Faculty of Education

Graduate Studies Program

04.751 Education of Exceptional Children II

Regular Session 2017/2018 Term 2

Instructor Name: Dr. Patty Douglas

Office #: 109
Telephone: 204-727-7486
Email: douglasp@brandonu.ca
Office hours: Wednesdays 4:30-5:30 or by appointment

Nothing about us without us.

~Disability rights slogan

A great question refuses to be answered; so it keeps leading us into

deeper connections with each other and into deeper thinking.

~ Judith Snow, disability activist

Course Description: Prerequisites: 04.750 and approval of graduate program Advisor.

Calendar Description:
This course will examine special education issues related to prevention, early intervention and
ongoing support to children with exceptionalities. Special education systems will be examined,
and the experience of children with exceptionalities within various educational alternatives will
be discussed. Topics will include consultation and collaboration among regular and special
educators, inclusion, and segregated programs. The requirement for individual plans for children
with exceptionalities will also be explored (formerly 04.551). 3 lecture hours per week, one term.
Course Format: An internet format will be used to deliver the course content.
Course Objectives:

Our Essential Question for the Course: How can disability studies help us make positive
change toward justice and equity for students with disabilities and diverse learners in a system
that has been forged through deficit perspectives about human difference?
In this course students will:

ü Understand disability studies and inclusive education perspectives on support for students
with disabilities
ü Examine recommended steps and strategies for pre-referral intervention processes
ü Understand inclusive teaching practices and ways to promote inclusion with peers
ü Explore and apply instructional and planning strategies to support universal design for
learning and differentiated instruction in schools
ü Understand inclusive and special education for diverse learners including Indigenous and
racialized students
ü Understand the contributions of paraeducators and the need for effective guidance and
teamwork
ü Examine and apply the collaborative planning process with team members including
families and students with disabilities
ü Formulate strategies for co-teaching to serve students’ learning needs

Required Books:

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom:
Practical applications. New York: Guilford Press. ISBN: 9781462506316
Nevin, A. I., Villa, R. A., & Thousand, J. S. (2009). A guide to co-teaching with paraeducators:
Practical tips for K-12 educators. Thousand Oaks, CA: Corwin. ISBN: 97814112957649
O’Brien, J., Pearpoint, J., & Kahn, L. (2010). The PATH and MAPS Handbook. Toronto:
Inclusion Press.

Recommended Readings:

Greenstein, A. (2016). Radical inclusive education: Disability, teaching and struggles for
liberation. London: Routledge.

** See weekly timetable for additional resources and readings. These additional resources and
readings will be made available on Moodle by the professor.

Additional Resources (internet links):

This course will be delivered on the Moodle course platform via the Internet.

A high-speed Internet connection is recommended.

URL links and other reference sources will be available on the Moodle web site for the course.

Course Assignments (APA version 6.0 required):

1. Weekly Online Small Discussion Groups (30% of final grade):
We will engage with course readings and resources posted to Moodle. You will be assigned to a
small online discussion group (the same group for the duration of the course). You are
responsible for answering guiding questions related to the week’s theme in collaboration with
your group. The aim is to engage in professional dialogue with your peers about key inclusive
education issues, to apply and synthesize this knowledge, and to share your responses with the
larger group. I do not put a “number” on how long each submission is, or on the number of times
you respond to other groups. The expectation is that you will read other group’s postings and
offer authentic feedback when you are moved or curious. I will provide guiding questions a week
in advance. Groups can organize themselves in any way they wish (i.e., Moodle, google docs,
Skype), but must have a way to indicate how each member has contributed to the discussion (i.e.,
different colours for each member’s contribution). You are responsible for negotiating
collegiality in the group, and for contacting the professor should any issues or concerns emerge.
Your group’s response is due on 5 Wednesdays on Moodle. Groups will be organized the first
week of class. Each submission is worth 6% of the final grade.
Due Dates: Week 2, Week 4, Week 6, Week 9, Week 11
2. Reflection Paper: 20%

Choose one of these two course books—A Guide to Co-Teaching, PATH & MAPS—or a related
book of your choice on a similar topic (with the professor’s permission) to write a critical
reflection on. Make your choice based on your own needs as an educator at this moment. Your
reflection should be 4-5 double spaced pages in length and follow the conventions of academic
English. In your reflection, share your personal and professional response, and articulate how the
approach does and/or does not align with disability studies (this means referencing disability
studies sources). Use the following questions to guide your reflection:

ü What is your personal and/or professional experience with this approach, if any (reflect
here on your own experiences with planning and/or collaborating)?
ü What is your initial response to the approach?
ü How might you use this approach in the future?
ü How might this approach help to advance inclusion?
ü What understanding of disability and difference does this approach communicate more
broadly?

Date Due: Feb. 28, 2018

3. Book Review: 20%

You are responsible for writing a short book review of Universal Design for Learning in the
Classroom: Practical Applications (2012) by Hall, Meyer and Rose. This means you must both
understand and succinctly describe the content (pp. xiii-24; pp. 120-52 and 3 content chapters),
as well as provide a critical evaluation of the book’s contribution to teaching and learning with
students with disabilities and other differences.

You can find examples of professional book reviews in academic journals, as well as the London
Review of Books and New York Review of Books. Your review should be between 750-1000
words, and in APA (6th edition) format. It is expected it will be of publishable quality – be sure
to proofread closely. Guides to writing book reviews can also be found online. See, for example

http://guides.library.queensu.ca/bookreviews/writing
https://owl.english.purdue.edu/owl/resource/704/1/
http://www.writing.utoronto.ca/advice/specific-types-of-writing/book-review

Date Due: March 21, 2018

4. A Toolkit for Educators Part II (30% of final grade):
You will draw on your small group discussions and readings in the course to produce a teacher’s
toolkit entry that addresses the possibilities for doing things differently in practice. Your toolkit
entry will be grounded theoretically in disability studies, as well as one or more of the
approaches of the course, namely, UDL, DI, person-centered planning and collaboration. Your
entry must demonstrate how the approaches in the course can open new possibilities for students
with disabilities and teachers, and those who work with and care about them. Your entry should
be the equivalent of about 5-7 pages, double-spaced, 12-point font. You are welcome to choose
the format for your toolkit entry (comic strip, PowerPoint, pamphlet, first person story, video,
etc.).
Due Date: April 4th, 2018

Course Grade Evaluation:

-Assignments & Due dates (optional):
-Minimum grade requirement for graduate program: B
-Grade Equivalencies: A+ 96-100 B- 70-74
A 90-95 C+ 65-69
A- 85-89 C 60-64
B+ 80-84 C- 55-59
B 75-79 D 50-54
F Under 50%

Academic dishonesty will cancel out all the calculations above and result in a final grade of
F-AD (Fail-Academic Dishonesty)
(refer to the Graduate Calendar, section 3.9: Academic Dishonesty and Misconduct)

Instructor / Course Evaluation:

The anonymous course evaluations will be completed online. All students are expected to
complete the evaluation. Dates of the evaluation will be communicated by the instructor through
the Graduate Studies Office.

Proposed Class Schedule & Readings (subject to change given the emergent pedagogy of
the course):

Week Date Weekly Themes & Readings

1 Jan. 10 [Zoom Session 1 5:30-7 pm] Introductions and Overview:
(Re)engaging Disability Studies in Education

Required Readings:
Cosier, M. & Ashby, C. (2015). Disability Studies and the “Work”
of Educators. In Cosier, M. & Ashby, C. (Eds.). (2016). Enacting
change from within: Disability studies meets teaching and teacher
education. New York: Peter Lang (pp. 1-20). [Available on Moodle]

***You will be assigned to your small discussion group during this

class. Please be ready to discuss the introductory reading.
2 Jan. 17 Using Disability Studies in Education to Shift Teacher Practice

Key Theme: What are some of the ways disability studies might help
us reimagine teacher practice?

Required Readings:

Mclaughlin, K. (2016). Institutional Constructions of Disability as

Deficit: Rethinking the Individual Education Plan. In Cosier, M. &
Ashby, C. (Eds.). (2016). Enacting change from within: Disability
studies meets teaching and teacher education (pp. 83-102). New
York: Peter Lang. [Available on Moodle]

Orsati, F. (2016). Humanistic practices to understand and support

students’ behaviours: A disability studies in education framework. In
Cosier, M. & Ashby, C. (Eds.). (2016). Enacting change from
within: Disability studies meets teaching and teacher education (pp.
131-152). New York: Peter Lang.

***Small Group due on Moodle

3 Jan. 24 Person-Centred Planning I

Key Theme: Bringing the voice of students with disabilities into the
conversation

Required Readings:
PATH and MAPS Handbook: Person Centred Ways to Build
Community (pp. 1-62)

4 Jan. 31 Person-Centred Planning II

[Zoom Session 2 5:30-7 pm]

Key Theme: How can we use PATH or MAPS to shift the way we
'do' disability in schools?

Required Readings:
PATH and MAPS Handbook: Person Centred Ways to Build
Community (pp. 63-139)

Video: Autism to Inclusion [Available on Moodle]

***Small Group due on Moodle

5 Feb. 7 Collaboration I

Key Theme: How do collaborations enhance possibilities for

students with disabilities and us all?

Required Readings:
Nevin, A. I., Villa, R. A., & Thousand, J. S. (2009). A guide to co-
teaching with paraeducators: Practical tips for K-12 educators.
Thousand Oaks, CA: Corwin (pp.1-40).
 Kristis, E. (2012). The Empowering Relationship: Narrative of a
Student with Disabilities and Her Educational Assistant (available on
Moodle). In Bunch, G. (Ed.) Emerging research: Students with
disabilities, families, teachers, (pp. 136-144). Toronto: Inclusion
Press.

6 Feb. 14 Collaboration II

Key Theme: How might collaborative planning enhance inclusion

and social justice for students with disabilities?

Required Readings:
Nevin, A. I., Villa, R. A., & Thousand, J. S. (2009). A guide to co-
teaching with paraeducators: Practical tips for K-12 educators.
Thousand Oaks, CA: Corwin (pp. 41-100).

Paperwork [a short video – available on Moodle]

***Small Group Discussion due on Moodle

7 Feb. 21 Reading Week

There are no new required readings or assignments this week.

8 Feb. 28 Universal Design for Learning I [Zoom Session 3 5:30-7 pm]

Key Theme: UDL Guidelines and Practice

Required Readings:
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for
learning in the classroom: Practical applications. New York:
Guilford Press (pp. xiii-24).

Recommended Readings:
Katz, J. (2012). Teaching to diversity: The three-block model of
Universal Design for Learning. Winnipeg: Portage & Main Press.

***Reflection Paper due

9 March 7 Universal Design for Learning II

Key Theme: UDL without technology and next steps

Required Readings:
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for
learning in the classroom: Practical applications. New York:
Guilford Press (pp. 120-52).

***Small Group Due on Moodle

10 March 14 Universal Design for Learning III [Zoom Class 5:30-7pm]

 Key Theme: UDL and content areas

Required Readings: Subject Areas and UDL

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for
learning in the classroom: Practical applications. New York:
Guilford Press. [Choose 3 topic-specific chapters from Chapters 3-8
to read closely]

11 March 21 Differentiated Instruction I

Key Theme: Approaches to DI

Recommended Readings:
Mastropieri, M. A., & Scruggs, T. E. (2014). The inclusive
classroom: Strategies for effective differentiated instruction (5th Ed.).
Upper Saddle River, NJ: Pearson (pp. 123-49)

Tomlinson, C. A. (2014). Differentiated classroom: Responding to

the needs of all learners (pp. 80-121). Alexandria, VA: Ascd.

**Book Review due today

12 March 28 Differentiated Instruction II

Key Theme: Response to Intervention

Required Readings:

Ferri, B. (2016). Reimagining Response to Intervention (RTI). In

Cosier, M. & Ashby, C. (Eds.). (2016). Enacting change from
within: Disability studies meets teaching and teacher education.
New York: Peter Lang (pp. 153-66).

Recommended Readings:
Mastropieri, M. A., & Scruggs, T. E. (2014). The inclusive
classroom: Strategies for effective differentiated instruction (5th Ed.).
Upper Saddle River, NJ: Pearson (pp. 151-71).

***Small Group due on Moodle

13 April 4 Conclusions and Next Steps [Final Zoom Session 5:30 – 7 pm]

Key Theme: Bringing it all Together

Required Readings:
Ashby, C. & Cosier, M. (2015). Conclusion: Weaving the Fabric of
Change. In Cosier, M. & Ashby, C. (Eds.). (2016). Enacting change
from within: Disability studies meets teaching and teacher
education. New York: Peter Lang (pp. 333-340).

***Toolkit for Educators Due

Instructor suggestions for getting the most out of the course
(optional):
Ask questions. Ponder. Read. Reflect. Plan ahead. Interact. Dialogue. Grow. Wonder. Learn
what has been done before. Imagine new possibilities. J

Statement on Accommodation
Brandon University values diversity and inclusion, recognizing disability as an aspect of
diversity. Our shared goal is to create learning environments that are accessible, equitable, and
inclusive for all students. The Student Accessibility Services (SAS) office works with students
who have permanent, chronic, or temporary disabilities. SAS will provide and/or arrange
reasonable accommodations. If you have, or think you may have, a disability (e.g. mental health,
attentional, learning, vision, hearing, physical, medical, or temporary), you are invited to contact
Student Accessibility Services to arrange a confidential discussion at (204) 727-9759 or email
malyonm@brandonu.ca. If you are registered with SAS and have a letter requesting
accommodations, you are encouraged to contact the instructor early in the term to discuss the
accommodations outline in your letter. Additional information is available at the Student
Accessibility Services website.

Attendance at Lectures and Practical Work:

(refer to the Graduate Calendar, section 3.7.1)

1. All students are expected to be regular in their attendance at lectures and labs. While
attendance per se will not be considered in assessing the final grade, it should be noted
that in some courses participation in class activities may be required.
2. For limited enrolment courses, students who are registered but do not attend the first
three classes or notify the instructor that they intend to attend, may have their registration
cancelled in favour of someone else wishing to register for the course.
3. Students who are unable to attend a scheduled instruction period because of illness,
disability, or domestic affliction should inform the instructor concerned as soon as
possible.
4. Instructors may excuse absences for good and sufficient reasons.

Positive well-being is highly correlated to learning and student success. Wellness is a

combination of physical, social, spiritual and mental health. Personal Counsellors at Brandon
University are dedicated to providing support to students’ wellness, primarily their mental well-
being, through prevention activities, early identification and timely interventions using a holistic
lens.

Please contact the Personal Counsellors in the Student Services Department at 204-727-9737 or
visit Room 102 A.E. McKenzie Building to make an appointment. There are crisis counselling
appointments available daily.

If you believe that you or someone else is in imminent danger of harm call 911.
Sexualized Violence Education and Prevention Coordinator: 204-727-7498

24-hour crisis supports:

Over 18 years of age: Under 18 years of

age:

Mobile Crisis Unit Child and Adolescent Treatment Centre

204-725-4411 204-578-2700

Klinic Sexual Assault Crisis Line: 1-888-292-7565

Recommended Readings:

Baglieri, S. & Shapiro, A. (2012). Disability studies and the inclusive classroom. New York:
Routledge.
Bunch, G. (2015). Emerging research: Students with disabilities, families, teachers. Toronto:
Inclusion Press.
Bunch, G., Al-Salah, & Pearpoint, J. (2011). Equity, social justice, disability and secondary
schools: What regular subject teachers can do. Toronto: Inclusion Press.
Canadian Center on Disability Studies. Raising awareness: A toolkit for all middle years
educators. CCDS: Winnipeg, MB.
Connor, D. J. (2007). Social justice in education for students with disabilities. In Florian, L.
(Ed.), The SAGE Handbook of Special Education (pp. 111-27). London: SAGE
Publications.
Connor, D. J., Valle, J. W., Hale, C. (Eds.) (2015). Practicing disability studies in education:
Acting toward social change. New York: Peter Lang.
Cosier, M. & Ashby, C. (Eds.). (2016). Enacting change from within: Disability studies meets
teaching and teacher education. New York: Peter Lang.
Crevecoeur, Y. C., Sorenson, S. E., Mayorga, V., & Gonzalez, A. P. (2014). Universal Design
for Learning in K-12 Educational Settings: A Review of Group Comparison and Single-
subject Intervention Studies. The Journal of Special Education Apprenticeship, 3(2), 1-23.
Available at http://josea.info/archives/vol3no2/vol3no2-1-FT.pdf
Danforth, S. & Gabel, S. L. (Eds.). (2008). Vital questions facing disability studies in education.
New York: Peter Lang.
Douglas, P. (2010). ‘Problematizing’ inclusion: Education and the question of autism. Pedagogy,
Culture and Society, 18, 105-121.
Edyburn, D. (2010). Would you recognize universal design for learning if you saw it? Ten
propositions for new directions for the second decade of UDL. Learning Disability
Quarterly, 33, 33-41. Available at
http://at4allspring10.pbworks.com/f/UDL2ndDecade.pdf
Florian, L. (2007). Reimagining special education. In The SAGE Handbook of Special Education
(pp. 8-21). London: SAGE Publications.
Gabel, S. L. & Connor, D. J. (2014). Disability and teaching. New York: Routledge.
Gabel, S. L. & Connor, D. J. (2009). Theorizing disability: Implications and applications for
social justice in education. In W.A. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of
Social Justice in Education (pp. 377-99). New York: Routledge.
Gabel, S. L. & Connor, D. J. (2014). Disability and teaching. New York: Routledge.
Glass, D., Meyer, A., & Rose, D. (2013). Universal design for learning and the arts. Harvard
Educational Review, 83(1), 98-119.
McCarney, S. B., & Wunderlich, K. C., (2014). Pre-referral Intervention Manual: The Most
Common Learning and Behavior Problems Encountered in the Educational Environment
(4th Ed.). Columbia, MO: Hawthorne Educational Services, Inc.
Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled
students in inclusive classrooms. Theory into Practice, 44(3), 194-202.
Park, M. M. (2010). Beyond Calculus: Apple-apple-apple-ike and Other Embodied Pleasures for
a Child Diagnosed with Autism in a Sensory Integration Based Clinic. Disability Studies
Quarterly. http://dsq-sds.org/article/view/1066/1232
Rodis, P., Garrod, A. & Boscardin, M. L. (Eds.). (2001). Learning disabilities and life stories.
Needham Heights, MA: Allyn and Bacon.
Rose, D. H. R., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST
Professional Publishing. Rose, D. H., & Meyer, A. (2006). A practical reader in universal
design for learning. Cambridge, MA: Harvard Education Press.
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners (pp.
80-121). Alexandria, VA: Ascd.
Valle, J. W. & Connork D. J. (2011). Rethinking disability: A disability studies approach to
inclusive practices. New York: McGraw-Hill.
Winzer, M. A. (2007). Confronting difference: an excursion through the history of special
education. In The SAGE Handbook of Special Education, pp. 21–33. London: SAGE
Publications.