Meeting the Needs of Diverse Learners–SPED 360
Credits: 2 Semester Hours
ED 200 and ED 304
This course provides teacher candidates with the opportunity to explore key laws and historical events related to diverse learners and to gain understanding of student readiness and student profiles (characteristics, contexts, and conditions of students) in order to develop practical, meaningful, and purposeful teaching and learning strategies and/or appropriate accommodations in addressing the needs of diverse populations.
- Differentiate the key historical events that have shaped disability access, special education instruction, and ELL instruction in the U.S.
- Understand appropriate policies, programs, accepted practices, and legal requirements in referral, identification, and resource access for diverse learners.
- Understand a variety of teaching and learning practices including appropriate accommodations as they relate to the diverse learner.
- Understand language production, theory, and acquisition as it pertains to ELL.
- Select appropriate strategies and procedures to effectively and ethically engage with students, families, administrators and other stakeholders in support of the education of diverse learners.
- Extend knowledge of ADA, Special Education, and ELL regulations and the implications on school, classroom procedures, and instructional settings.
- Delineate the responsibilities of the classroom teacher in meeting the goals of the 504 Plan, Individual Education Plan (IEP) including a secondary education transition plan, or Individual Language Learner Plan (ILLP).
- Design learning plans that include inclusive and differentiated instruction including sheltered instruction for ELL and appropriate accommodations for children with disabilities.
- Select assessment strategies and assessment accommodations that meet the needs of diverse learners in an inclusive classroom.
- Select appropriate assistive technologies to support the education of diverse learners in an inclusive classroom.
- Research a high incident exceptionality, including origination, characteristics, challenges, medical advancements, support organizations, resources, and assistive technologies for further information and references.
- Observe and critique a diverse learner experience in a school setting.
- Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
- Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
- Embrace and develop theories, attitudes, and classroom practices that will help in the establishment of an inclusive classroom environment for all learners.
- Develop thoughts, attitudes, and actions which are built upon the principles of personal integrity and Christ-like morality.
- Develop and cultivate interrogative and integrative dispositions through active engagement, curiosity, joy, intentional effort, growth from failure, and perseverance.
As Teacher Education students, you are required to complete the Basic Technology Proficiency Test (Microsoft Word, Powerpoint, Excel, and Internet Use) by the end of SPED 360. This test must be taken in person at the BYU-I technology lab on the third floor of the Library. It is open Monday and Friday from 9am to 6pm. It is open Tuesday, Wednesday and Thursday from 9am to 9pm, and closed during devotional. Successful completion of this test is required before you are able to student teach. The website to study from is http://www.byuiedtechlab.com. You may take the test multiple times, and can do all at once or spread it out over different days. It is free and in segments. All these times can be found on the website. Please see: http://www.byuiedtechlab.com/about.html for more information on the test. Once you have successfully completed all parts of the TECH test, the Field Services Office is notified automatically.
The BYUI Library provides all required reading and reference materials. These materials are embedded in the course or available (free).
Texts (available online to an unlimited number of users at a time)
- Westwood, P. S. (2013). Inclusive and adaptive teaching. [electronic resource]: meeting the challenge of diversity in the classroom. Milton Park, Abingdon, Oxon; New York: Routledge, 2013.
- Powell, R. G., & Powell, D. L. (2010). Classroom communication and diversity: Enhancing instructional practice. New York: Routledge.
Texts (available online to limited number of simultaneous users)
- Brownell, M. T. (2012). Inclusive instruction. [electronic resource]: evidence-based practices for teaching students with disabilities. New York, N.Y. : Guilford Press, 2012
- Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language learners. [electronic resource]. Alexandria, Va. : Association for Supervision and Curriculum Development, c2006.
- Lessow-Hurley, J. (2003). Meeting the Needs of Second Language Learners: An Educator's Guide. Alexandria, Va: Assoc. for Supervision and Curriculum Development.
Assessments and Readings (Prepare/Ponder and Prove)
Assessment is necessary. Assessments serve two purposes: the first one is to indicate to the instructor whether learning is taking place and as a data tool for lesson preparation. The second purpose is to inform the student what areas he/she needs to put more effort into preparing and/or pondering.
Teach One Another
You will participate in weekly discussions. In Weeks 04 and 12 you will complete group assignments. Synchronous group meetings are recommended but not required.
Assignments are graded by rubrics. Before starting an assignment, review the rubric to review grading criteria.
Students are expected to turn in their homework assignments on time. If you experience extenuating circumstances, contact your Instructor. Too many late assignments or missing work will call for a meeting with your instructor.
Academic honesty is required, and the University Academic Honesty Policy describes violation consequences.
Brigham Young University-Idaho is committed to providing a working and learning atmosphere that accommodates qualified persons with disabilities. If you have a disability and require accommodations, please contact the Disability Services Office (208) 496-9210. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the students and instructor by the Disability Services Office. No plagiarism.
BYU-Idaho prohibits sex discrimination against any participant in its education programs or activities. Prohibited sex discrimination includes incidents of sexual harassment (including sexual violence), dating violence, domestic violence, sexual assault, and stalking (collectively “sexual misconduct”).
As an instructor, one of my responsibilities is to help create a safe learning environment for my students and the campus as a whole. University policy requires that I report all incidents of sexual misconduct that come to my attention. If you encounter sexual misconduct, please contact the Title IX Coordinator at email@example.com or 208-496-9200. Read additional information about sexual misconduct and available resources at www.byui.edu/titleix.