12
D-2:
Educational Change: Meeting the Challenge of Inclusion
Instructor:
Dr. Pat Mirenda
Location:
Surrey
UVic
/EDUC
SFU
UBC
Date:
?
July 4-13, 1994
Course
Number: ?
ED-D 487
373
EPSE 390A
Days:
Monday—Saturday
Section Number:
?
Q60
T2.00
96R
Time:
8:30 a.m.- 12:30 p.m.
TT or
Cat
Number: ?
46222
28524
05745
COURSE DESCRIPTION
This course will address the-needs of students with moderate, severe, and multiple handicaps in regular classroom settings.
It is designed to provide strategies for planning, implementing, and evaluating longitudinal, functional and chronological
age appropriate curricular content for these students. The focus of the course will be on writing IEPs and delivering this
curricular content to students in integrated settings with regular education peers. The course content will emphasize
strategies for matching individual student needs with the ongoing classroom curriculum. Strategies for designing programs
for elementary and secondary-aged students will be addressed. In addition, strategies for social integration and helping
students to make friends will be included.
INSTRUCTOR PROFILE
Pat Mirenda, Ph.D. is a communication and behaviour specialist who currently works with CBI Consultants in Vancouver.
September,
She received
1992,
her doctorate
she was an
in
Associate
behavioural
Professor
disabilities
in the
from
Department
the University
of Special
of Wisconsin-Madison
Education and Communication
in
1984.
Prior
Disorders
to
at the University of Nebraska-Lincoln, and Co-Director of the Barkley Augmentative and Alternative Communication
Center. She was responsible for the teacher education program in severe disabilities during the eight years she was on the
the
faculty
Spring
at Nebraska.
1994
semester.
She taught an off-campus SFU course on inclusion to over
50
teachers and staff in Richmond during
She has written numerous research papers and co-authored a
1992
book entitled
Augmentative and Alternative
Communication: Management of Severe Communication Disorders in Children and Adults.
She has also presented papers
and workshops at many national and international conferences on inclusion and other topics.
COURSE REQUIREMENTS
Students will be expected to attend all classes and to complete assigned readings both before and during the course. In
addition, students will be expected to design an inclusion plan for one student of their choice, using both in-class and class
reading materials as resources.
READINGS
Giangreco, M., Cloninger, C., & Iverson, V.
(1993) Choosing options and accommodations for children: A guide to
planning inclusive education.
Baltimore: Paul H. Brookes
Stainback, S., & Stainback, W.
(1992). Curriculum considerations in inclusive classrooms.
Baltimore: Paul H. Brookes.