ED3820: Foundations of Special Education



Download 25.36 Kb.
Date19.05.2016
Size25.36 Kb.
The Levin Institute & WWW.Globalization101.org

ED3820: Foundations of Special Education
Dr. Diana P. Sukhram

ED3820: Foundations of Special Education

SUNY, College at Old Westbury

Fall 2010


Introduction
In this unit, students will explore the issues and implications of global education and global citizenship as it relate to special education and classroom instructional practices. In reviewing the Globalization101 News Analyses and other relevant articles students will understand how globalization impact classroom dynamics, interaction between students and teachers, and the unique learning styles of students with special needs. In addition to classroom discussions of the globalization readings/articles, students will observe and interview educators to gain a better understanding of the pertinent issues relating to global education and classroom practices and suggest recommendations for change.
Learning Outcomes:


  • To obtain a general understanding of the relatedness of global education and global citizenship on historical development and contemporary dilemmas and practices in the field of special education.

  • To understand the field as an evolving and changing discipline in reference to globalization.

  • To adopt a critical stance when using the special education knowledge base, with particular attention to diversity and social justice issues and its relevance to globalization.

  • To nurture an appreciation of and respect for individuals with special needs, and professionals who serve them.

  • To create a forum, where issues related to special education and globalization could be discussed and examined.

  • To create a genuine interest in learning, acknowledging, and respecting the way in which different individuals approach the learning processes as is influenced by globalization.


Materials


  • Global Education In-Depth readings (See below)

  • Attachment 1: Unit guidelines and requirements

  • Guided discussion questions

  • Observation guidelines

  • Open-ended interview questions

  • Rubric for written report: discussion of findings and recommendations



Readings
Selected Readings:

  • Global Education http://www.globalization101.org/introduction-12/

  • Public Education, Curriculum and Pedagogy http://www.globalization101.org/public-education-curriculum-and-pedagogy/

  • Global Education and Global Citizenship http://www.globalization101.org/global-education-and-global-citizenship/

  • Curriculums going Global within Ed K12 http://www.globalization101.org/curriculums-going-global-within-k-12/

  • Difficulties implementing a Global Ed K12 Curriculum http://www.globalization101.org/difficulties-implementing-a-global-ed-k12-curriculum/

  • The Charter School Movement http://www.globalization101.org/the-charter-school-movement/

  • Brick and Mortar Models forced to compete in a Global Worlds http://www.globalization101.org/brick-and-mortar-models-forced-to-compete-in-a-globalized-world/

  • Traditional Universities offer Virtual Realm http://www.globalization101.org/traditional-universities-offer-virtual-realm/



Social Studies and the World: Teaching Global Perspectives. Merryfield & Wilson (2005)

Selected Readings: Pages 15-27

  • The Many Dimensions of Global Education

  • Teaching Idea 6: The World in the Classroom

  • Global Education in Social Studies Today

  • The Controversial Nature of Global Education

  • Global Education and Multicultural Education

  • Criticisms of Global Education

  • Our Perceptivities

  • Multicultural and Global Education Together

  • Globalization and Global Education


Time Required


  • 4 weeks of class discussion of the news briefs and articles relating to global education and global citizenship

  • 20 hours of classroom interaction (observation; interviews)

  • 1 week for class discussion (student presentations of the findings and recommendations)


Procedure
Week 1 (2 classes)

  • Introduce students to the topic of globalization through a discussion of the news brief and articles (students will be instructed to research and bring to class one article that addresses the issue of global education and global citizenship)

  • Distribute guideline and requirements for this project (Attachment 1)

Readings:

Introduction



http://www.globalization101.org/introduction-12/
Public Education, Curriculum and Pedagogy http://www.globalization101.org/public-education-curriculum-and-pedagogy/


  • Global Education and Global Citizenship http://www.globalization101.org/global-education-and-global-citizenship/




  • The Many Dimensions of Global Education. Merryfield & Wilson (2005)

(sample discussion questions)

For each reading students will


  • explore the issues in each reading

  • discuss the implications of each issue the field of special education, educators and students

  • explore solutions to each issue


Week 2 (2 Classes)

Class 1/2

  • Field placement/classroom interaction (students observations begins)

This globalization piece is an additional component to ED3820 Shadow Assignment.

While student interact and carry out their 20 hour classroom observation they will reflect on the readings and class discussions relating to global education and global citizenship. Students will take notes relating to issues; implications, and solutions explored in the class discussions.



Class 2/2

  • Students will volunteer to share their observation experiences and relate how globalization is demonstrated in teacher/student classroom interactions

  • Students will be encouraged to continue log their observations and findings relevant to the news brief discussions.

  • Students will then be assigned the following readings for the next class discussion and observation.

Curriculums going Global within Ed K12 http://www.globalization101.org/curriculums-going-global-within-k-12/


Difficulties implementing a Global Ed K12 Curriculum http://www.globalization101.org/difficulties-implementing-a-global-ed-k12-curriculum/
Teaching Idea 6: The World in the Classroom. Merryfield & Wilson (2005)


  • Students will be instructed to read the articles and bring to class 2 questions from each reading. These student generated questions will be used to facilitate the class discussion. During class discussions, students will also be reminded to speak of their classroom observations by relating observation findings to the news brief and articles discussed in class


Week 3 (2 classes)

Class 1/2

  • Reading assignment, classroom discussions, and students’ reports continues

The Charter School Movement http://www.globalization101.org/the-charter-school-movement/
Brick and Mortar Models forced to compete in a Global Worlds http://www.globalization101.org/brick-and-mortar-models-forced-to-compete-in-a-globalized-world/
Traditional Universities offer Virtual Realm http://www.globalization101.org/traditional-universities-offer-virtual-realm/
Global Education in Social Studies Today. Merryfield & Wilson (2005)
The Controversial Nature of Global Education. Merryfield & Wilson (2005)
Class 2/2

As a class, students will begin drafting open-ended interview questions for the teachers they are observing. Some questions may be general/applicable to all students; however, there may be specific questions based on issues that are specific to each school/placement. Questions will be approved by instructor prior to interview.


Week 4 (2 classes)

Class 1/2

Reading assignment, classroom discussions, and students’ reports continues



  • The Controversial Nature of Global Education. Merryfield & Wilson (2005)

  • Global Education and Multicultural Education. Merryfield & Wilson (2005)

  • Criticisms of Global Education. Merryfield & Wilson (2005)

Class 2/2

Reading assignment, classroom discussions, and students’ reports continues



  • Our Perceptivities. Merryfield & Wilson (2005)

  • Multicultural and Global Education Together. Merryfield & Wilson (2005)

  • Globalization and Global Education. Merryfield & Wilson (2005)

Students’ conduct teacher interviews
Week 5

Students submit final project.



  • Student will submit a 5 page paper which will present a summary of observation activity; analysis of interview findings, their stance on global education and global citizenship in the special education classroom context, and recommendations/solutions applicable to issues explored.

Students’ oral presentations of major findings



  • Each student will share their major findings from their observation and interview session.


Activities


  • Discuss readings and brainstorm issues and possible implications of global education and global citizenship as it relates to special education and classroom instructional practices

  • Discuss observation guidelines and requirements for final project write-up

  • Students classroom interactions (field placement/observations)

  • Class discussions of observations and relatedness to globalization readings

  • Discussion of interview guide and protocol; Create interview questions

  • Students classroom interactions (interviews)

  • Discussion on the interview findings and relatedness to observations; readings, and discussions

  • Project write-up

  • Oral student presentations


Assessments


  • Students will be assessed based on their involvement in the class readings/discussions (Participation 20%); final write-up of their project 60%, and oral presentation 20%.


Attachment 1
Guidelines and Requirements for Final Project


  • After interacting with the selected readings embark on your field placement and conduct an observation of how global education and global citizenship is relevant to the special education classroom context. In other words how do global education and global citizenship impact special education classroom dynamics and classroom instructional practices (keep a log/journal of your observations and its relatedness to the readings and class discussions)




  • After a week of solid and consistent classroom interactions and observations share your findings with the class. After class discussions, we will create a list of interview questions.

Sample Questions:

  1. What is your understanding or definition of global education and global citizenship?

  2. How is global education and global citizenship applicable to special education?

  3. How is the concept of global education implemented in your classroom instructional practices?




  • Conduct an interview with the classroom teacher to acquire information on teacher’s knowledge and perspectives of global education and global citizenship; its impact on the education of students with special needs and its impact on classroom instructional practices




  • Analyze your findings from the observation and interview: Identify similarities and/or differences. Present your analysis to the class.



  • Construct a 5 page write-up of your experience be sure to provide:

  1. An introduction to global education and global citizenship and its impact on special education and classroom instructional practices. Use appropriate references and citation.

  2. Summarize your observation and interview experiences; compare and contrast the information gathered

  3. Include your perspective on the project

  4. Provide relevant recommendations



  • Prepare an oral presentation of the findings for the class






Share with your friends:




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page