This course focuses on evidence-based inclusive teaching and learning strategies for special populations in different school and classroom settings. Students will develop leading edge and practically useful knowledge relevant for further developing effective teaching and support for students of determination, with gifts and talents, students facing different health circumstances and challenges, and those from culturally and linguistically diverse backgrounds. Students will develop up-to-date research-informed teaching and assessment skills useful for identifying and building a routine practice of effective strategies to support students with special learning needs (e.g., students of determination, students who are gifted and talented). Students will develop knowledge and skills for practicing research-informed pedagogic strategies for enhancing student learning processes, engagement and outcomes with a particular focus on peer-assisted learning (e.g., dialogic talk, reciprocal teaching, peer tutoring, assessment and feedback, Universal Design for Learning (UDL), and differentiated teaching and learning). This course will introduce the principles of effective adapted curriculum design and Individualized Education Plan (IEP) development relevant for students from diverse backgrounds and with different characteristics, as well as tools for critically reflecting on and enquiring into practice. Implications of using pedagogic strategies for the classroom roles and relationships among students and between students and teacher will be considered, along with the consequences of relationships for student learning and achievement.
Exceptional Children by
Week 1
Introduction to special populations and characteristics
Prescribed readings
Supplementary reading
Week 2
Local and international laws/policies supporting the education of special populations
Prescribed readings
Supplementary reading
O’Connor, E. A., Yasik, A. E., & Horner, S. L. (2016). Teachers’ knowledge of special education laws: What do they know?Insights into Learning Disabilities, 13(1), 7-18. https://files.eric.ed.gov/fulltext/EJ1103671.pdf
Gaad, E. (2019). Educating learners with special needs and disabilities in the UAE: Reform. Education in the United Arab Emirates: Innovation and Transformation, 147. https://doi.10.1007/978-981-13-7736-5_9
MoE (n.d). General Rules for the Provision of Special Education Programs and Services (Public and Private Schools) https://www.moe.gov.ae/English/SiteDocuments/Rules/SNrulesEn.pdf
Week 3
The individualized education planning (IEP) process
Prescribed readings
Heward, W. L., Alber-Morgan, S., & Konrad, M. (2016). Exceptional children: An introduction to special education. Pearson. (Chapter 2)
DET (2020). Individual education planning summary guide. Government of Victoria, Australia. https://www.education.vic.gov.au/PAL/iep-summary-guide.pdf
Supplementary reading
Timothy, S., & Agbenyega, J. S. (2018). Inclusive school leaders’ perceptions on the implementation of individual education plans. International Journal of Whole Schooling, 14(1), 1-30. https://files.eric.ed.gov/fulltext/EJ1170727.pdf
MacLeod, K., Causton, J. N., Radel, M., & Radel, P. (2017). Rethinking the Individualized Education Plan process: voices from the other side of the table. Disability & Society, 32(3), 381-400. https://doi.org/10.1080/09687599.2017.1294048
Week 4
Instructional and classroom management practices with special populations
Prescribed readings
Martínez, Y. M., & Porter. G. L. (2020). Planning for all students: promoting inclusive instruction. International Journal of Inclusive Education, 24(14), 1552-1567. https://doi.10.1080/13603116.2018.1544301
IRIS Module: Universal Design for Learning https://iris.peabody.vanderbilt.edu/module/udl/#content
Supplementary readings
Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). Enhancing effective classroom management in schools: Structures for changing teacher behaviour. Teacher Education and Special Education, 40(2), 140-153. https://doi.org/10.1177/0888406417700961
Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140. http://dx.doi.org/10.1177/1053451218767905
Week 5
Teaching students with high-incidence disabilities
Prescribed readings
Heward, W. L., Alber-Morgan, S., & Konrad, M. (2016). Exceptional children: An introduction to special education. Pearson (Chapter 2)
IRIS Module: Accommodations https://iris.peabody.vanderbilt.edu/module/acc/#content
Supplementary reading
Mahoney, J., & Hall, C. (2017). Using technology to differentiate and accommodate students with disabilities. E-Learning and Digital Media, 14(5), 291-303. https://doi.org/10.1177/2042753017751517
Week 6
Teaching students with low-incidence disabilities
Prescribed readings
Heward, W. L., Alber-Morgan, S., & Konrad, M. (2016). Exceptional children: An introduction to special education. Pearson. ( Chapters 5 and Chapter 11).
Supplementary reading
Capin, P., & Vaughn, S. (2017). Improving reading and social studies learning for secondary students with reading disabilities. Teaching Exceptional Children, 49(4), 249-261. https://doi.org/10.1177/0040059917691043
Week 7
Adapting and modifying curriculum/teaching/assessment and special populations
Prescribed readings
Heward, W. L., Alber-Morgan, S., & Konrad, M. (2016). Exceptional children: An introduction to special education. Pearson ( Chapters 4, Chapter 7 and Chapter 12)
Supplementary reading
Week 8
Programming and teaching gifted and talented students
Prescribed readings
Supplementary reading
Week 9
Creating teaching and learning spaces for all: the index of inclusion and assistive technology
Prescribed readings
Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisa- tional cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416. https://doi.org/10.1080/13603110802504903
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education. https://www.eenet.org.uk/resources/docs/Index%20English.pdf
Supplementary reading
Martínez, Y. M., & Porter. G. L. (2020). Planning for all students: promoting inclusive instruction. International Journal of Inclusive Education, 24(14), 1552-1567. https://doi.10.1080/13603116.2018.1544301
Week 10
Collaborating and engaging professionals and families for enhanced learning: When, why and how?
Prescribed readings
Heward, W. L., Alber-Morgan, S., & Konrad, M. (2016). Exceptional children: An introduction to special education. Pearson. (Chapter 3).
FitzGerald, A.M., & Quiñones, S. (2019). Working in and with community: Leading for partnerships in a community school. Leadership and Policy in Schools, 18(4), 511-532. https://doi. 10.1080/15700763.2018.145393
Supplementary reading
Karaca, M.A., & Efilti, E. (2020). The communication between parents with special needs children and their typically developing children in Turkey. European Journal of Special Education Research, 6(2), 86-109. https://doi. 10.46827/ejse.v6i2.3253
Week 11
Promoting positive behaviour, social
Interaction, executive function and social competence
Prescribed readings
Heward, W. L., Alber-Morgan, S., & Konrad, M. (2016). Exceptional children: An introduction to special education. Pearson. (Chapter 6).
Supplementary reading
Rose, J., Stanforth, A., Gilmore, G., & Bevan-Brown, J. (2018). You have to do something beyond containing: Developing inclusive systems in a partnership of primary schools. Emotional and Behavioural Difficulties, 23(3), 270-283. https://doi.10.1080/13632752.2018.1461470