SPLED525: Teaching Learners With Disabilities in Inclusive Settings

 

---

The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

Overview

This course will provide content knowledge and instructional strategies to support the success of learners with disabilities in inclusive classroom settings, with a special emphasis on supporting positive behavior and academic performance. This course is designed to assist you in developing the skills and knowledge necessary to teach and/or support learners with disabilities within general education settings. The course will entail current readings from the professional literature and both individual and group projects intended to enable you to apply content to realistic case studies.

---

Course Content

This course will include 12 lessons:

1. Introduction to Inclusive Settings and Collaboration,
2. Teaching Students With Higher-Incidence Disabilities,
3. Teaching Students With Lower-Incidence Disabilities and Other Special Learning Needs,
4. Effective Differentiated Instruction for All Students,
5. Improving Attention and Memory and Teaching Study Skills,
6. Assessment,
7. Responses to Intervention,
8. Improving Classroom Behavior and Social Skills,
9. Promoting Inclusion With Classroom Peers and Enhancing Motivation and Affect,
10. Literacy,
11. Mathematics, and
12. Science, Social Studies, and Transitions.

---

Course Objectives

After completing this course, you should be able to do the following:

• Summarize the characteristics of high- and low-incidence disabilities.
• Describe and discuss key legislative provisions under IDEA and Section 504 as they relate to the provision of an appropriate education in the least restrictive environment.
• Use the existing research base to compare and contrast various models for serving learners with disabilities.
• Critically evaluate issues associated with the inclusion movement (ethical, legal, and practical considerations).
• Identify and describe procedures for the successful implementation of individualized programming in inclusive settings.
• Design and implement accommodations (instructional, behavioral, and physical) for students with disabilities.
• Organize and direct instructional activities in the inclusive classroom with an added emphasis on the role of paraprofessionals, parents, and other professionals.
• Describe and implement instructional interventions/curriculum adaptations to meet the individual needs of learners with disabilities in inclusive settings.

---

Contact Information

Please contact the instructor directly through the Canvas Inbox.

If you have questions concerning your registration status, billing, tuition and fees, grades, exams, or credits, contact Outreach Student Services at 800-252-3592 or 814-865-5403 or by e-mail at psuwd@psu.edu.

If you have questions concerning the course textbook or other materials, contact Barnes & Noble College customer service at (908) 991-2665.

If you have any technical difficulties using the tools within this course, please contact the IT Service Desk:

Website: IT Service Desk

E-mail: ITservicedesk@psu.edu

Phone: (814) 865-HELP (4357)

---

Required Course Materials

You may purchase course materials from Barnes & Noble College (the bookstore used by Penn State's World Campus). For pricing and ordering information, please see the Barnes & Noble College website. Materials will be available at Barnes & Noble College approximately three weeks before the course begins. Alternatively, you may obtain these texts from other favorite bookstores. Be sure you purchase the edition/publication date listed.

Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

• access magazine, journal, and newspaper articles online using library databases;
• borrow materials and have them delivered to your doorstep—or even your desktop;
• get research help via email, chat, or phone using the Ask a Librarian service; and
• much more. 

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service.  The Off-Campus Users page has additional information about these free services.

Technical Requirements

 

Technical Requirements

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.

---

Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

---

If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

Course Requirements and Grading

This course is divided into 12 lessons, each approximately one to two weeks in duration. During each lesson, you will complete the following:

1. lesson content delivered through a series of learning modules: You must read lesson content, watch videos and complete activities associated with the content. 

2. online asynchronous discussion forums: You must read all instructor course announcements and general discussion forum messages.

Class Participation Through DiscussionActivities

In order to understand research, you must read the course textbook, complete additional readings, watch videos, and submit online activities and assignments. The online learning activities, readings, and video clips you will be assigned represent some of the principles that we will discuss in class. It is imperative that you are prepared to discuss the readings via Canvas Discussions. Participation is defined as both posting novel thoughts and responding to others thoughtfully. There are a total of 46 discussion activities distributed throughout the course lessons. Your discussion comments will be reviewed for quality; based on this, you will earn between zero and five points.

Each discussion opportunity (Lesson 1 Discussion 1, Lesson 1 Discussion 2, etc.) is worth five points. At the end of the course, the lowest two grades will be dropped. Class participation is worth 30% of your total grade.

Lesson Quizzes

You will demonstrate your understanding of course content in a variety of ways, including online quizzes. You may use notes and other course materials when completing the quizzes, but you must complete them independently and within the designated time frame. Quizzes submitted late will not be accepted and will be scored as a zero. There are a total of 12 quizzes distributed throughout this course. Quizzes are worth 30% of the total grade.

Graded Assignments

You will complete a variety of assignments to demonstrate your understanding and application of the content taught in this class. Each assignment is accompanied by directions and a scoring rubric. Assignments are worth 40% of the total grade.

Grading

Activity Points Possible

Activity	Points
Orientation assignment	1
Self-Introduction activity	5
VoiceThread Practice assignment	5
Picture Board Assignment	10
PASS Variables Assignment	25
"20 Ways" Article Assignment	21
Video Presentation Assignment	21
RTI Case Study Assignment	25
Semantic Map Assignment	10
Mnemonic Spelling Assignment	10
CRA Video Demo Assignment	15
Error Pattern Analysis Assignment	20
Vocabulary Assignment	30
Quizzes	185
Class participation	230
Total points	613

 

Grading Scale

Letter grade	Percentage range
A	94–100%
A-	90–93%
B+	87–90%
B	83–87%
B-	80–83%
C+	77–80%
C	70–77%
D	65–70%
F	0–65%

 

Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.

For additional information please refer to the Deferring a Grade page.

Course Schedule

Note: All due dates reflect North American eastern time (ET).

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.

Getting Started: Orientation Activities

Lesson 1

Assignments:	Review the Course Orientation to familiarize yourself with the tools and resources that will be used in the course. Complete the following activities: Academic Integrity Form Orientation Assignment (1 point) Self-Introduction Activity (5 points) VoiceThread Practice Assignment (5 points)

Lesson 1: Introduction to Inclusive Settings and Collaboration

Lesson 1

Readings:	Textbook Chapters 1 and 2
Assignments:	Lesson 1 Quiz 1 Lesson 1 Quiz 2 Lesson 1 Discussion 1 Lesson 1 Discussion 2 Lesson 1 Discussion 3 Lesson 1 Discussion 4 Lesson 1 Discussion 5 Lesson 1 Discussion 6

Lesson 2: Teaching Students With Higher-Incidence Disabilities

Lesson 2

Readings:	Textbook Chapter 3
Assignments:	Lesson 2 Quiz Lesson 2 Discussion 1 Lesson 2 Discussion 2 Lesson 2 Discussion 3 Lesson 2 Discussion 4 Lesson 2 Discussion 5

 

Lesson 3: Teaching Students With Lower-Incidence Disabilities and Other Special Learning Needs

Lesson 3

Readings:

Textbook Chapters 4 and 5 Articles Spooner, F., & Browder, D. M. (2015). Raising the bar: Significant advances and future needs for promoting learning for students with severe disabilities. Remedial and Special Education, 36(1), 28–32. Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33(6), 374–387. Hudson, M. E., Browder, D. M., & Wood, L. A. (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons With Severe Disabilities, 38(1), 17–29.

Assignments:

Lesson 3 Quiz Picture Communication Board Assignment Lesson 3 Discussion 1 Lesson 3 Discussion 2 Lesson 3 Discussion 3

Lesson 4: Effective Differentiated Instruction for All Students

Lesson 4

Readings:	Textbook Chapter 6
Assignments:	Lesson 4 Quiz PASS Variables Assignment Lesson 4 Discussion 1 Lesson 4 Discussion 2

Lesson 5: Improving Attention and Memory and Teaching Study Skills

Lesson 5

Readings:	Textbook Chapters 10 and 11 Articles Smith, G. W., & Riccomini, P. J. (2013). The effect of a noise-reducing test accommodation on elementary students with learning disabilities. Learning Disabilities Research & Practice, 28(2), 89–95. Lambert, M. A., & Nowacek, J. (2006). 20 ways to help high school students improve their study skills. Intervention in School and Clinic, 41(4), 241–243.
Assignments:	Memory, Attention, and Study Skills ("20 Ways" Article) Assignment Lesson 5 Discussion 1 Lesson 5 Discussion 2 Lesson 5 Discussion 3 Lesson 5 Discussion 4 Lesson 5 Discussion 5 Lesson 5 Discussion 6

Lesson 6: Assessment to Inform Instruction

Lesson 6

Readings:	Textbook Chapter 12
Assignments:	Lesson 6 Quiz Video Presentation Assignment Lesson 6 Discussion 1 Lesson 6 Discussion 2 Lesson 6 Discussion 3

 

Lesson 7: Response to Intervention and Multi-tiered Systems of Supports

Lesson 7

Readings:	Textbook Chapter 7
Assignments:	RTI/MTSS Case Study Assignment Lesson 7 Discussion 1 Lesson 7 Discussion 2 Lesson 7 Discussion 3 Lesson 7 Discussion 4

Lesson 8: Improving Classroom Behavior and Social Skills

Lesson 8

Readings:	Textbook Chapter 8
Assignments:	Lesson 8 Quiz Lesson 8 Discussion 1 Lesson 8 Discussion 2 Lesson 8 Discussion 3 Lesson 8 Discussion 4

Lesson 9: Promoting Inclusion With Classroom Peers

Lesson 9

Readings:	Textbook Chapter 9 Book Ian’s Walk: A Story About Autism Article Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a book, any book: Using children's books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18(1), 30–43.
Assignments:	Lesson 9 Quiz Lesson 9 Discussion 1 Lesson 9 Discussion 2

Lesson 10: Literacy

Lesson 10

Readings:

Textbook Chapter 13 Articles Berkeley, S., & Scruggs, T. (2010). Vocabulary instruction. Current Practice Alerts, 18, 1–4. Bremer, C. D., Vaughn, S., Clapper, A. T., & Kim, A. H. (2002). Collaborative strategic reading (CSR): Improving secondary students' reading comprehension skills. Research to Practice Brief, 1(2). Regan, K., & Mastropieri, M. A. (2009). Self-regulated strategy development (SRSD) for writing. Current Practice Alerts, 17, 1–4.

Assignments:

Semantic Map Assignment Mnemonic Spelling Assignment Lesson 10 Quiz 1 (reading quiz) Lesson 10 Quiz 2 (written expression quiz) Lesson 10 Discussion 1 Lesson 10 Discussion 2 Lesson 10 Discussion 3 Lesson 10 Discussion 4 Lesson 10 Discussion 5

Lesson 11: Mathematics

Lesson 11

Readings:

Textbook Chapter 14 Articles Budd, K., Carson, E., Garelick, B., Klein, D., Milgram, R. J., Raimi, R. A., . . . Wilson, W. S. (2005). Ten myths about math education and why you shouldn't believe them. National Mathematics Advisory Panel. (2008). National Math Panel fact sheet. Frawley, C. (2012). Developing math fact fluency. Innovations and Perspectives, 1–5. The Access Center. (2004). Concrete-representational-abstract instructional approach.

Assignments:

Lesson 11 Quiz 1 Lesson 11 Quiz 2 CRA Video Demonstration Assignment  Error Pattern Analysis Assignment Lesson 11 Discussion 1 Lesson 11 Discussion 2

Lesson 12: Science, Social Studies, and Transitions

Lesson 12

Readings:	Textbook Chapters 15 and 16
Assignments:	Vocabulary Assignment Lesson 12 Discussion 1 Lesson 12 Discussion 2 Lesson 12 Discussion 3 Lesson 12 Discussion 4

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Accommodating Disabilities

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Additional Policies

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.