Skip to Main Content

M.Ed.Special and Inclusive Education (SIE): EDUSIE5 - Inclusive Pedagogy

Course Description

This course will focus on specialized teaching, learning, and support for learners with high incidence disabilities in inclusive settings. Students will develop a comprehensive knowledgebase of Individualized Education Programs and the roles of the general and special educators. Through research and evaluation of current research, students will encompass a detailed body of knowledge regarding least restrictive environments. Throughout the course, students will explain and critique various accommodations, modifications, and instructional methods, as well as, problem-solve to plan, develop, and execute effective instructional materials and methods for students with high incidence disabilities in inclusive settings.



Beutel, D., Tangen, D., & Carrington, S. (2019). Building bridges between global concepts and local contexts: Implications for inclusive education in nepal, sri lanka, and Bangladesh. International Journal of Inclusive Education, 23(1), 109-124.

Daley, S. G. & Rappolt-Schlichtmann, G. (2018). Stigma consciousness among adolescents with learning disabilities: Considering individual experiences of being stereotyped. Learning Disability Quarterly, 41(4), 200-212.

Everett, S. & Oswald, G. (2018). Engaging and training students in the development of inclusive learning materials for their peers. Teaching in Higher Education, 23(7), 802-817.

Farghaly, W. M. A., Ahmed, M. A., El-Tallawy, H. N., Elmestikawy, T. A. H., Badry, R., Farghaly, M. S. H., Omar, M. S., Hussein, A. S. R., Salamah, M., & Mohammed, A. T. (2018). Construction of an Arabic computerized battery for cognitive rehabilitation of children with specific learning disabilities. Neuropsychiatric Disease & Treatment, 14, 2123-2131.

Kamenopoulou, L. & Dukpa, D. (2018). Karma and human rights: Bhutanese teachers’ perspectives on inclusion and disability. International Journal of Inclusive Education, 22(3), 323-338.

Katchegrin, O. (2012). Between negative stigma (cultural deprivation) and positive stigma (learning disability): The historical development of two special education tracks. Culture, Medicine, & Psychiatry, 36(4), 679-711.

Liou, D. & Rotheram-Fuller, E. (2019). Where is the real reform? African American students and their school’s expectations for academic performance. Urban Education, 54(3), 397-429.

Nind, M., Flewitt, R., & Payler, J. (2011). Social constructions of young children in ‘special’, ‘inclusive’ and home environments. Children & Society, 25(5), 359-370.

Osberg, D. & Biesta, G. (2014). The end/s of education: Complexity and the conundrum of the inclusive educational curriculum. International Journal of Inclusive Education, 14(6), 593-607.

Paliokosta, P. & Blandford, S. (2010). Inclusion in school: A policy, ideology, or lived experience? Similar findings in diverse school cultures. Support for Learning, 25(4), 179-186.

Roberts, J. (2016). The ‘more capable peer’: Approaches to collaborative learning in a mixed-ability classroom. Changing English: Studies in Culture & Education, 23(1), 42-51.

Santi, M. (2017). Jazzing philosophy with children: An improvisational path for a new pedagogy. Childhood & Philosophy, 13(28), 631-647.

Shogren, K. A., Gross, J. M. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., Blue-Banning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for Persons with Severe Disabilities, 40(4), 243-260.

Wormald, C., Rogers, K. B., & Vialle, W. (2015). A case study of giftedness and specific learning disabilities: Bridging the two exceptionalities. Roeper Review, 37(3), 124-138.