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EDUC637 - Meaningful Inclusive Instruction and Co-Teaching

Course Details

Course Code: EDUC637 Course ID: 4174 Credit Hours: 3 Level: Graduate

This course examines the role of the educator working collaboratively with other school and instructional personnel in an inclusion model. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that educators can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. The idea of differentiating instruction to accommodate the different ways that students learn often involves working with others to reach this goal. (Prerequisite: EDUC503)





Course Schedule

Registration Dates Course Dates Session Weeks
12/31/18 - 05/31/19 06/03/19 - 07/28/19 Spring 2019 Session D 8 Week session
01/28/19 - 06/28/19 07/01/19 - 08/25/19 Summer 2019 Session B 8 Week session
02/25/19 - 08/02/19 08/05/19 - 09/29/19 Summer 2019 Session I 8 Week session
04/29/19 - 10/04/19 10/07/19 - 12/01/19 Fall 2019 Session B 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:

  1. Describe and explain the characteristics of a learning community and reflect on their personal attitudes, beliefs and values.
  2. Select appropriate strategies that transform a classroom from a teaching organization to a learning organization that promotes a safe, efficient, and effective learning environment.
  3. Understand and apply the legal, ethical and moral impetus for inclusion of students with diverse learning needs in the classroom
  4. Identify the learning needs of diverse learners including those with disabilities, gifted/talented, English Language Learners and those with delayed literacy skills
  5. Support the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning.
  6. Create opportunities for student success through differentiation of content, process and products in both assessments and learning activities.
  7. Articulate the characteristics of classroom management and organization that create an environment that is conducive to learning.
  8. Recognize the value of continuous assessment and create a variety of assessments in order to determine student understanding
  9. Apply a variety of strategies to instructional planning in order to meet the learning needs of all students in the classroom.
  10. Evaluate and apply collaborative teaching models to foster student learning in the inclusive classroom.
  11. Understand and apply the individual prerequisites and classroom dynamics necessary to successfully co-teach in the inclusive classroom
  12. Understand the difference between collaboration, co-teaching, and consultative models.

Required Text

ISBN (if available):

Tomlinson, C.A. (2004). How to differentiate instruction in the mixed ability classroom, 2nd edition. Assn for Supervision & Curric Development

ISBN-10: 013119500X

ISBN-13: 978-0131195004

Optional Texts

ISBN (if available):

Dettmer, P., Thurston, L. P., Knackendoffel,A., & Dyck, M. J. (2008). Collaboration, consultation, and teamwork for students with special needs (6th edition). Pearson: Columbus, Ohio

ISBN10: 020560837X

ISBN-13: 978-0205608379

Fisher, D. & Frey, N. (2007) Checking for Understanding. ASCD. VA: Alexandria.

ISBN: 978-1-4166-0569-0

Gregory, G. & Chapman, C. (2007). Differentiated Instructional Strategies in Practice 2nd ed. . . . Corwin Press, Thousands Oak, CA.

ISBN: 1-4129-3650-3

McGrath, C. (2007). The Inclusion-Classroom Problem Solver. Heinemann, Portsmouth, NH.

ISBN: 978-0-325-01270-4

Saphier, J. & Gower, R. (1997). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA.

ISBN 1-886822-06-9

Tomlinson, C & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD, Alexandria, VA.

ISBN 978-1-4166-0284-2

Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated Classroom. ASCD, Alexandria, VA.

ISBN 978-0-87120-812-5

Book Title:Various resources from the APUS Library & the Open Web are used. Links provided inside the classroom in the Lessons section.
Author: No Author Specified

Previous Syllabi

Not current for future courses.