interventions to ensure student/teacher learning.
PCK 3 Candidates design/facilitate and adapt lessons/opportunities to meet the diverse needs of all
students.
PCK 4 Candidates reflect on their practice and make necessary adjustments based on data to
develop effective learning opportunities for all students and teachers.
Pedagogical Knowledge (PK)
PK 1 Candidates model the dispositions expected of professional educators as identified in state and
institutional standards.
PK 2 Candidates engage in and reflect on professional learning opportunities.
Technological Pedagogical Knowledge (TPK)
TPK 1 Candidates communicate and collaborate using digital tools.
Disposition Statement: Professional attitudes, values, and beliefs demonstrated through both verbal
and non-verbal behaviors as candidates interact with students, families, colleagues and communities.
These behaviors support student learning and development. Candidates are expected to demonstrate
observable behaviors that are consistent with the ideas of fairness and the belief that all students can
learn.
PROFESSIONAL DISPOSITIONS
The Professional Educator:
1. Is highly sensitive to and demonstrates respect for student differences.
2. Engages in and reflects on professional learning opportunities.
3. Assumes professional education roles in areas such as attire, preparation, punctuality,
appropriate language usage, communication skills, and/or interpersonal relationships.
4. Advocates, models, and teaches safe, legal, and ethical uses of digital information and
technology.
5. Exhibits the dispositions toward practice and implementation of education pedagogy.
The Professional Educator takes diversity into consideration in all five dispositions listed above.
Definition for DIVERSITY: Differences among groups of people and individuals based
on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant status,
religion, sexual orientation, and geographical area.
DIVERSITY FIELD PLACEMENT definition: The FHSU COET definition of a diverse placement
for students includes practicums, clinical experiences, internships, student teaching experiences, and
course assignments. These experiences provide the candidate with the opportunity to interact with P-12
students in environments where the following indicators of diversity are present: 20% of the student
population is economically disadvantaged (on free or reduced lunch), 5% of the student population has
identified disabilities (are on IEPs), or 5% of the student population is non-white (self-reporting of
student or parent).
Tk20 REQUIREMENT

This course requires an assignment that will be uploaded and graded in the FHSU Tk20 Assessment
System. This key assignment must be uploaded into Tk20 for instructors to assess. Please go to the
following link for directions on how to upload assignments: https://tk20.fhsu.edu
SOCIAL MEDIA GUIDELINES FOR STUDENTS:
Know copyright laws
Always use a URL link when posting videos, full articles, etc. In other words, if you embed them
on the site, be sure to provide sources and/or permissions.
Be accurate
Always provide clear and consistent information based on research and fact.
Be respectful
Its okay to disagree, but be polite and constructive in your manner.
No defamatory or harmful information about any individualincluding students, colleagues,
faculty, or administrators will be tolerated. All such content will be not be tolerated and may
result in removal of the violator from the social media site at the discretion of the instructor.
Remember--Anything thats not appropriate for the classroom or the evening news is not
appropriate online.
Be transparent
Note that any opinions expressed are your own, and communicate in a professional and
appropriate manner. Your instructor will likewise follow these guidelines: Anything that the
instructor says is strictly his/her opinion and is not speaking on behalf of FHSU.
Safeguard others privacy
When telling stories about real students and classroom, school, and district challenges, dont
identify the location, names, job titles or any other personal information protected by state and
federal privacy laws.
Social Media: No information or discussions about this course, peers, instructor, or students
in grades Pk-12 may be posted in a social media forum. Failure to comply may result in a
formal disposition statement placed in teacher candidate's file.
OBJECTIVES ALIGNED WITH NATIONAL, COLLEGE, & PROGRAM STANDARDS:

Course Objectives

1.

Objective #1: The candidate will

be able to provide an historical
and socio-political context for the
advocacy and accommodations at

InTASC Model
Core Teaching
Standards:
Essential
Knowledge
Elements
InTASC 1(e)
InTASC 4(j)
InTASC 8(j)
InTASC 9(j)

FHSU COET
Shared
Values and
Beliefs

Kansas
Endorsement
Standards for
High Incidence
Disabilities
Standard 1

5
the heart of special education
teaching.
Objective #2: The candidate will
be able to develop differentiated
lessons and instructional plans for
students with special needs in
inclusive classroom settings.

InTASC 7(j)
InTASC 7(k)

TPACK1

Standard 3

Objective #3: The candidate will

be able to apply the principles of
universal design for learning to
adaptations which enhance
access to the curricula for all
students.

InTASC 2(g)
InTASC 3(i)
InTASC 3(k)
InTASC 8(l)
InTASC 9(h)

TPACK4
PCK3

Standard 4
Standard 6

Objective #4: The candidate will

be able to develop and use
assessment techniques to
evaluate student needs and
student progress for the purpose
of improving instructional
approaches.

InTASC 2(h)
InTASC 6(p)
InTASC 7(l)
InTASC 8(k)

TPACK 3

Standard 2

5.

Objective #5: The candidate will

be able to apply behavior
management principles and
positive behavior supports for the
purpose of motivating students to
be strategic, self-directed
learners.

InTASC 4(m)
InTASC 5(k)
InTASC 5(l)
InTASC 6(m)
InTASC 6(n)

TCK1

Standard 7

6.

Objective #6: The candidate will

be able to identify the key
elements of a supportive school
community in which stakeholders
collaborate on behalf of all
students.

InTASC 7(i)
InTASC 7(m)

PCK2
PK1

Standard 5
Standard 8

7.

Objective #7: The candidate will

be able to use learning strategies
and self-reflection to continually
envision, set, and achieve
professional development goals.

InTASC 9(g)
InTASC 9(k)

PK2
PCK4

3.

PROFESSIONAL STANDARDS:

Kansas Licensure Standards

High Incidence Disabilities
Standard 1: The special educator understands the historical and philosophical foundations of special
education, the characteristics of the disability, the impacts of the disability on education, and the legal
parameters appropriate for each learner's educational needs.

Standard 2: The special educator uses a variety of assessment instruments, procedures, and
technologies for learner screening, evaluation, eligibility decisions, instructional planning,
progress monitoring, and technology considerations.
Standard 3: The special educator uses Individual Educational Programs (IEPs), learning
environments, individual learner characteristics, assessment, teacher knowledge of subject
matter, and technology for effective instructional planning and implementation.
Standard 4: The special educator uses a variety of evidence-based instructional strategies;
including effective adaptations, learner performance, and transitions; to promote learning and
improve learner outcomes.
Standard 5: The special educator demonstrates effective communication skills to enhance
collaboration and consultation among school professionals, to improve learner outcomes while
planning for and implementing effective instruction and services; to implement the IEP, deliver
instruction, and evaluate IEP implementation; and, to plan for and implement effective transition
services.
Standard 6: The special educator understands the critical elements of language and literacy;
identifies and uses evidence-based interventions to meet the instructional needs specific to
reading, and writing; and includes the principles of universal design for learning and the use of
technology to support literacy and to make data-based decisions.
Standard 7: The special educator demonstrates knowledge and skill in the use of problem
solving models, including Positive Behavioral Interventions and Supports (PBIS) within the
Multi-Tier System of Support (MTSS) framework; conducts Functional Behavioral Assessments
(FBA) and develops Behavior Intervention Plans (BIP) to manage behavior and facilitate
appropriate behavioral responses; demonstrates cultural sensitivity in the development and use of
social skills curricula; and promotes the self-determination skills of learners.
Standard 8. Family and Community Engagement - The special educator understands the
importance of family and community engagement in the special education process; includes
families in special education program development and implementation; understands the legal
rights of families; and works to actively engage and empower families as partners in the
education of the learner.
Source: Sungti Hsu, Education Program Consultant, Higher Education, KSDE

InTASC Model Core Teaching Standards:

A Resource for State Dialogue
InTASC 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.
InTASC 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.

InTASC 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.
InTASC 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
the discipline accessible and meaningful for learners to assure mastery of the content.
InTASC 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.
InTASC 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 teachers and
learners decision making.
InTASC 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, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC 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.
InTASC 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.
InTASC 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.
Council of Chief State School Officers (CCSSO) - Downloaded from
http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf
DEPARTMENT OF TEACHER EDUCATION POLICIES
EVALUATION PROCEDURES AND CRITERIA
The instructor and the student have a shared responsibility for what is learned and how much is
learned. Your final grade will be based on formal and informal evaluations. It is suggested that
you turn in your coursework on time to meet the deadlines as indicated in this syllabus.
Attendance and class participation which in a Virtual College class means involvement on the
discussion boards along with the timeliness and quality of work, are important factors in
determining the final grade, but so is the quality of your work-product and the extent to which
you demonstrate your ability to think outside the box and bring your very best effort to each
new challenge. As a student you will receive many types of feedback, ranging from grades on
tests, to written and verbal communication with both your instructor and your classmates.

Grades will be determined by your engagement with the course content and considerations
related to the following aspects of your performance:
* Attendance requires attentive and active participation on small-group and whole class tasks,
in particular working well and showing flexibility to accommodate the needs and interests of
your classmates and reinforcing them for their involvement, also.
* Read all required assignments and articles, taking notes and discussing new information with
friends and colleagues outside of class, too.
* Participate in online discussions in a professional manner, with a sense of common purpose
with your classmates, and using PERSON-FIRST LANGUAGE when referring to individuals
with special needs or abilities.
* Complete all assignments, exams, projects, and activities in a timely manner, but just as
importantly, giving each challenge your best effort and turning in work-products you can feel
proud of and which show you have reflected on your learning experiences.
* Participate, collaborate, and cooperate in all class projects and presentations.
* Maintain professionalism and ethical practices at the highest level possible.
TEACHER EDUCATION ACCEPTANCE OF LATE ASSIGNMENTS POLICY
All assignments are due as assigned. Assignments submitted within one week past the due date
would receive a minimum grade reduction of 20%. No assignment will be accepted more than
one week past the due date. Excused absences include any verified FHSU sponsored activity
and/or candidates major illness(es) and/or funeral attendance whereby the instructor receives
official documentation.
ACADEMIC HONESTY POLICY
Candidates are responsible for learning the content of courses of study outlined by the instructor
regardless of privately held judgments. They must also demonstrate their attainment in an honest
manner. Candidates who compromise the integrity of the academic process are subject to
disciplinary action on the part of the Department of Teacher Education, The College of
Education, and Fort Hays State University (see the FHSU Student Handbook).
NOTE: Plagiarism constitutes copying others work and turning it in as your own. It is the
Department of Teacher Education Policy that resubmitting your own work previously submitted
for this course/internship or another course/internship is not acceptable. The above actions will
not be tolerated and result in the failure of the assignment and a letter will be placed in the
candidates file.
POLICY ON COMMUNICATION
Emails will be answered within three working days. Candidate use of correct English and
grammar in verbal and nonverbal communications will be enforced.
SERVICES FOR STUDENTS WITH DISABILITIES POLICY
If you have a disability that may have an impact on your ability to carry out assigned course work and
if you wish to seek any accommodations for this course, you must contact the Student Accessibility
Services office (SAS). SAS is located in the Kelly Center, Picken Hall, Room 111, 785-628-4401. SAS
staff will review your documentation and determine, with you, what academic accommodations are
necessary and appropriate. Documentation of your disability is confidential and will not be released by
SAS without your written permission. Students can find more information at
http://www.fhsu.edu/accessibility/get-access/
COURSE OUTLINE/CONTENT

This course is subdivided into the following areas: 1) Group projects on selected themes related to the
course objectives and presented as PowerPoints posted on designated threads of assigned discussion
boards; 2) Discussion board assignments requiring full participation in developing conversations
consisting of at least seven comments posted at intervals during a period of a week or longer; 3) Readings
in the e-textbook, Inclusive Instruction, covering concepts and evidence aligned with the course
objectives; 4) Final projects demonstrating achievement of the course objectives; 5) Mid-term and final
reflections on personal and professional growth.
INSTRUCTIONAL METHODS
In order for the course to be as active as possible, all candidates should develop a deep-felt need to share
their experiences, diligently read, study the assigned readings, and politely criticize the ideas of the text
authors, other students, the instructor, and guest speakers. If we cannot differentiate between personalities
and ideas, we will not be able to communicate our criticisms adequately.
COURSE FORMAT
The format of the course is threefold: teacher centered (lectures, guest speakers); small group and large
group discussions (oral presentations, simulations); and multi-media centered (videos, recordings, etc.).
Each of these three activities will occupy approximately one-third of the time when spread over the
numerous class periods.
DELIVERY MODE
Via the Virtual College using Blackboard online.
*For student help, contact the CTC Helpdesk.
All assignments are due as assigned. Acceptance of late assignments is at the discretion of the
instructor.
ACTIVITIES/REQUIREMENTS
This is a 3 hour undergraduate level course designed to prepare the student with the information
necessary to serve students with exceptionalities in the regular education classroom. Assignments for
this course have been designed to stimulate and support your progress toward the stated objectives. The
course is divided into units. Each unit will cover one or more topic areas. Assignments will be posted
within each unit to be submitted for specific dates.
If you have an exceptional circumstance, such as severe illness, a death in the family, accident, etc.,
which is going to affect your ability to meet the due dates, contact the instructor immediately to discuss
your unique circumstance. If you do not contact me in a timely manner, do not expect an extension of
due dates.
There are 890 points for this course. The grade you earn for this course depends on the total
number of points you earn throughout the semester. The assessment methods and grading scale
are as follows.

Assessment Methods

Item Points

Total Unit Points

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4 Discussion Boards

60

60 x 4=240

PowerPoint Project

40

40 x 1 =40

Reading Quizzes (10 chapters)

10

10 10=100

Media Clip Project Tk20 key

170

170 x 1 =170

SRSD Self Learning Plan

70

70 x 1=70

Midterm Reflection Paper

100

100 x 1=100

Final Reflection Paper

100

100 x 1=100

Professional Development
Presentation

70

70 x 1= 70

Attendance/ Participation

60

60

Total Points = 950

GRADE-TO-PERCENTAGE TABLE
Grade

Percentage

A=

93% - 100%

B=

85% - 92%

C=

76% - 84%

D=

67% - 75%

U=

Below 67%

Further explanations regarding the meaning of each letter grade:

A = Candidate demonstrates thorough understanding of concepts and principles and provides insight
into the inter-relatedness of the information. There is clear, convincing, and consistent evidence that the
candidate is achieving and the evidence is comprehensive, thoughtful, and integrated.
B = Candidate displays a complete and accurate understanding of concepts and principles, identifying
and discussing key elements. There is clear evidence the candidate knows what to do and does it. The
evidence is specific and reasonable. However, at times the evidence may be somewhat uneven, with
specific features addressed more effectively than others.
C = Candidate displays an incomplete understanding of concepts and principles and has some notable
misconceptions. There is limited evidence that the candidate knows what to do, how to do it, or when to
do it.

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D = Candidate demonstrates severe misconceptions about concepts and principles. Candidate does not
have a grasp of information and cannot answer questions about the subject matter presented. There is
little or no evidence that the candidate has demonstrated achievement.
WRITTEN ASSIGNMENT CRITERIA
All written assignments must be typed and should conform to the basic principles of effective writing
along with appropriate APA style guidelines, which is widely used in education. Also remember good
writing involves an important balance of content and form.
For on-campus students:
The Writing Center is an excellent place to write or to go for feedback on any kind of writing. Located
in the basement of Forsyth Library (FL20), the Writing Center offers trained writing consultants, who
can make suggestions to help you improve your writing. Besides, getting feedback is FREE! Drop by
or call ahead for an appointment (628-4106)--preferably well before the due date of your paper.
Beginning Monday, August 29, 2011, the Writing Center will be open the following times: 9:00am5:00pm Monday-Thursday, 6:30pm-8:30pm Monday-Wednesday evenings, and 9:00am-12:30pm
Fridays.
The FHSU Writing Center does not serve as a proofreading service or guarantee perfect papers, but
tutors will help students work through their papers.
In addition to providing feedback on writing, the FHSU Writing Center tutors offer students help with
research, including using available databases, the online catalog at Forsyth Library, and with evaluating
online resources. Of course, the tutors also help students with correct documentation form, using MLA
and APA documentation styles.
Also, the Center keeps a notebook of current writing assignments in the Writing Center, so if youd like
yours included at any time throughout the semester (to give tutors added information when your
students drop by the Writing Center.
As many of you know, the Writing Center sends an email report of each student's visit to the instructor
if the student checks "yes" in the appropriate place on the sign-in form. As an incentive to students to
spend more time and effort on their papers, some faculty have extended the deadline for a paper or
given bonus points if students visit the Writing Center with their drafts.
For Virtual College students:
smarthinking.com at Fort Hays State University provides online tutoring and writing services to
students who are currently enrolled as online learners. The phrase online learner is defined as a
currently enrolled student taking only Virtual College courses. On-campus students have access to
Academic Success Programs and the Writing Center and are therefore not eligible.
Please note that eligibility for services is determined based on a review of current semester/term
information. Please feel free to contact the Virtual College through email at the following address:
virtualcollege@fhsu.edu or call 785-628-4291, with any questions or concerns you might have. For
more information about specific services offered please click on the following link:
www.fhsu.edu/virtualcollege/student/smarthinking. Students will need to provide their names and
FHSU ID number to confirm eligibility for Smarthinking.
FHSU Student Handbook
http://www.fhsu.edu/studenthandbook/

12

Guidelines for Mid-term and Final Reflection Writing

REFLECTIVE WRITING
Example:
Reflective writing is usually two to three pages in length.
A.
This reflection should include the three stages of The Reflection Cycle:
(1) Describe, (2) Analyze, and (3) Plan.
B.
The closing reflection should address how this experience can/has improved your
current/future practice as an educator. It should also address what you have learned as a result of
completing the course
C.
The reflection should include what you have learned regarding the role of the special
education teacher.
INCLUDE THESE 3 VITAL COMPONENTS OF PERSONAL REFLECTION
Self-reflection thinking about learninghelps you to discover what you have learned, how you
learned it, and what you should do next to extend and refine your learning.
In education, teachers reflect consistently on their own practice and on the achievement of their
students. Teaching reflections consists of three vital components: (1) description, (2) analysis, and (3)
planning (Bullock & Hawk, 2001, p.29).

DESCRIPTION (30 pts.)

Summarize your
learning at this
point in the
semester.

7. COURSE SCHEDULE

ANALYSIS (30 pts.)

What worked and

why?

What did you learn?

How did you learn it?

What didnt work

and why?

Identify the areas on

which to improve

PLANNING WHERE YOU

GO NEXT (the most
important stage) (40 pts.)

How has this learning

influenced you as a
future educator?

What do you do next

to extend your
learning?

13

This schedule is dynamic and might change during the semester depending on how the course evolves.
The content is subject to change depending on students interest and progress. Students will be notified
of the changes through announcements either in the class or at the Blackboard course site. If time of
day is mentioned in the course, it refers to the Central Time Zone.
Dates

Tasks and Projects

Details

SPRING
2016
The History of Special Education Law
This online reading will introduce
you to key themes in the development
Learning By Pete Wright, Esq.
Wrightslaw
of special education from an
Module 1
http://www.wrightslaw.com/law/art/history.spec.e American history perspective.
1/19-1/31 d.law.htm

The State of the Worlds Children 2013:

Children with Disabilities
http://www.unicef.org/sowc2013/report.html

Discussion Board #1

Through photographs and videos, as

well as reports and statistics, this
resource from UNICEF provides
ample introduction to the key issues
that are driving global advocacy for
greater respect, protection, and
support for children with disabilities
and their families.
Remember For full credit on
your discussion board assignment,
please post at least five (5)
comments, distributed over a
period of at least seven (7) days,
including your original answers
and replies to statements from
your classmates.

14

The CREDE Standards of Effective Pedagogy Teams (assigned by instructor) will

for At-Risk Students
prepare PowerPoint presentations to
introduce each of the seven CREDE
Learning http://manoa.hawaii.edu/coe/crede/videos/
standards, incorporating previews of
Module 2
CREDE PowerPoint Presentation
video examples and leading a class
discussion about your project.
2/1-2/14
Presentation date will be assigned by
instructor. Team leader will upload
assignment here the day of your
presentation.
Chapter 1: Inclusive Instruction: EvidenceBased Practices for Teaching Students with
Disabilities
Chapter 1 Quiz
Dates

Tasks and Projects

Helping Students Become Independent

Learners
Learning http://iris.peabody.vanderbilt.edu/module/sr/

Details
We will start this section of the
course by working through the first
IRIS modules on learning strategies

Module 3 Using Learning Strategies To Enhance

Student Learning
2/15-2/28 http://iris.peabody.vanderbilt.edu/module/srs/
Upload to BB a 250-word write-up
Develop your own strategy to improve your explaining where you want to
involvement and performance in this course orimprove your performance, what
another course you are taking this semester. measures you are taking to achieve
Chapter 2: Inclusive Instruction: EvidenceBased Practices for Teaching Students with
Disabilities
Chapter 2 Quiz
Discussion Board #2

your goals, and how you will

monitor and track your progress.

15

Learning
Module 4 Chapter 3: Inclusive Instruction: EvidenceBased Practices for Teaching Students with
2/29-3/13 Disabilities
Chapter 3 Quiz
Discussion Board #3
Mid-term Reflection (250-500 words)

SPRING BREAK
March 14 - 20
Dates

Tasks and Projects

Details

We will start by working through the

Learning Classroom Management (Part 1)
http://iris.peabody.vanderbilt.edu/module/beh1/
first IRIS module on classroom
Module 5
3/21-4/3

Classroom Management (Part 2)

management.
http://iris.peabody.vanderbilt.edu/module/beh2/
Chapter 4 & 5: Inclusive Instruction: EvidenceBased Practices for Teaching Students with
Disabilities
Chapter 4 Quiz & Chapter 5 Quiz
Discussion Board #4

Learning Team Professional Development Presentation Each team will select one age group
(birth-age 3, age 3-5, k-grade 2,
Module 6
4/4-4/17

grade 3-5, grade 6-8, or grade 912). Teams will prepare a

presentation on the key concepts and
Chapter 6 & 7: Inclusive Instruction: Evidence- practices to promote healthy concept
development and creating strategic
Based Practices for Teaching Students with
learners.
Disabilities
Chapter 6 Quiz & Chapter 7 Quiz

16

Learning Chapter 8: Inclusive Instruction: EvidenceModule 7 Based Practices for Teaching Students with

You will select one (1) of the seven

course objectives, and create a video
clip presenting related concepts and
Chapter 8 Quiz
examples to demonstrate fulfillment
of the objective. This video clip
Final Project 5-10 MINUTE VIDEOS Note: should not be a PowerPoint
Media Clip Project is a Tk20 key assignment, Presentation.
uploaded to Tk20.
Disabilities

4/18-5/1

Leaning Chapter 9 & 10: Inclusive Instruction:

Module 8 Evidence-Based Practices for Teaching Students
with Disabilities

5/2-5/9

Chapter 9 Quiz & Chapter 10 Quiz

Final Reflection

Final Reflection Deadline:

250-500 words / by May 9

Note Regarding Reading Tasks for Chapters 1-10 in the Inclusive Instruction textbook
This is the link to the book (you will have to sign in with tigertracks username and password)
http://fhsu.eblib.com.ezproxy.fhsu.edu:2048/patron/FullRecord.aspx?p=886774 .
In addition to the learning activities listed above, please note that there are also 10 chapters of relevant
readings on these same topics, accessible through our Blackboard pages. You are encouraged to work
on these throughout the semester, and a number of the concepts and case studies from these chapters
will be addressed in our discussion forums on BlackBoard. There are also online quizzes for each
chapter, to help students review key concepts related to inclusive instructional practices. Also, at the
discretion of your instructor, there may be other enrichment activities announced that are aligned with
the content from this free e-textbook. Please think of these post-chapter quizzes as opportunities to
ensure you understand and can apply the concepts of inclusive teaching.
Chapter #

Chapter Content
1

Recognizing Professional Responsibilities to Students with Disabilities in

Inclusive Classrooms

Recognizing the Individual Needs of Students with High-Incidence

Disabilities

Recognizing the Qualities of Successful Inclusive Teachers

Recognizing the Need for Collecting Meaningful Data

Planning Effective Classroom Instruction

17

Fostering Concept Development

Creating Strategic Learners

Building Fluent Skills Use

Managing Inclusive Classrooms

10

Using Evidence and Collaborative Inquiry Successfully in Inclusive

Classrooms

NOTE REGARDING VARIATIONS FROM ONE SECTION OF TESP 302 TO ANOTHER:

The instructor for your section of this course is an accomplished professional with knowledge and
experience to share with you regarding the fundamentals of special education. Although the seven (7)
course objectives for TESP 302 are consistent across all sections on campus as well as via the Virtual
College there will be variations from one instructor to another in terms of style and approach. While
the assignments and grading system are fairly standard across all sections, there will also be fine-tuning
and additions depending entirely upon the individual instructors discretion and best judgment.
You are encouraged to contact your instructor with any questions or concerns, initially and/or as the
semesters work progresses. If you are having difficulty keeping up with the required pace of the
course, you can speak to your instructor and/or your advisor to seek greater flexibility. You are also
encouraged to contact the Kelly Center early in the semester regarding problems related to study skills
or assistance with reading or writing tasks. Please take note also of specific policies and deadlines in
the academic calendar for withdrawing from a course with the least academic and financial penalties.