EDU
3263 – Diversity and Inclusion
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Tuesday and
Thursday,
1:00 p.m. to 2:15
a.m.
Bartley Hall -
Room 3040
Credit
Hours: 3
Diversity
Credit 1 |
Professor: Dr.
Edward Garcia Fierros
Phone:
610 519-6969
Email:
edward.fierros@villanova.edu
Office:
St. Augustine Center for the Liberal Arts Room 359
Office
Hours: by
appointment – please email me at Edward.fierros@villanova.edu or
leave me a phone message
URL:
http://www.homepage.villanova.edu/Edward.Fierros
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The continuing challenge for
all teachers is to create a classroom environment that is
responsive to and supportive and nurturing of all kinds of
diversity.
Required Texts:
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Cushner,
McClelland, and Safford. (2005). Human Diversity in Education (5th
Edition). McGraw-Hill. [a.k.a. CUSHNER]
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Delpit, L.D.
(1995) Other people's children: cultural conflict in the
classroom. New York NY: New Press.
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Readings as
assigned.
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Course
Description:
Introduction to the physical and social characteristics of
diverse and exceptional students between ages 3 and 21. Issues
of diversity, inclusion and main streaming in light of recent
legislation and court decisions. Problem cases, with an emphasis
on the underprivileged, antisocial, and delinquent.
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Course
Objectives:
The students will develop a
well-grounded framework for understanding cultural and community
diversity and special education and know how to learn about and
incorporate students’ experiences, cultures, and community
resources into instruction (INTASC Core Principles, 2002).
1.
To exercise academic and intellectual judgment in
response to issues of cultural difference, gender, racial and
ethnic diversity
2.
To be able to describe and affirm diversity
3.
To engage in critical reflection on learning differences
across culture, ethnicity, gender, and individual development.
4.
To examine the history and purpose of special education
in the U.S.
5.
To identify services and resources to meet diverse
learning needs.
6.
To understand services and resources to meet diverse
learning needs.
7.
To enhance your writing skills.
8.
To view education as a life long process.
These
goals reflect Villanova University’s strategic goals of cultural
diversification.
Pennsylvania Teacher Standards:
Planning instruction which promotes problem analysis, critical
thinking, creativity, leadership development and decision making
based upon: subject matter, organization and integration of
content and the relationship of content to educational, career
and life goals, students and their learning, motivation,
supervision and guidance with emphasis on human behavior
and development, individual differences, diversity and the
special needs of the exceptional student, the community and
community resources, current educational standards and
practices.
INTASC STANDARD: Standard 3,
Diverse Learners.
1.
The teacher understands how learners differ in their
approaches to learning and creates instructional opportunities
that are adapted to learners from diverse cultural backgrounds
and with exceptionalities.
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INTRODUCTION
Students
will be asked to conduct thoughtful discussion of the material
assigned for the day’s reading. The course experience will be
cooperative in nature, with students working in small groups on
discussion themes, toward resolution of issues and debates
raised in class and in the readings. These are not intended to
exhaust the potential themes in the course, only to suggest some
possible directions for exploration.
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COURSE FORMAT
The course
will include multiple instructional approaches including:
lecture, discussion, small group activities, presentation, and
critical reflection activities.
COURSE REQUIREMENTS:
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Demonstrate
understanding of the material in the text during class
discussions; In-class participation, attendance, and
professionalism (i.e., in-class activities) |
10% |
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Reading Quizzes
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10% |
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Lesson Plans
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10% |
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Mid-Term Examination
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10% |
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Research Paper –
Writing Project |
15% |
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Field Placement Project
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20% |
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Oral Presentation
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5% |
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Take-Home Final
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20% |
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Tentative Calendar –
The professor reserves the right to change the syllabus at any
time during the semester. The professor will inform you of
updates however it is your responsibility to note these changes.
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Dates |
Topic |
Readings (to be read before class)
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Available via electronic readings via WebCT |
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1/17 |
Syllabus Review Questions?
Questions? Questions?
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1/19 |
FILM
Equity in Schools |
Discussion |
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1/24 |
Lisa
Delpit Other People’s Children |
Pgs. 1-69 Discussion |
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1/26 |
Lisa
Delpit Other People’s Children |
Pgs. 105-151 Discussion |
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1/31 |
Diversity |
Cushner (2005) Human
Diversity in Education p 3-71
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2/2 |
Dimensions, History, and Goals of Multiculturalism |
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Banks (2001) Cultural Diversity and Education, Foundations,
Curriculum, and Teaching, Banks, 1-39 Quiz |
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2/9 |
Culturally
Responsive Teaching |
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Gay (2000) Cultural Responsive Teaching (pp. 1-20)
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2/14 |
“Racism,
Discrimination, and Expectations of Students’ Achievement” |
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Gay (2000) Cultural Responsive Teaching (21-44)
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2/16 |
“Racism,
Discrimination, and Expectations of Students’ Achievement” |
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Nieto, (2000) Affirming Diversity, The Sociopolitical Context of
Multicultural Education
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2/21 |
CRASH |
FILM - CRASH
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2/23 |
Classrooms and Schools as
Cultural Crossroads |
Cushner, (2005) Human
Diversity in Education p. 73-116-207; and 174-202
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2/28 |
Gender and Sexuality |
Cushner, (2005) Human
Diversity in Education p. 271-301
QUIZ |
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3/2 |
Mid-Term
Examination
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3/7 |
Spring Break
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3/9 |
Spring Break
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3/14 |
Lesson
Planning |
Group Lesson Planning Workshop
Lesson Plan Due |
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3/16 |
Gender,
Language, Inter-group Relations and Guidelines |
¿Banks
(2001) Cultural Diversity and Education, Foundations,
Curriculum, and Teaching, 251-267 |
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3/21 |
Examining
color-blindedness |
Color-blindness to
Self-examination (Handout)
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How am I
recycling the history of inequity in education? |
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3/23 |
Diversity
Wrap-Up |
QUIZ |
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3/28 |
Creating
Inclusive Classrooms |
Film: Educating Peter
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3/30 |
Creating
Inclusive Classrooms
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¿Couhtino
and Repp, (1999) Inclusion, The Integration of
Students with Disabilities
Lesson Plan Due |
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4/4 |
Creating
Inclusive Classrooms |
Cushner (2005) Human
Diversity in Education p. 325-351 |
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4/6 |
Individual
Characteristics in Learning Styles |
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Winzer and Mazurek (1994) Special Education in Multicultural
Contexts |
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4/11 |
Field Trip |
SEPTA TRIP –
Field Placement
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4/13 |
No Class –
Easter Recess
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4/18 |
Individual
Education Plans |
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Stickland and Turnball, (1993). Developing and Implementing IEPs,
3-28
Field Placement Project Due |
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4/20 |
Individual
Education Plans |
¿Couhtino
and Repp, (1999) Inclusion, The Integration of
Students with Disabilities
QUIZ |
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4/25 |
The
Assessment Process
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Spinelli (2002) Classroom
Assessment for Students with Special Needs in Inclusive Settings,
3-45 (on Fierros Web Page )
Research Paper Due |
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4/27 |
Field
Placement
Presentations |
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5/2 |
No Class –
Deemed Friday
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5/4 |
Field
Placement
Presentations
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Take-Home Final Examination
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Late
Assignments: If you must
turn in an assignment late, you are expected to notify me in advance or
to be able to provide some proof of your trouble. If you do not satisfy
these criteria, submit your assignment! Assignments/papers that
are late will be docked 10% of their value for each day they are late.
Grading:
Your course grade will be based upon a standard conversion of the total
points you have earned into a corresponding letter grade, as follows:
A = 93% and
above B+ = 87-89% C+ = 77-79% D = 60-69%
A - = 90-92% B = 83-86 C =
73-76 F = 59% and below
B - = 80-82 C - =
70-72
Writing
Guidelines: The course
reflection papers will be graded using the following guidelines:
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Exceptional 10 -9
Thoughtful, accurate, and thorough discussion.
Answers
include analysis or synthesis of the topic(s). |
Adequate 8 –7
Limited
but accurate discussion
Summary
information from texts and resources with limited analysis. |
Inadequate 7 and below
Lacks
understanding and/or not accurate discussion
Limited
summary and analysis from text and resources about the topic.
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Cheating,
Plagiarism: As a community
committed to the Augustinian ideals of truth, unity and love, Villanova
University prides itself on maintaining the highest standards of
academic integrity and does not tolerate any form of academic dishonesty
or misconduct. Dishonesty (including plagiarism) in any assignment, test
or examination is punishable by the grade of F and is to be reported,
through the deans, to the Vice President for Academic Affairs. A second
offense will result in the dismissal of the student from Villanova
University.
Students with
Special Needs
The Office of
Learning Support Services, in conjunction with faculty, provides
reasonable accommodations for students with various special needs.
Often students are hesitant to request support since they have done so
well through high school and are now part of a competitive university.
However, disabilities are not something that you outgrow - it is
something that you learn to master.
In order to obtain
accommodations, students must register with the Learning Support Office
by submitting current documentation. To ensure confidentiality,
students must complete a Request for Accommodation Form each semester at
Villanova in order to receive accommodations during that semester.
Nothing can be shared with your professors without your permission.
Call or email the office for an appointment.
Phone: 610-519-5636 E-mail: nancy.mott@villanova.edu
Lesson Planning
(200 points – 10%)
Planning and
Teaching a Multicultural Lesson – In Class 3/14
Students are
required to develop a lesson plan and collect instructional resources
for the education of elementary students from different cultural,
racial, ethnic, and language groups.
Planning and
Teaching an Inclusion Lesson – Due 3/30
Students are
required to develop a lesson plan and collect instructional resources
for the education of elementary students from different cultural,
racial, ethnic, and language groups.
Field-Service Projects and
Presentations (20%) – Due 4/18
Cross-Cultural
Field Experience in the Community
This course
requires a field experience component in order to help candidates meet
the State of Pennsylvania’s teacher education requirements. There are
many opportunities to experience cultural diversity of the Delaware
Valley. Students are required to investigate the cross-cultural events
in the community, to participate in at least one of the events, and to
reflect on what they experience in that event. Here are some
possibilities
a)
Visit a school setting where children interact in a naturalistic
environment. Pay attention to what children do with one another that
they find most fun and satisfying. Notice the ways they get one
another’s attention, the ways they try to win approval, and the ways
they are marginalized. Observe as well their communication patterns.
Consider your future role as a group leader and think about what you
could do to organize their experiences so they would learn. Beyond
techniques, what would you hope to facilitate?
b)
Identify several types of groups that you might like to lead with
relatively homogenous groups that have been marginalized. Read articles
written by group leaders who have specialized in work with these
populations. This is a good way to get some preliminary background on
the populations with which you intend to work. Secondly, go to original
sources. Talk to members of the target culture. Find out what their
previous experiences in groups have been like, what they liked best and
least. If they had negative outcomes, what could have been done
differently? What advice do they have for you in reaching out to this
population? Finally, interview group leaders who already work with your
identified populations. Pick their brains about the mistakes they have
made and the things they have learned over the years.
c)
Ask a number of experienced group leaders, faculty, or teachers
how they handle a situation when someone is talking too much, or taking
up more than his or her fair share of time. When the situation can’t
wait until the session is over, how do they intervene in a way that gets
the point across, but in a way that is not offensive?
Research Paper - Writing Project-
(100 points – 15% of your grade) – Due 4/25
The Demands
and Opportunities of Diversity for Teaching
– What does
diversity or multiculturalism require of you as a teacher? On what
grounds do you make these claims; i.e., what theoretical and conceptual
position are you taking on the concepts of diversity and
multiculturalism (you may treat the two as equivalent for purposes of
this project)? What authorities can you cite in defense of your
position(s)? What arguments can be made against the position you are
taking? Is the position you are taking here different from the position
you would have taken three months ago? Why or why not?
Your paper should be in American
Psychological Association (APA) style, 7-10 pages long, typed and
double-spaced.
Presentation
(100 points or 5% of your grade) – 4/27 & 5/4
The descriptive
and critical presentation should include a summary of the main points of
one of your field placement experience. The presentation should be no
more than 7 minutes in length. You will be required to prepare
photocopies of your lesson plan for the class. PowerPoint, overheads,
or some form of media is recommended, but not required.
Oral
Presentation Rubric
Your Name: ____________Topic:__________________________
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Possible Points |
Actual Points |
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Provided
depth in coverage of topic(s). |
45 |
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Presentation was well planned and coherent. |
30 |
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Presenter
was a model of thoughtfulness. Personal experience integrated
where relevant and appropriate. Explanations and reasons
given for conclusions. |
15 |
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Communication aids were clear and useful. |
10 |
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Total
Possible Points |
100 |
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