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Meeting the Needs of Diverse Learners–SPED 360

Credits: 2 Semester Hours

Prerequisite(s)
ED 200 and ED 304

Course Description
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.
Course Outcomes
Knowledge
 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.
Performances
 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.
Dispositions
 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.
Required Materials
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)
1. 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.
2. 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)
1. Brownell, M. T. (2012). Inclusive instruction. [electronic resource]: evidence-based
practices for teaching students with disabilities. New York, N.Y. : Guilford Press,
2012
2. Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language
learners. [electronic resource]. Alexandria, Va. : Association for Supervision and
Curriculum Development, c2006.
3. Lessow-Hurley, J. (2003). Meeting the Needs of Second Language Learners: An
Educator's Guide. Alexandria, Va: Assoc. for Supervision and Curriculum
Development.
Course Structure
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.
Grading
Assignments are graded by rubrics. Before starting an assignment, review the rubric to
review grading criteria.
Late Work
Students are expected to turn in their homework assignments on time. If you experience
extenuating circumstances, contact your Instructor. Note: too many late assignments or
missing work will call for a meeting with your instructor.
Additional Information
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 titleix@byui.edu or 208-496-9200.
Read additional information about sexual misconduct and available resources
at www.byui.edu/titleix.