SPED 2231 Section 102
Introduction to Inclusive Education Fall 2010
Selected Tuesdays and Thursdays from 12:30PM to 1:50PM and On line
Introduction to Inclusive Education
Class Meeting Day/Time
Tuesdays and Thursdays – 12:30PM to 1:50PM and on line
Widener Hall Room 115
Julie Kessler, BS Ed, M Ed, PhD.
11:30 – 12:30 Tuesdays
Second Floor Widener Hall Faculty Offices
PDE Targeted Competencies --
Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting:
This course addresses specific Special Education Program Guidelines for the State of Pennsylvania as listed in
the course description:
I. Types of Disabilities and Implications for Learning
A. Demonstrate an understanding of and ability to plan for: type, identification and characteristics of different
types of disabilities, as well as effective, evidence-based instructional practices and adaptations.
B. Demonstrate an understanding of the legal rights and responsibilities of the teacher related to special
education referral and evaluation and the rights and procedural safeguards that students are guaranteed.
C. Demonstrate an understanding of possible causes and implications of over representation of minorities in
special education to avoid misinterpretation of behaviors that represent cultural, linguistic differences as
indicative of learning problems.
II. Cognitive Skill Development to Ensure Achievement of Students with Disabilities in Standards Aligned System
to include All School Environments
A. Cognitive – Delineate how individuals acquire and process information.
1. Design learning environments to facilitate encoding, storage and retrieval of knowledge and information for
memory, attention, perception, action, and problem solving.
2. Describe the developmental patterns of change, physical, cognitive, and psychosocial areas that have been
identified for each stage of development.
3. Apply concepts of human development to education and learning regarding attention, memory, conceptual
knowledge and its formation, reasoning, decision making, problem-solving, executive functioning, principles
and mechanisms of development, intelligence, action, and motor control.
4. Specify the experiences children need from birth to age eight to prepare them to learn, read, and succeed in
5. Identify early interactions with adults and peers, the early childhood education teaching methods and
curricula, and comprehensive early childhood interventions that support learning and development,
specifically in domains that prepare children from diverse backgrounds for kindergarten and the early grades.
B. Physical – Recognize patterns of typical physical developmental milestones and how patterns of students with