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 inclusive student participation and high levels of engagement in learning activities. 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 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
In class activity
Case study analysis on classroom practice 1
Week 2
Prescribed readings
Ochoa, T.A., Erden, E., Alhajeri, O., Hurley, E., Lee, K., Ogle, L., & Wang, T. (2017). Disability laws and special education provisions in China, Kuwait, South Korea, Turkey, and the United States. International Journal of Special Education, 32(2), 325-354. https://files.eric.ed.gov/fulltext/EJ1184133.pdf
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
In class activity
Case study analysis on classroom practice 2
Week 3
The individualized education planning (IEP) process
Prescribed readings
Supplementary reading
In class activity
Case study analysis on classroom practice 3
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
Supplementary readings
In class activity
Case study analysis on classroom practice 4Week 5
Teaching students with high-incidence disabilities
Prescribed readings
Supplementary reading
In class activity
Case study analysis on classroom practice 5
Week 6
Teaching students with low-incidence disabilities
Prescribed readings
Supplementary reading
In class activity
Case analysis on classroom practice 6
Week 7
Adapting and modifying curriculum/teaching/assessment and special populations
Prescribed readings
Supplementary reading
In class activity
Case analysis on professional practice 7
Week 8
Programming and teaching gifted and talented students
Prescribed readings
Supplementary reading
In class activity
Case study analysis on classroom practice 8
Week 9
Creating teaching and learning spaces for all: the index of inclusion and assistive technology
Prescribed readings
Supplementary reading
In class activity
Case analysis on professional practice 9
Week 10
Collaborating and engaging professionals and families for enhanced learning: When, why and how?
Prescribed readings
Supplementary reading
In class activity
Week 11
Promoting positive behaviour, social
Interaction, executive function and social competence
Prescribed readings
Supplementary reading
In class activity
Final workshop on assignment 2