Rey Ty. (2014). Syllabus on Inclusive Education.

Course Syllabus (Working Draft Only)Inclusive Education

____________ Semester and ____________ Year From (Date) ____________ to (Date) ____________

Basic InformationCourse NumberCourse Title Inclusive EducationProfessor Dr. Rey TyDays and TimeClassroom EmailOfficeOffice Hours

Learning ContractCourse Description:

This course is a survey of literature on the contendingapproaches to inclusive education with components on cognition,behavior, attitudes, and values.

Course Objectives:

The course discusses inclusive education from multipleperspectives. Historical views about and contending models ofinclusive education and case studies will be discussed. Therewill be opportunities for planning, implementing, evaluating,and sharing simple but doable inclusive education lesson plans.

Readings Audiger, F. (2000). Basic concepts and core competencies foreducation for democratic citizenship. Strasbourg, France: Councilof Europe.

Banks, J. A. (2005). Democracy and diversity: Principles and conceptsfor educating citizens in a global age. Seattle, VA: Center forMulticultural Education, University of Washington.

Berger, M. & Guidroz, K. (Eds.). (2009). The intersectionalapproach: Transforming the academy though race, class, and gender.Chapel Hill: University of North Carolina Press.

Dalton, R. J. (2008). The good citizen: How a younger generation isreshaping American politics. Washington, D.C.: CQ Press.

Dill, B. T. & Zambrana, R. E. (Eds.). Emerging intersections:Race, class, and gender in theory, policy, and practice. New Brunswick,NJ: Rutgers University Press.

Farley, J. E.(1995). Majority-minority relations. EnglewoodCliffs, NJ: Prentice-Hall, Inc.

Goodman, D. (2014). The Tapestry Model: Exploring SocialIdentities, Privilege, and Oppression from anIntersectional Perspective. In Intersectionality in Higher

Education: Theory, Research, and Praxis, D. Mitchell, Jr., C.Simmons, & L. Greyerbiehl (Eds). New York: Peter LangPublishing.

Goodman, D. J. and Jackson, B. W. (2012). Pedagogicalapproaches to teaching about racial identity from anIntersectional perspective. In C. L. Wijeyesinghe and B.W. Jackson (Eds.), New Perspectives on racial identitydevelopment: Integrating emerging frameworks, 2nd edition,(pp. 216-239). New York, NY: New York University Press.

Harding, S. (1998). Is science multicultural: Postcolonialisms,feminisms, and epistemologies. Bloomington and Indianapolis:Indiana University Press.

Jones, R R. and Wiejeyeshinghe, C. L. (2011). Thepromises and challenges of teaching from anintersectional perspective: Core components and appliedstrategies. In M. L. Ouellett (Ed.), An integrative analysisapproach to diversity in the college classroom, New Directions for Teachingand Learning, No. 125 (pp. 11-20). San Francisco: Jossey-Bass.

Kendall, D. (2007). Sociology in our times (6th ed.). Florence,KY: Thomson Wadsworth.

McLemore, S. D. and Romo, H. D. (2005). Racial and ethnicrelations in America (7th ed). Boston, MA: Allyn and Bacon.

Rosenblum, K. E. & Travis, T. C. (2000). The meaning ofdifference: American constructions of race, sex and gender, social class, andsexual orientation, 2nd ed. Boston, MA: McGraw-Hill.

Teaching Tolerance. (2000). 101 tools for tolerance.Montgomery, AL: Teaching Tolerance.

Teaching Tolerance. (n.d.). A place at the table. Montgomery,AL: Teaching Tolerance.

Ty, R., Glowacki-Dudka, M., & Berger, J. (2012). “Deconstructing culture: An interdisciplinary critique ofContending theories of culture.” Edmond, OK: University of Central Oklahoma. https://www.academia.edu/1835577/Rey_Ty_Michelle_Glowacki-Dudka_and_Jim_Berger._2012_._Deconstructing_Culture_An_Interdisciplinary_Critique_of_Contending_Theories_of_Culture._Proceedings_of_the_Midwest_Research-to-Practice_Conference._Edmond_OK_University_of_Central_Oklahoma._September_27_29_2012

UNESCO. (2006). UNESCO guidelines on intercultural education.Paris, France: UNESCO.

Weber, L. (2010). Understanding race, class, gender, and sexuality: Aconceptual framework, 2nd edition. New York: OxfordUniversity Press.

Free Learning to Live Together: Geneva, Switzerland: Education and

© 2014 Dr. Rey Ty, Inclusive Education. 2

https://www.academia.edu/1835577/Rey_Ty_Michelle_Glowacki-Dudka_and_Jim_Berger._2012_._Deconstructing_Culture_An_Interdisciplinary_Critique_of_Contending_Theories_of_Culture._Proceedings_of_the_Midwest_Research-to-Practice_Conference._Edmond_OK_University_of_Central_Oklahoma._September_27_29_2012



Electronic Readings

Conflict Transformation. (hereinafter referred to asGTZ).

References Sue, D. W., & Sue, D. (2003). Counseling the Culturally Diverse:Theory and Practice. New York, NY: John Wiley & Sons, Inc.

Online Social Media Resources:

1. Academia.edu: http://niu.academia.edu/ReyTy/Teaching-Documents

2. Facebook: https://www.facebook.com/groups/1374952746069587/

3. Slideshare: http://www.slideshare.net/reyty1 EducationalVideos:

Type “Rey Ty” + “theme” (such as “education”) to access thepublicly available videos, papers, and PowerPoint slidesonline, many of which are summaries of academic literature andresearch.

Teaching Philosophy

Being student-centered, I am committed to promoting life-longlearning, preparation for life, sharing and caring for others,and giving back to society. To achieve these goals, I shareknowledge, engage in dialogue, and encourage knowledgeproduction. By applying concepts to real-life situations,learning becomes relevant. I encourage critical thinking bywelcoming full and open participation of diverse students andfaculty in an inclusive atmosphere and use collaborative andactive strategies that recognize the prior knowledge and uniqueexperiences of each student as well as addresses the differentlearning styles of students.

Class Decorum:

Mutual respect; safe zone; zero tolerance; no bullying; don’tshare any information you do not want to; no put downs; noinvectives; no expletives; use inclusive & non-sexist language;two tardies equal one absence; remain in class for the entiresession or else be considered absent; be polite; alright todisagree but do not attack the person; no sleeping; turn off*all* electronic devices; no cell phones; no laptop computer;no distracting side conversations; no Sudoku, crossword puzzle,and other games allowed; no MP3 players; no texting; no readingof newspaper, magazines or any other reading materials not usedin this class; no sit-ins; no babies and children in theclassroom. If the university permits, food & drinks are allowedbut please clean up after yourselves. Everyone has an equalchance to speak out around the table; hence, no “super nova,”no “ping pong,” and no “popcorn.”

Don’t Miss the Forest for the Trees:

Reading materials both answer and raise questions. Theprofessor will not have all the answers. This course will *not*describe in full details historical and current events,recording facts, figures, days and dates during which certainevents took place. You will *not* be committed to memorizingfacts and figures, which you will soon forget after theacademic term ends. We will attempt to see the bigger pictureand not get caught up in the minute details. Students will be


http://www.slideshare.net/reyty1

https://www.facebook.com/groups/1374952746069587/

http://niu.academia.edu/ReyTy/Teaching-Documents

http://niu.academia.edu/ReyTy/Teaching-Documents

exposed to analytical framework, theories, and concepts whichwill help you develop your own answers and which you willremember long after you leave the university.

Class Participation:

The professor acts as a facilitator. As students areresponsible for active learning and participation, they mustcome to class having read the reading materials. Inalphabetical order and on rotation basis, each student willlead team-building activities at the start of each classsession. You have to come to class having done the reading inadvance and to participate actively and substantively indiscussion. Questions to guide you in your readings: (a) Whatare the central problems, debates, and questions? (b) What arethe key arguments? (c) What is the evidence for the arguments?(d) What are the problems with the argument? I What are yourcounter-arguments? (f) Why did the readings clarify orconfuse? (g) How did this reading material compare to otherreading materials? (h) Do you have any relevant experiencesrelated to the readings? (i) What questions does the readingmaterial raise?

Absence andDropping Policy:

Mandatory attendance. You may be excused from class forreligious observances but I need to have at least 48-hournotice. Two absences result in a letter grade deduction,significantly lowering your final grade, for example, from A(no absence) to B (absence). Three unexcused absences amount tofailing the course. In terms of dropping from the course due toabsences, we will follow the university’s policy, for which thestudents are responsible. You are responsible for dropping fromthis class by the official deadline date.

Personal and Family Emergencies:

Absence due to personal medical reasons and death in theimmediate family are the only valid excuses. Please bringmedical certification or death certification, respectively. Letme know of your personal and family emergencies so that you maybe excused from some of the class policies. A note from thehospital, for example, duly signed by the authorities must besubmitted to me.

Withdrawal Policy:

The student is responsible for keeping track of theuniversity’s withdrawal deadline. If you choose to stopattending class you are responsible for withdrawing from thecourse. I will not do so for you. If you stop attending andhave not withdrawn, a failing grade will be entered.

Submission: Late submission is not accepted and gets zero (0) point forthat specific requirement.

Standards-Based Holistic Grading Policy:

An “A” indicates an excellent and exceptional performance. Thisgrade is reserved for students whose work demonstrates anextra-ordinary level of competence and distinction. A perfectattendance record is a necessary but not sufficient criterionof excellence. A student who regularly or always reads all the


assigned materials before class meetings and volunteersaccurate comments and responds correctly to direct questionsposed to him/her or the class, will meet this standard. “B” isassigned to a satisfactory performance of an assigned task.This grade indicates that no new insight has been added, andthat the student’s performance is above average. “C” indicatesan average performance by a student. This grade usuallyindicates that a student barely met the requirements of a taskand needs to work harder. Very few students get a “D”, whichindicates a less than satisfactory (i.e. below average)performance of tasks, and even fewer students obtain an “F”,which indicates a failure to perform up to the minimum level ofexpectation. Pluses (+) and minuses (-) are used to indicatebetter or lesser performance levels between the grades.Students whose performance falls consistently at or below “C”average should contact me early on to find ways of addressingpossible problems of comprehension, interpretation and writing.

Breakdown of Point Distribution for Course Requirements: ITEMS BREAKDOWN YOUR SCORE

1. First Exam 100 points2. Second Exam 100 points3. Final Comprehensive Exam 200 points4. Class Participation 25 points5. Attendance 25 points6. Diagnostic Pre-Test and Post-Test 50 points7. Extra Credits

(Bonus)(Max 50points)

Total 500 (+50)points

Grading System:Raw Score Percentage Quality Letter

Grade476-500 98-100% Excellent A446-475 95-97% Very Good A-426-445 93-94% Good B+396-425 90-92% Satisfactory B376-395 88-89% Satisfactory B-346-375 85-87% Average C+326-345 83-84% Average C296-325 80-82% Average C-276-295 78-79% Less Than Satisfactory D+250-275 75-77% Passing D0-249 50-74% Fail F


Extra Credits:

All students will have the same chances to work on a projectfor extra credits. Talk to me immediately if you want to workon a project, which needs my approval.

Phone Tree: For valid tardiness or class cancellations due to inclementweather or traffic conditions, please call and notify theperson after your name is listed.

Disclaimer: Test schedules, class schedules, and reading assignments areall subject to change with notification to students attendingclass. We will follow the flow of our course outline. Sometopics might need less or more time; hence, adjustments willbe made accordingly. Students will be notified of changes inclass and online. Guest lecturers will come when available.

Citation Format

APA http ://owl.english.purdue.edu/owl/resource/560/01/

Emergency Follow University Emergency Evacuation Policy and Procedures Instructional Strategies:

Brainstorming (B), critical reflection (CR), current events(CE) from New York Times, energizer I, guest speakers (GS—scheduled based on their availability), learning circle (LC),lecture-discussion (LD), PowerPoint presentations (PPT),questions (Q), research paper workshop (RPW), snap poll (SP),speak out (SO), student-led (SL), summary (S), video showing(V), workshop (W)

Learning Strategies:

Visual, Auditory, Kinesthetic, Reading-Writing Preference(VARK), Concrete Experience, Active Experimentation,Reflective Observation, Abstract Conceptualization (Kolb)

Writing Help:

For help with organizing your ideas, grammar, citing sources,avoiding plagiarism, sample assignments, and much more, seethe Writing Guide for SNL Students athttp://snl.depaul.edu/writing/index.html.

Statement onacademic accommodations:

Students who feel they may need an accommodation based on the impact of a disability should contact me privately to discuss their specific needs. All discussions will remain confidential. To ensure that you receive the most appropriate reasonable accommodation based on your needs, contact me as early as possible in the semester (preferably within the first week of class).

Course Outline: Schedule, Topics, Strategies, and ReadingsDays and Time

(Dates)

Date Topic Strategies &Readings

1. Diagnostic Pre-Test & Course Introduction: Self- Lecture-


http://snl.depaul.edu/writing/index.html

http://owl.english.purdue.edu/owl/resource/560/01/

Introductions, Learning Styles, Expectation Check, Leveling Off, Career Options, Ground Rules, Learning Contract, Syllabus, IntellectualDevelopment & Maturity; Good Writing; Writing Academic Papers; Leaders of the Day in alphabetical order (news about the environment, summary, teambuilding activities, etc.)

Discussion: Syllabus; email pre-test before the second meeting

2. The Three Levels of the Tripartite Framework forUnderstanding Multiple Levels of Identity. Critique. Concrete Recommendations.

Lecture-Discussion: Sue & Sue’s chart (insidefront cover &p. 12); Ty, Dudka, & Berger

3. The Conceptual Dimensions of Multiculturalisma. Cultural universality vs. cultural

relativismb. The emotional consequences of “race”c. The inclusive or exclusive nature of

multiculturalismd. Framework for understanding the multiple

dimensions of identity

Lecture & Q&A: Sue & Sue Ch 1

4. Contending Views of Culture1. Viewed from Different Disciplines2. Cultural Change and Diversity

a. Cultural Diversity, Ethnic Subcultures, and Countercultures

b. Anthropocentrismc. Cultural Pluralismd. Cultural Relativism

Ty, Dudka, & Berger; Kendall Ch 3


e.f. Cultural Universalismg. Culture Shockh. Global Culture: High Culture and Pop

Culture3. Sociological Analysis of Culture

a. Functionalismb. Conflict c. Symbolic Interactionismd. Postmodernism

5. Intersectionality of Class, Gender, Race, Sexuality, etc.

Lecture-Discussion: Berger & Guidroz 2009;Dill & Zambrana 2009; Jones &Wjeyesinghe 2001; Rosenblum & Travis 2000; Weber 2010.

6. Self-Reflection to Explore Your Social Identities Intersectionality. Give a critique ofthe model. Recommendations.

a. Personal Timeline: How have you experienced intersecting social identitiesover time?

b. Social Contexts: How have you experienced intersecting social identities in different contexts?

c. Constellations of Identities: How have youexperienced different intersecting social identities, depending on which social identities are being considered?

d. Current Issues: Which intersecting social identities are most salient to address now?

e. Implications: How do your intersecting social identities promote or challenge work for social justice?

Self-Reflection and Plenary Discussion: Goodman 2012 & 2014.

7. Workshop: Work in a group of three persons of different backgrounds. Safe Zone. Share only what you want to share.

Workshop: Goodman 2012 & 2014.


a. What are the similarities and differences you have with each other?

b. Self: How does an intersection of your identities affect your work with others?

c. Knowledge about the Other: Discuss one newthing you learned about the intersection of identities of your partner?

d. Knowledge about Structural Inequality: Discuss both (1) privilege or power and (2) marginalization.

e. Skill: What skill do you have to interact effectively with diverse people in different contexts?

f. Skill to Foster Inclusion: Discuss one thing you have done to promote inclusion.

8. Race and Ethnicity; Race and Ethnic Relations McLemore & Romo, Ch 1; Farley, Ch 1

9. Together or Apart?: Competing Theories of Assimilation

1. Conformity2. Melting Pol3. Cultural Pluralism

McLemore & Romo Ch 2

10. Theories of Prejudice and Theories of Discrimination

McLemore & Romo Ch 5

11. Science, Post-colonialisms, Feminisms, and Epistemologies

Lecture-Discussion; Harding Chs 1, 5, 10

12. Reducing Prejudice: A Place at the Table, and 40Ways to Raise a Nonracist Child

Workshop; Teaching Tolerance; Mathias & French; Farley, Ch 3


13. Prejudice, Stereotypes, Personality, Social Learning, Socio-Economic Status, and Sociopolitical Considerations of Trust and MistrustEffects of Historical and Current Oppression: Ethnocentric Monoculturalism

Lecture-Discussion: Sue & Sue Ch 3; Farley Ch 2

14. Sociological Perspectives: The Order and Conflict Models

a. Functionalist Theoriesb. Conflict Theories c. Culture of Poverty Theory

Farley Ch 4

15. Origins and Causes of Ethnic Inequality Farley Ch 516. Minority-Group Movements

a. Adaptive Responses1) Acceptance2) Displaced Aggression3) Avoidance4) Assimilation

b. Change-Oriented Responsesc. Protestsd. Conditions for Social Movements

1) Dissatisfaction: Relative Deprivation2) Communication Network3) Resources4) Sense of Efficacy5) Leadership

e. Three Ideal Models of Intergroup Relations1) Assimilation2) Pluralism3) Separatism

Farley Ch 7

17. Case Studies: Cross-Cultural Studies of Majority-Minority Relations

a. Effects of Colonization1) South Africa2) Northern Ireland3) Quebec, Canada4) The Former Soviet Union5) Former Yugoslavia6) The Middle East7) Comparisons and Contrasts

Farley Ch 8


8) United Kingdomb. Societies with Peaceful Intergroup

Relationsc. Effects of Colonialism and Degree of

Modernization1) Industrialized Countries2) Fluidity vis-à-vis Rigidity3) Third World Countries

d. Cultural and Demographic Characteristics of Majority and Minority Groups

e. Brazil and Mexicof. Territorial Ethnic Base

18. Majority-Minority Relations in the U.S.A.a. Racial Economic Inequalityb. U.S. Political and Legal Systemc. Educationd. Majority-Minority Relations Based on

Gender, Sexual Orientation, and Disabilitye. Diversity and Multiculturalismf. Hate-Groups and Hate Crimesg. Political Correctnessh. Affirmative Actioni. The Undocumented

Farley Ch 9-15

19. 101 Tools for Tolerance Teaching Tolerance 2000

20. Dimensions of Worldviewsa. Value Orientation Model of Worldviewsb. Locus of Controlc. Locus of Responsibilityd. Formation of Worldviewse. Internal and External Locus of Control and

Responsibility

Sue & Sue Ch 10

21. Questionsa. Are (1) ‘learning to live together,” “life

skills,” and “active citizenship” widely recognized goals for education?

b. Who are involved in developing and implementing these programs?

Lecture-Discussion: GTZ, Ch. 1

22. Citizen Duty vis-à-vis Engaged Citizenship Lecture-Discussion; Dalton

23. Education Goals and Objectives for Learning to Live Together (LTLT) and Life Skills

a. Defining Goals and Objectivesb. The “Basic Life Competencies” Dimensionc. Cross-Cutting Themes or Subject Matters

Lecture-Discussion: GTZ, Ch 2


1) Personal development and healthy relationships

2) Conflict resolution3) Unity in diversity, tolerance,

appreciation of diversity, social cohesion

4) Human rights and responsibilities5) Democratic principles and

participation, rule of law, good governance, civil society

6) Natural environment7) Citizenship and peace education at

local, national 8) Contending approaches to peace

education (GTZ, pp. 124-130)d. Building Basic Life Competency and

Thematic Objectives into a Coherent Framework for Curriculum Design and Evaluation

24. Teaching-Leaning Processes for LTLTa. Participatory, experiential, inclusive,

and active classroom methodologiesb. Providing an earmarked period on the

timetablec. Participatory, inclusive, and democratic

principles in school life and managementd. Interactive radio instructione. Textbooks that model and encourage skills,

values, attitudes, and behaviors for LTLT/life skills

f. Contact between different groupsg. Matching teaching-learning methods with

content and objectives


25. Evaluation Goals, Processes, and Tools Lecture-Discussion: GTZ, Ch. 4

26. Characteristics of an Effective National (or NGO) Program

a. Preparatory steps and consensus buildingb. Strong leadership policy commitment and

vision statementc. Creation of a core development team and

committed trainers and head-teachersd. Establishment of a network of pilot or

model schoolse. Renewal or enrichment of curricula and

teaching-learning materials to promote



LTLT/like skillsf. Capacity building for teachers and teacher

educatorsg. Capacity building of regional and local

managers and supervisorsh. Reinforcement through non-formal education

and multiple channels of communicationi. Establishing the monitoring and evaluation

(M&E) functionj. Long-term commitment and funding

27. Monitoring, and Evaluation of Field Programsa. The relationship of monitoring and

evaluationb. Participatory processes for organizing

monitoring and evaluation activitiesc. Identifying monitoring and evaluation

goals, focus, and questionsd. Indicators e. Time frame for collecting evaluation dataf. The problem of attribution


28. Data Collectiona. Sourcesb. Methodsc. Methodological considerations

1) Validity and reliability of data2) Adjusting to different settings and

cultures of monitoring and evaluation3) Use of elicitive methods


29. Monitoring and Evaluation at School Levela. Goalsb. M & E processes

1) Collecting data in schools2) Assessment processes3) Measuring change

c. Criteria and toolsd. Data analysis


30. Monitoring and Evaluation of Teacher Training/ Professional Development

a. Goalsb. M & E processesc. Criteria and tools


31. Drawing Conclusiona. Analysis and formatting an evaluation

reportb. Reporting on impactc. Using an evaluation reportd. Organizing an exploratory or planning



workshop for strengthening monitoring and evaluation of LTLT/life skills

32. Classroom Observationa. Listening to teacherb. Individual workc. Group workd. Whole class work/ discussion

Lecture-Discussion: GTZ pp. 131-134

33. Impact Indicators for Society, Whole School or Individual Class

a. Quantitative indicators b. Qualitative indicators

Lecture-Discussion: GTZ, pp. 135-139

34. Suggestions for Workshops to Plan Monitoring andEvaluation of LTLT/Life Skills Indicators

Lecture-Discussion: GTZ, pp. 140-143

35. Post-Test: Critical Reflections: Written Essays,Plenary discussion


Rey Ty. (2014). Syllabus on Inclusive Education.

Documents

Transcript of Rey Ty. (2014). Syllabus on Inclusive Education.