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EDU 3263 – Diversity and Inclusion

Fall 2004 Monday and Wednesday, 03:00 pm – 04:15 pm Old Falvey 101. 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 – email at Edward.fierros@villanova.edu or call my office phone URL: http://www.homepage.villanova.edu/Edward.Fierros
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: Cushner, McClelland, and Safford. (2003). Human Diversity in Education (4^th Edition). McGraw-Hill. [a.k.a. CUSHNER] Delpit, L.D. (1995) Other people's children: cultural conflict in the classroom. New York NY: New Press. Readings as assigned.
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.
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. 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.
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.
COURSE FORMAT The course will include multiple instructional approaches including: lecture, discussion, small group activities, presentation, and critical reflection activities. COURSE REQUIREMENTS: · Demonstrate understanding of the material in the text during class discussions; In-class participation, attendance, and professionalism (i.e., in-class activities) – 20% · Reading Quizzes – 15% · Reflection papers – 10% · Tip Sheet Assignment – 5% · Brown vs. Board Oral Presentation and Paper– 30% · Take-home final – 15% · TIP Sheet Oral Presentation – 5%
Tentative Calendar – The professor reserves the right to change the syllabus at any time during the semester. You will be informed of any changes.
Dates	Topic		Readings (to be read before class) ¿ Available via electronic readings on WebCT
8/25	Syllabus Review Questions? Questions? Questions? Autobiographical Poem Interview Guide
8/30	FILM Equity in Schools Interview Guide		Interview Guide
9/1	Diversity		Cushner (2003) Human Diversity in Education p 3-71
9/8	Dimensions, History, and Goals of Multiculturalism		¿ Banks (2001) Cultural Diversity and Education, Foundations, Curriculum, and Teaching, Banks, 1-39
9/13			¿ Gay (2000) Cultural Responsive Teaching (pp. 1-20)
9/15	“Racism, Discrimination, and Expectations of Students’ Achievement”		¿ Nieto, (2000) Affirming Diversity, The Sociopolitical Context of Multicultural Education ¿ Gay (2000) Cultural Responsive Teaching (21-44)
9/20	Classrooms and Schools as Cultural Crossroads		Cushner, (2003) Human Diversity in Education p. 73-102; and 174-202
9/22	Gender and Sexuality		Cushner, (2003) Human Diversity in Education p. 277-311
9/27	Brown vs. Board of Education		Brown vs. Board of Education Reading (TBA)
9/29	Brown vs. Board of Education: Intersection with Diversity		Brown vs. Board of Education Reading (TBA)
*9/30	Brown vs. Board of Education Event		Connelly Center, Villanova Room – 4:00 – 6:00 p.m.
10/4	Brown vs. Board of Education Preparation		Work in Groups to Discuss and Organize Interview Findings
10/6	Brown vs. Board of Education Preparation		Work in Groups to Discuss and Organize Interview Findings Dr. Heidi Rose
10/11	No Class – Fall Break
10/13	No Class – Fall Break
10/18	Brown vs. Board of Education Preparation		Work in Groups to prepare the presentation for 10/21 (Thursday afternoon).
10/20	Brown vs. Board of Education Preparation		Guest Professor: Dr. Heidi Rose from the Villanova University Communications Department will work the class to prepare the presentation for 10/21 Thursday afternoon).
*10/21	Brown vs. Board of Education Presentation Project		Project Presentation – 4:00-6:00 p.m.
10/25	Gender, Language, Inter-group Relations and Guidelines		Banks (2001) Cultural Diversity and Education, Foundations, Curriculum, and Teaching, 251-267 – HANDOUT
10/27	Creating Inclusive Classrooms		Film: Educating Peter
11/1	Creating Inclusive Classrooms TIP SHEET DUE		¿Couhtino and Repp, (1999) Inclusion, The Integration of Students with Disabilities
11/3	Creating Inclusive Classrooms		Cushner (2003) Human Diversity in Education p. 337-364
11/8	Individual Characteristics in Learning Styles		¿ Winzer and Mazurek (1994) Special Education in Multicultural Contexts
11/10	Field Trip		SEPTA TRIP – Schedule to be Announced
11/15	Individual Education Plans		¿ Stickland and Turnball, (1993). Developing and Implementing IEPs, 3-28
11/17	Individual Education Plans		¿Couhtino and Repp, (1999) Inclusion, The Integration of Students with Disabilities
*11/18	Gary Orfield, Co-Director of the Harvard University Civil Rights Project, is scheduled to speak on Thursday, November 18, 2004, from 10:00-11:15 a.m. in the Villanova Room.
11/22	The Assessment Process		Spinelli (2002) Classroom Assessment for Students with Special Needs in Inclusive Settings, 3-45 (on reserve) Part 1 Part 2 Part 3
11/24	NO CLASS THANKSGIVING
11/29	The Assessment Process		Spinelli (2002) Classroom Assessment for Students with Special Needs in Inclusive Settings, 3-45 (on reserve)
12/1	Lisa Delpit Other People’s Children		Pgs. 1-69 Discussion
12/6	Lisa Delpit Other People’s Children		Pgs. 105-151 Discussion
12/8	TIP Sheet Presentations
12/13	TIP Sheet Presentations Film: Peter Later in Life

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:

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.

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.

Special Education Students

The Office of Learning Support Services, in conjunction with faculty, provides reasonable accommodations for students with various disabilities. 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

TIP Sheet Assignment (5% of your final grade)

Due Date: 11/1/004

Creating a TIP Sheet

For this assignment you will be assigned a specific category of student to research. You will become an expert on this type of student and how to teach them effectively. Brainstorm research categories and possible resources. Produce a TIP sheet to share in a classroom presentation with the following criteria:

1. Characteristics of the specific student population: For example, you would tell us their learning strengths and weaknesses, behavior patterns or characteristics, attitude or personality traits.

2. Instructional considerations: What methods should a teacher use to teach this group? Which do not work? Provide some examples.

3. Environmental consideration: What kind of learning environment facilitates students performing at their best? (e.g., seating arrangements, placement in a classroom, atmosphere, teacher interaction, or student interactions)

4. Management considerations: What types of behavioral interactions are likely from this category? What should a teacher do to manage productive behavior with these students?

5. Resources for continued study: Identify in proper annotated bibliographic format: text, article and/or web sources for continued professional growth in knowledge of these students. Include in brief annotation: page numbers, web addresses, and specific types of information available in each source.

These TIP sheets should be two pages in length and easy to consult and use while teaching. Edit these papers until they are perfect. Include your name at the top right, and the student disability category as a title. Each sheet must have the five criteria as bold face headings in the order listed above.

A proper bibliographic entry for a web source includes this information:

Title, author(s), date, description (a brief annotation including key ideas), URL. Optional: your evaluation, hints to users and uses of material.

Brown vs. Board of Education Project Transcription, Oral Presentation, and Research Paper - (100 points – 30% of your grade)

Villanova University Self-Evaluation: What does Brown vs. Board of Education Mean to You?

Transcription - Students will work in groups to interview Villanova Administrators, Faculty, Staff, and Students. Each group will be responsible to interview and transcribe responses from each of the four interview groups. Each group will also be responsible for discovering and reporting on the racial and gender break down of the assigned constituency (i.e., administrator, faculty, staff, and students).

Oral Presentation - As part of the Brown vs. Board of Education semester student groups will present their findings to the Villanova community.

Paper – A 3-5 page paper summarizing your experience in the Brown vs. Board of Education Project. The paper must include responses from the interviewed constituencies (i.e., administrator, faculty, staff, and students) and also provide analysis of the responses in the context of the Villanova University.

Tip Sheet Presentation

Short Oral Presentation (100 points or 5% of your grade)

The descriptive and critical presentation should include a summary of the main points of your TIP Sheet Assignment. The presentation should be no more than 5 minutes in length. You will be required to submit an outline or summary of your presentation. PowerPoint, overheads, or some form of media is recommended.

Oral Presentation Rubric

Your Name: ____________Topic:__________________________

	Possible Points	Actual Points
Provided depth in coverage of topic(s).	45
Presentation was well planned and coherent.	30
Presenter was a model of thoughtfulness. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions.	15
Communication aids were clear and useful.	10
Total Possible Points	100

Reflection Papers – x @ 100 points (15% of your final grade)

Reflection papers will be based on videos or readings. The 1-2 page in-class or out-of-class reflection papers will provide you an opportunity to critically reflect on the essence of the video or reading (e.g., analyze). By essence, I mean,

“That which constitutes the being of a thing; that ‘by which it is what it is’. In two different applications (distinguished by Locke as nominal essence and real essence respectively): of a conceptual entity: The totality of the properties, constituent elements, etc., without which it would cease to be the same thing; the indispensable and necessary attributes of a thing as opposed to those which it may have or not. Also, in narrower sense, those among the indispensable attributes which involve all the rest by logical consequence, and are sufficient for a valid definition; the ‘connotation of the class-name’ (OED, #7)” or what the video or reading is about -- essentially.