This course will provide students with a highly specialized knowledge of differentiated instruction and components of the Universal Design for Learning (UDL) in order to assist students with high incidence disabilities in the content areas of literacy, mathematics, and science. Students will learn how to problem-solve in order to plan, develop, and execute appropriate adaptations for students with special needs. This course will rely on prior experiences in the UAE for students to analyse and reflect on socio-cultural norms and relationships. Finally, this course will equip students with the knowledge base to explain, critique, and reflect on current research addressing differentiated instruction and components of the UDL to assist students with high incidence disabilities.
Differentiated Instruction
http://www.readingrockets.org/article/what-differentiated-instruction
https://www.scholastic.com/teachers/articles/teaching-content/whatdifferentiated-instruction/
Amaral, O., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal, 26(2), 213–239.
Asaro-Saddler, K., Ellis-Robinson, T., & Eacker, H. (2019). Exploring the effects of a biopoem writing intervention on middle school students with autism spectrum disorder. Topics in Language Disorders, 39(2), 155-190.
Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to rti: Embedding universal design for learning and technology. Learning Disability Quarterly, 33(4),243-255.
Baxendell, B. W. (2003). Consistent, coherent, creative: The 3 C’s of graphic organizers. Teaching Exceptional Children, 35, 46–53.
Clements, D. H., Wilson, D. C., & Sarama, J. (2004). Young children’s composition of geometric figures:A learning trajectory. Mathematical Thinking and Learning, 6, 163–184.
Edens, K. M., & Potter, E. (2003). Using descriptive drawings as a conceptual change strategy in elementary science. School Science and Mathematics, 103(3), 135–144.
Finson, K. D. (2002). Drawing a scientist: What do we know and do not know after fifty years of drawings. School Science and Mathematics, 102, 335–345.
Gilbert, J., & Kotelman, M. (2005). Five good reasons to use science notebooks. Science and Children, 43(3), 28–32.
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban Latino school. Journal for Research in Mathematics Education, 34, 37–73.
Hanuscin, D. L., & Park Rogers, M. A. (2008). Learning to observe and infer. Science and Children, 45(6), 56–57.
Hawthorn-Embree, M. L., Skinner, C. H., Parkhurst, J., O’Neil, M., & Conley, E. (2010). Assignment Choice: Do students choose briefer assignments or finishing what they started? School Psychology Quarterly, 25(3), 143-151.
Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180–192.
Klentschy, M. (2005). Science notebook essentials. Science and Children, 43(3), 24–27.
Lee, H. S., & Songer, N. B. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(1), 1–26.
Lieberman, L. J. (2017). The need for universal design for learning. The Journal of Physical Education, Recreation & Dance, 88(3), 5-7.
Malloy, C., & Malloy, W. (1998). Issues of culture in mathematics teaching and learning. The Urban Review, 30(3), 245–257.
Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disability Quarterly, 37(2), 87-99.
Martinez-Roldan, C., & Lopez-Robertson, J. (2000). Initiating literature circles in a first grade bilingual class-room. The Reading Teacher, 52, 270–281.
McDuffie, T. E. (2001). Scientists—geeks and nerds. Science and Children, 38(8), 16–19.
McLean, L. & Connor, C. M. (2018). Relations between third grade teachers’ depressive symptoms and their feedback to students, with implications for student mathematics achievement. School Psychology Quarterly, 33(2), 272-282.
Mislevy, R. J., Haertel, G., Cheng, B. H., Ructtinger, L., DeBarger, A., Murray, E., Rose, D., Gravel, J., Colker, A. M., Rutstein, D., & Vendlinski, T. (2013). A “conditional” sense of fairness in assessment. Educational Research & Evaluation, 19(2/3), 121-140.
Nepo, K. (2017). The use of technology to improve education. Child & Youth Care Forum, 46(2), 207- 221.
Ok, M. W., Rao, K., Bryant, B. R., McDougall, D. (2017). Universal design for learning in pre-k to grade 12 classrooms: A systematic review of research. Exceptionality, 25(2), 116-138.
Pearson, P. D., Hiebert, E. H., & Kamil, M. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282–296.
Rasinski, T. V., & Hoffman, J. V. (2003). Theory and research into practice: Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510–522.
Reeves, J. L., Gunter, G. A., & Lacey, C. (2017). Mobile learning in pre-kindergarten: Using student feedback to inform practice. Journal of Educational Technology & Society, 20(1), 37-44.
Stockall, N. S., Dennis, L., Miller, M. (2012). Right from the start. Teaching Exceptional Children, 45(1), 10-17.
Turner, S. A. (1997). Children’s understanding of food and health in primary classrooms.International Journal of Science Education, 19(5), 491–508.
Valerie, L. M. & Foss-Swanson, S. (2012). Hey! Guess what I did in school today. Teaching Exceptional Children, 44(3), 40-48.
Van Zee, E. H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159–190.
Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381–419.
Watts, M., Barber, B., & Alsop, S. (1997). Children’s questions in the classroom. Primary Science Review, 49, 6–8.
Ye Wei, P. (2018). Best teaching strategies of English vocabulary based on cognitive neuroscience.NeuroQuantology, 16(5), 506-510.
Journal of special education technology
The Journal of the International Association of Special Education
