MEETING THE NEEDS OF

DIVERSE LEARNERS
SPED 360 – Fall 2018
Sep 17 to Dec 17
Instructor: Sandro G. Benitez Office: Hinckley 353C 496-4126 benitezs@byui.edu

Office Hours: Monday and Wednesday 11:30 – 12:30

Time and Place: Section 1 T-TH 9:00 – 10:00 HIN 227

Section 1 T-TH 10:15 – 11:15 HIN 227

Text: Echevarria, J., Vogt, M., Short, D.J. (2013), Making Content Comprehensible for English
Learners: The SIOP Model. Pearson. Boston.

Course Description:
This course will prepare future secondary teachers with principles and tools to foster supportive
learning environments for diverse learners.

Course Outcomes:
The candidate will differentiate the key historical events in the U.S. that have shaped access and
programs for diverse learners including the physically and/or cognitively disabled, gifted, culturally
diverse, and English language learners. In accordance with legal expectations, the candidate will
integrate knowledge of student readiness and student profiles (characteristics, contexts, and
conditions of students) to develop practical, meaningful, and purposeful teaching and learning
strategies and/or appropriate accommodations in addressing the needs of diverse populations.
This outcome meets the following Teacher Preparation Standards: C.1.K.3, C.1.K.4, C.2.K.1, C.2.K.2,
C.2.K.3, C.2.K.4, C.2.K.5, C.2.P.1, C.2.P.5, C.2.D.1, C.2.D.2, C.3.K.4, C.3.D1, C.4.K.4, C.4.P.6,
C.6.K.2, C.6.K.7, C.7.K.4, C.7.K.5, C.7.D.1, C.8.K.2, C.8.P.1, C.8.D.1, C.9.K.4, and C.10.K4.
KNOWLEDGE:
 Differentiate the key historical events that have shaped disability access, special education
instruction, and ELL instruction in the U.S.
 Understand appropriate policies, programs, accepted practices, and legal requirements in
referral, identification, and resource access for diverse learners.
 Understand a variety of teaching and learning practices including appropriate accommodations
as they relate to the diverse learner.
 Understand language production, theory, and acquisition as it pertains to ELL.
 Select appropriate strategies and procedures to effectively and ethically engage with students,
families, administrators, and other stakeholders in support of the education of diverse learners.
PERFORMANCES:
 Extend knowledge of ADA, Special Education, and ELL regulations and the implications on
school, classroom procedures, and instructional settings.
  Delineate the responsibilities of the classroom teacher in meeting the goals of the 504 Plan,
Individual Education Plan (IEP) including a secondary education transition plan, or Individual
Language Learner Plan (ILLP).
 Design learning plans that include inclusive and differentiated instruction including sheltered
instruction for ELL and appropriate accommodations for children with disabilities.
 Select assessment strategies and assessment accommodations that meet the needs of
diverse learners in an inclusive classroom.
 Select appropriate assistive technologies to support the education of diverse learners in an
inclusive classroom.
 Research a high incident exceptionality, including origination, characteristics, challenges,
medical advancements, support organizations, resources, and assistive technologies for
further information and references.
 Observe and critique a diverse learner experience in a school setting.
 Observe and critique a transition program (post-high school) for a diverse learner.
 Complete a student profile for a diverse learner.
 Interact with and teach a diverse learner.

DISPOSITIONS:
 Embrace and develop theories, attitudes, and classroom practices that will help in the
establishment of an inclusive classroom environment for all learners.
 Develop thoughts, attitudes, and actions which are built upon the principles of personal
integrity and Christ-like morality.
 Develop and cultivate interrogative and integrative dispositions through active engagement,
curiosity, joy, intentional effort, growth from failure, and perseverance.

ASSESSMENTS: Assessment is necessary! Assessments serve two purposes: the first one is to
indicate to the instructor whether learning is taking place and as a data tool for lesson preparation.
The second purpose is to inform the student what areas he/she needs to put more effort into
preparing and/or pondering. Therefore, assessments will be a part of this course throughout the
semester and could take place at any given time, if you are not in class or are late to class; you will
not get credit for such assessment and will not be able to make it up. It is important that you come
prepared to class by reading the materials assigned. An assessment of your understanding of the
readings could be done at any time and without notice so be prepared to participate and share your
insights with our class.

COMMON ASSESSMENTS:

1. TEST: This content assessment measures the teacher candidate’s knowledge and
understanding of key elements of meeting the needs of diverse learners including: diversity in
the classroom; inclusive education; key laws and historical events related to diverse learners;
students with disabilities; language theory, acquisition, and production for English Language
Learners; assistive technology; and designing instruction/assessment for diverse learners.
Upon completion of these assessments students will have fulfilled the following standards:
C.K.1.3, C.1.K.4, C.2.K.2, C.2.K.3, C.2.K.4, C.3.K.4, C.7.K.4, C.8.K.2, C.9.K.4, T.1.K.4,
T.1.K.5
 2. DESIGNING INSTRUCTION FOR DIVERSE LEARNERS: Based on the needs of diverse
students, teacher candidates utilize current educational research to design instruction and
assessment for diverse learners that include adaptations, and/or modifications in (a) curriculum
content (modifying the content itself, incorporating principles of Universal Design for Learning
(UDL), differentiating learning objectives, and providing alternative curricula for students with
an intellectual disability), (b) teaching methods (utilizing teaching methods suitable to the
learning task and the student, modification of a differing attention spans, questioning, feedback
to students, setting of relevant learning tasks, reviewing, the amount/type of guidance, how
topics are introduced, and how students are organized into groups/partners), and (c) teaching
resources (representing concepts in multiple forms and contexts by providing a wide range of
instructional materials and different levels of difficulty and challenge, utilizing visual
representations/resources are utilized to help foster understanding, identifying how he/she will
adapt/modify teaching resources through the use of multiple representations, assistive
technology, and by adapting print materials, textbooks, worksheets, instruction cards, and
study notes).
Upon completion of these assessments students will have fulfilled the following standards:
C.2.K.1, C.2.K.5, C.2.P.1, C.2.P.5, C.2.D.1, C.2.D.2, C.3.D.1, C.4.K.4, C.4.P.6, C.6.K.2,
C.7.D.1, C.10.K.4, C.6.K.7, C.6.K.7, C.7.K.5, C.8.K.2, C.8.P.1, C.8.D.1, I.L.S.2, PS.1.K.4,
PS.1.K.5, PS.2.P.1, PS.3.P.2

GRADING: Assignments will be posted on the board under “Prepare” every time we meet.
Assignments will also be posted on Canvas. These assignments are worth 10 points. You can get
10 points if you meet the criteria of the assignment. If you do not meet the criteria, you will get 5
points with the chance to redo the assignment. You will get a 0 if you do not turn in the work.

In class assignments 40%

Homework assignments 40%
Dissability teaching 10%
Attendance 10%
Total 100%

HOMEWORK ASSIGNMENTS: The philosophy of the instructor is to help all students master the
material and learn the concepts presented. My philosophy is not to penalize the rate of the learning
or to penalize inaccuracies without providing opportunity to correct and learn from those inaccuracies:

If I ran a school, I would give the average grades to the ones who gave me all
the right answers, for being good parrots. I would give the top grades
to those who made a lot of mistakes and told me about them, and then
told me what they learned from them.

R. Buckminster Fuller

All assignments will have DUE dates; however, the instructor will neither
 LECTURE or PUNISH

A student for an uncompleted assignment, but please note the following:

 Assignments submitted on due dates will be returned in a timely manner.

 Late assignments are often of less quality due to the gap between learning and application.
They often require resubmission; thus, students are encouraged to consider late
submissions as a last resort.
 Two check-in points for mandatory assignment completion include Mid-Term and
Semester End.
 Assignments completed in one batch at mid-term or semester’s end are considered a
symptom of casual learning
 Please be aware that it is important to always remain current with assigned readings for
class understanding, contribution, and growth.

IN CLASS ASSIGNMENTS: Many group and individual activities/assignments are done in class and
are graded. These in-class activities cannot be made up if you are absent, unless excused by
the university (a signed form must be submitted).

ATTENDANCE: Your job is to come to class prepared to participate. When you are absent, you are
missing classroom discussions, important information, and in class assignments. The instructor will
not be responsible for any of the information you miss. It is your responsibility to contact a classmate
to find out what you have missed in class. You are welcome to attend my other section of this course
if possible. After your 2nd absence, (including Praxis, university excused absences and or illness) you
will start losing points from your attendance final grade, which is 10 points. Each time you are gone,
after your 2nd absence, you will lose 2 points per absence. Attendance is 10% of your final grade. If
your attendance becomes a problem, you will be asked to schedule a meeting with the instructor to
talk about further consequences. After your 5th absence, you will be asked to retake this course
at a later semester. Class attendance is critical to succeed in this course!

TEACHNOLOGY USAGE: You may bring any type of technology to class as long as you are using it
to enhance your learning. Phone usage and computer usage for other purposes will not be tolerated.

Teaching Exceptionality (Teach one Another): In your groups, you will learn and teach our class
about different exceptionalities. You will need to cover the following points:

1. Explain the disability (history and how the law/institutions have changed because of it)
2. Teaching practices/strategies when working with students that fall under this disability
(2)
3. Strategies for behavior management for students with the disability (2)
4. Adapted technology – software, tools, etc.

It is expected that you use research based strategies when you teach, including group work.
Remember that you are teaching, not presenting.

PE and/or Institute Adapted Class (Ponder and Prove):

You are required to volunteer 2 hours working with students that have disabilities either in the PE
class or the Institute class. These classes are on campus both in the Hinckley Building. You do not
need to sign up, just show up and enjoy your time serving.

PE Class: Monday and Wednesday from 3:15-4:15 - HIN GYM

Institute Class: Mondays from 4:15-5:00 – HIN 221

- For this assignment, you will submit a one-page paper explaining what was the most
challenging part of this experience, including what you have learned that will help you in
your career as you interact with and teach students with disabilities.

Technology Tests: As Teacher Education students, you are required to complete the
Technology Test this semester. Please see: www.byuiedtechlab.com for more information.

Team color: _______________________________

Name: __________________ Email: ________________ phone: _______________

Name: __________________ Email: ________________ phone: _______________

Name: __________________ Email: ________________ phone: _______________

Name: __________________ Email: ________________ phone: _______________