•
    ?
    0 ?
    21
    G-1:
    Procedures, Materials and Models to Promote Effective Instruction
    of Students with Disabilities in Regular Classrooms
    Instructor:
    Dr. David Lillie
    UVic ?
    SFU ?
    *UBC
    Location: Vancouver
    Date:
    July 25–August 4, 1994
    ?
    Course Number:
    ?
    ED-D 487
    ?
    EDUC 383
    ?
    EPSE 343
    Days:
    Monday–Saturday ?
    Section Number:
    ?
    Q57 ?
    T1.00
    ?
    96A
    Time: 8:30 a.m.-12:3O p.m.
    ?
    TI or Cat Number:
    27458 ?
    49955 ?
    25611
    COURSE DESCRIPTION
    This course is designed to assist teachers in the development of the knowledge, skills and awareness of the materials
    needed to facilitate effective instruction for students with disabilities in regular classrooms. The goals for this course
    include: a) increased knowledge and understanding of the educational needs of students with disabilities, b) increased
    knowledge and understanding of the characteristics of instructional environments that promote effective instruction for
    these students, c) development of the ability to effectively use one comprehensive model of instruction to facilitate the
    learning of students with disabilities as well as students without disabilities, and d) development of a portfolio of
    instructional materials for implementation as a specific model of instruction in the classroom.
    INSTRUCTOR PROFILE
    Dr. David Lillie is currently a professor with the School of Education, University of North Carolina, at Chapel Hill. Dr.
    Lillie has been an administrator and teacher of special education programs in both North Carolina and Indiana. He first
    taught a summer institute in B.C. in 1993.
    COURSE REQUIREMENTS
    List of student assignments to be completed and other expectations of students:
    a)
    Completion of all assigned readings.
    b)
    Satisfactory completion of daily in-class activities.
    c)
    Satisfactory completion of the course project—a portfolio of instructional materials and resources.
    Student assessment and grading procedure:
    a)
    A Unit Post-Test will be administered at the end of each of the three units presented in the course. Students failing to
    demonstrate an 80% correct mastery criteria will be given additional opportunities for demonstration of mastery of the
    learning objectives.
    b)
    Satisfactory completion of the course project must be demonstrated to pass the course. A rating scale employed by the
    instructor will be used to review and rate each course project.
    READINGS
    Dunn, R. and Dunn, K. (1993).
    Learning Styles.
    Wang, M.C. and Walberg, H.J. (1985).
    Adapting Instruction to Individual
    Differences.
    Berkeley, CA: McCutchan.
    Research Triangle Institute. (1992). Educational Approaches and Program Options for Integrating Students with
    Disabilities: A Decision Tool.
    Research Triangle Park, NC: RTI.
    Pre-Institute reading assignment:
    Stuck, G.B. and Lillie, D.L. (1994).
    Models
    of
    Instruction.
    New York, NY: Macmillan (pre-publication text). Chapters:
    The Learning for Mastery Model, The Learning Styles Model, The Classroom Wide Peer Tutoring Model, and The
    Direct Instruction Model.

    Back to top