Simon Fraser University

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Education 373-3

Special Topics: Special Education and the Year 2000

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(T2.00) ?

(Cat #66352)

Summer Session, 1993

(July 19-28)

Monday through Wednesday

8:30 a.m. - 12:20 p.m.

Location: Kamloops

Instructor: R. Zigler

PREREQUISITE:

EDUC 401/402 and certified practising teacher. Students may take no more than

three Tr-University courses toward a degree or diploma.

COURSE DESCRIPTION

The course will address theoretical and practical issues which arise from inclusionary service delivery.

The sessions will review current theory, explore changing values that impact on the practicing

professional, discuss inclusionary service issues, and demonstrate exemplary teaching strategies which

promote integration of students with special needs. Through an interactive approach, participants

will have the opportunity to further develop their personal philosophy and teaching practices to meet

the needs of a full range of learners.

COURSE OBJECTIVES

Students will:

• place the education of students with special needs within the context of a theoretical

framework with regard to philosophical principles, research and legislation;

• understand the change process as it relates to current educational practice;

• interpret the principles of

Year

2000 in relation to learners with special needs;

• understand the key system attributes of accessibility, relevance, high quality, equity and

accountability as they apply to the education of all learners;

• describe special needs categories, identify programming options, and clarify available support

services for all students;

• understand the system of educational funding as it applies to inclusionary practices;

• explore service delivery issues and resulting policies, procedures and practices;

• examine personal and professional roles, values, attitudes and beliefs related to learners with

special needs; and

• identify ways to implement exemplary learner-focussed educational programs at the

community/school level.

COURSE REQUIREMENTS

Assignments 1-3. Using the framework of a reflective journal, students will:

1.

respond to pre-readings (10%)

2.

respond to five concepts and themes addressed during the course (25%)

3.

complete a summary activity pniorizing issues studied during the course, justifying the choices,

and identifying a personal action plan for follow-up (15%)

Each of the above assignments will be evaluated on the basis of comprehension and analysis of issues,

synthesis of understanding, and personal application.

These three assignments have a cumulative weight of 50%

(please turn over)

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Assignment

a.

evaluate

4. Students

a variety

will

of learning

Ose

one

resources

from the

using

following

multiple

list:framework/ ?

S

criteria;

b.

develop and demonstrate a teaching strategy that is applicable to a wide range of students,

with appropriate rationale;

c.

design a workshop for a specific target audience and present a synopsis;

d.

develop a comprehensive school plan inclusive of community, teachers, and children, which

supports the integration of special needs students;

e.

develop and conduct a role-play or simulation activity that demonstrates

synthesis/application of concepts or issues relevant to the course;

f.

design and conduct a self-directed learning project related to one of the concepts or issues

addressed in the course.

For the above choices students will prepare a proposal including rationale, procedure, and major

components of the project. The instructor will conference with each student to evaluate the proposal

and to provide guidance.

This assignment has a weight

of

30%.

The remainder of the students' grade will be based on participation in all course activities, using

specific criteria developed jointly by instructor and students.

Participation is given a weight

of

20%.

REQUIRED PRE-READING

Benjamin, S. (1989). An ideascape for education: What futurists recommend,

Educational

Leadership, 47, (10),

8-14.

McBride, S. (1989). Rights of special needs students.

B.C. Journal of Special Education, 13, (2), 101-

107.

Ministry of Education (undated).

Year 2000: A Framework for Learning.

Province of British

Columbia.

Special Education Branch. (1991)

System Attributes Interpreted for Students with Special Needs.

Internal Document.

Stanford, J

.

S., Ferguson, D. L, & Biklen, D. (1985). The front line ... teachers. In Bikien, D.

Achieving the Complete School: Strategies for Effective Mainstreaming.

Newark, N.J.:

Teachers College Press.

A package of pre-readings will be sent to students prior to the beginning of classes. Students will be