EDCG 630 Course Web


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Due Date:

Session 6

10 % of final grade

Pre-practicum observations of Inclusive Practices, and reflection (Individual):

Pre-Prac Contact - Aimee D'Avignon-W-2-99-1 (617-287-7492)

Each student will complete 5 hours of pre-practicum observations and interviews at a minimum of 2 different locations. Complete these pre-practicum observations and interviews, and analyze them using the questions provided. If one of the settings is at the place where you already work, then you must observe a class or program at your work site that is quite different from your own job. Your observations must be in a classroom containing students with and without disabilities that addresses IEP goals and objectives for students with disabilities in grades Kindergarten through high school.
Please respect the confidentiality of students with and without disabilities.  You are not expected to know which students have identified disabilities, but only that some students with identified disabilities are classmates within the general education classroom. Observe at least one entire lesson. Please also interview the general education teacher, at his or her convenience.
The observations and interviews should focus on:

1. The range of students served in the classroom, and the supports that are provided to the teacher and the students with disabilities.

2. Applications of disability law such as Section 504 accommodations and IEPs..

3. Involvement of parents/caregivers with and without disabilities, and opportunities for parent/caregiver involvement provided by the school..

4. Diversity and its effects within the setting. How do the school staff and students match the diversity of the neighborhood within which the school is located? (ie., students who are homeless, with disabilities, who are gifted, who represent different racial, ethnic and linguistic backgrounds, etc.)

5. Uses of adaptive and assistive technology on site

6. The goals of the lesson, and how the teacher included students with a range of different abilities and interests.

Note: Use questions and guidelines located on website in eReserves folder.
Use the questions to guide your observations and interviews at each site.
Submit responses to questions from each observation. Keep a copy of your PrePracticum Responses for an in-class activity on Session 7

Due Date:


12 quizzes AT 2% each, 24 % of final grade

Weekly Objective Quizzes (Individual)

Quizzes will be based upon the readings, SAFEMED, class lectures and discussions, will be administered weekly.

2 points for 0-2 errors per quiz
1 point for 2-4 errors per quiz
When 2 quizzes are assigned for a session, then double the allowed errors for the same amount of points.

Due Date: 

Session 5

5% of final grade

Teaching Content and Social Skills:
This activity is designed to generate ideas for you to use within your own classroom, and is comprised of several parts: (Part 1)

As a small group, review books, films and other sources of media that depict people with disabilities, preferably children.  Determine how such media might be helpful, or not helpful to promote acceptance by K-12 students. How might you use this media? 

Due Date: 

Session 11

20% of final grade

Teaching Content and Social Skills:
This activity is designed to generate ideas for you to use within your own classroom, and is comprised of several parts: (Part 2)

Individually, develop a lesson plan that embeds social skills instruction within a content area, and includes strategies and accommodations that promote success for all learners, including those with disabilities. 

  Inclusive education strategies and accommodations (partners and small group):
This Inclusive Education strategies assignment contains 3 separate parts, and is aimed at providing you with practical knowledge and skills about a range of instructional strategies and accommodations to use within your own classrooms.  These instructional strategies and accommodations may be targeted towards individuals as defined within their IEP’s., or with the entire class so that all will succeed.  All three parts of this assignment will focus on inclusion strategies in one of the following areas:
English/Language Arts and/or Social Studies, Math and/or Science, Classroom Climate, fostering either Attention, or Social Skills

The three separate parts of the assignment are outlined below:

Due Date: 

Presented Weekly

4% of final grade

Inclusion strategy warm-up:
During the first 10 minutes of each class session, two of you will engage the class in a successful strategy that leads to including all students. The pair will add their strategy or strategies to the class Access Database of Inclusion Strategies and Accommodations.

Select the session when you will guide us through your strategy during the second class session.

Due Date: 

Beginning Session 3

22% of final grade

Weekly list of inclusion strategies and accommodations:
In groups of 3-4 classmates, you will identify 4-6 instructional strategies or accommodations, with a brief description and an example of how each might be used for a particular age group.  Each group will post these inclusion strategies and accommodations to the class Access Database.

Strategies and Accommodations posted before the start of the following class session on the Access Database

Due Date: 

Outline: Session 11

Presentation:Session 14

10% of final grade

Research on Inclusion Strategy or Accommodation:
Research successful educational strategies related to students with a specific disability, or important for students with disabilities “cross-categorically.” Each group will select one of their Weekly Inclusion Strategies or Accommodations.  The group will identify research about the use of this strategy or accommodation to present to the class during our final session.  The presentation will use an accessible PowerPoint presentation and will contain:

a. The need for this strategy. 
For example, the group might tell us more about a particular disability and identify barriers that students with this disability often face when learning content or with social work behavior. Or the group might resent the need for the instructional strategy that is “cross-categorical,: serving many students who face a challenge when decoding or writing or deconstructing math “work problems.”

b. Research about the use and effectiveness of the instructional strategy or accommodation. 2-3 research articles are expected.  Please speak with the instructor if this instructional strategy does not appear to be supported yet by research.

c. Concrete examples of what using the instructional strategy or accommodation might look like in the classroom. You may actively engage the class in a demonstration, provide a video clip of its use, or use other ways to demonstrate how to use the strategy.

Prepare your information and references, including your notes, to use during your presentation, and to distribute to classmates so that they may add their own notes while you speak.

Refer to the Inclusive Education Strategies folder for suggested topics, or contact the instructor for approval of your own suggested topic.  You may select your topic before the third class session and email the instructor, or, topics will be distributed randomly during the third class session.

Refer to the PPt Presentation folder, located on the course website, for how to construct an accessible PowerPoint presentation..

Your presentation will include information and resources regarding inclusive education strategies and accommodations. The small group presentation will include:
Accessible PowerPoint slides
Note taking handout of PowerPoint slides
A PPt slide containing a follow-up quiz to administer to classmates about your presentation.
Listing of references and resources
Individual presenters who are well organized and articulate
A PPt slide containing a short quiz to “test” our understanding of your content.
Overall presentation within stated time limit of 15 minutes

Due Dates:

Within last 3 weeks of class. (Schedule a time with instructor)

                       5% of final grade

SAFMEDS: (Individual)
You may earn up to 5 points by demonstrating your mastery of the definitions contained on the flashcards using the SAFMED process. Make an appointment to meet with the instructor anytime during the course of the semester when you feel you are ready to demonstrate your knowledge, and no later than the last day of classes..
SAFMEDS scoring:

1-2.5 minutes, up to 2 errors   = 5 pts.
2.6-4 minutes, up to 3 errors   = 4 pts.
4-5 minutes, up to 3 errors   = 3 pts.
5-6 minutes,    up to 5 errors   = 1-2 pts
More than 6 minutes, 5 errors = 0