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EDUC 100A: Education for Students with Disabilities in Inclusive Settings

| Active Learning, Interactive, Consistent

Reflection on Instructional Change:

Since I teach this course in an asynchronous way, I wanted to make sure to have my students be active in their own learning with the curated materials, be responsible for the pace of completing each learning task per week, be engaged with other peers while interactively learn from each other, not only with the course instructor and the course content. So I updated the Guided Notes by including more Apps and developed Discussion Forum guiding questions to have students be more attentive to each session's learning objectives. Note-taking (weekly Guided Notes), scaffolding, guiding questions aligned with session objectives/student learning outcomes, and intentional usage of technology (Padlet, Jamboard, google slide deck for group activities, etc) are implemented.

Student responses to these ACUE techniques were mostly positive, but some of them were confused with my written directions in some modules so I needed to rewrite/adjust the written directions. Most students appreciated the consistency of the weekly module format and active interactions among students in weekly Discussion Forums, based on the clear structure with specific expectations throughout the semester. Implementing these techniques reduced student questions and enhanced their engagement. Students could see their own progress each week based on how they put their effort into each assignment. I will continue to use "getting students to be familiar with the course and being active/interactive" with clarity of directions and using "Guided Notes" as selected ACUE Techniques next semester. To complete their guided notes students must actively respond - by looking, listening, thinking, and writing about critical content - throughout each module, including my lecture. We may make it too easy for students when we teach in ways that let them sit passively during class.

Through the weekly Online Discussion Forum and the Guided Notes in the asynchronous discussion threads with peers and the course instructor, I could assess each individual student's progress and catch up with any students who struggle early.

Evidence of Instructional Change

Course Overview

Student Work - Examples

GN 9_Fall 22.pdf

Module 9 Discussion Forum #1.docx

	Learning Outcomes	Evidence: The following below specifically target the SLO #, but other activities in this class can overlap.
1	Use the historical interactions and contemporary legal, medical, pedagogical, and philosophical models of social responsibility, specialized health care, treatment, and education in the lives of individuals with disabilities, including the due process rights of students with disabilities and their families, to prepare future SSTs and IEPs developments properly.	Module 3 Lecture Video, Guided Notes # 3, Discussion Forum # 3 Google Doc Activity
2	Relate student strengths first and then special needs because of disabilities to promote student success and growth in social and academic domains.	Module 2 Lecture Video, Final Essay, Guided Notes # 2, Discussion Forum # 2 Jamboard Activity
3	Demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.	Module 5, 6, 7, 8, & 9 Lecture Videos, Guided Notes # 5, 6, 7, 8, & 9, Discussion Forum # 5, 6, 7, 8, & 9 Padlet Activity
4	Recognize patterns, differences, and similarities between typical and atypical developments and evaluate the learning characteristics of each group of students.	Module 5, 6, 7, 8, & 9 Lecture Videos, Guided Notes # 5, 6, 7, 8, & 9, Discussion Forum # 5, 6, 7, 8, & 9 Padlet Activity
5	Describe how family and culture affect the education and development of a child with special needs from disabilities and/or giftedness and talentedness.	Module 2 Lecture Video, Guided Notes # 2, Discussion Forum # 2
6	Demonstrate ability to access relevant resource materials from multiple sources, including online.	Final Essay Module 4 Lecture Video, Guided Notes # 4, Discussion Forum # 4 Jamboard, Padlet, & Google Doc Activities
7	Compare and contrast the roles of professionals in supporting inclusion for all students.	Module 1 & 3 Lecture Videos, Final Essay, Guided Notes # 1 & 3, Discussion Forum # 1 & 3
8	Design effective techniques/strategies, utilized in supporting and teaching exceptional students in diverse placements and multiple learning environments with UDL principles and MTSS.	Module 4 Lecture Video, Final Essay, Guided Notes # 4, Discussion Forum # 4 Padlet Activity

Changes in Course Syllabus and Schedules: EDUC100A Fall22 Syllabus_Cho

**Faculty Bio**
	Dr. EunMi Cho is a Professor of Special Education in the College of Education, Teaching Credentials at Sacramento State University with 40 years in both general and special education fields. She believes in and practices neurodiversity, social justice, and inclusion. Currently, she serves as one of CTL faculty mentors and the President of the Learning Disabilities Association-California (LDA-CA).

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.