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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 globalization News Brief 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
New briefs and articles on Global Education and Global Citizenship (See Readings 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
HYPERLINK "https://oldmail.itec.suny.edu/owa/redir.aspx?C=6539fdc7c94b4cc9a50062e4264be2f1&URL=http%3a%2f%2fwww.globalization101.org%2fissue_main%2fGlobal_Education" \t "_blank"http://www.globalization101.org/issue_main/Global_Education.
Selected Readings:
Public Education, Curriculum and Pedagogy HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Education_Curriculum_Pedagogy" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Education_Curriculum_Pedagogy
Global Education and Global Citizenship HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Global_Education" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Global_Education
Curriculums going Global within Ed K12 HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/k12_Curriculum" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/k12_Curriculum
Difficulties implementing a Global Ed K12 Curriculum HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Difficulties_k12_curriculum" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Difficulties_k12_curriculum
The Charter School Movement HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Charter_Schools" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Charter_Schools
Brick and Mortar Models forced to compete in a Global Worlds HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Schools_Compete" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Schools_Compete
Traditional Universities offer Virtual Realm HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/traditional_universities" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/traditional_universities
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:
HYPERLINK "https://oldmail.itec.suny.edu/owa/redir.aspx?C=6539fdc7c94b4cc9a50062e4264be2f1&URL=http%3a%2f%2fwww.globalization101.org%2fissue_main%2fGlobal_Education" \t "_blank"http://www.globalization101.org/issue_main/Global_Education.
Public Education, Curriculum and Pedagogy HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Education_Curriculum_Pedagogy" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Education_Curriculum_Pedagogy
Global Education and Global Citizenship HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Global_Education" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Global_Education
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 HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/k12_Curriculum" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/k12_Curriculum
Difficulties implementing a Global Ed K12 Curriculum HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Difficulties_k12_curriculum" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Difficulties_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 HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Charter_Schools" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/Charter_Schools
Brick and Mortar Models forced to compete in a Global Worlds HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/SchoolsCompete" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/SchoolsCompete
Traditional Universities offer Virtual Realm HYPERLINK "http://www.globalization101.org/issue_sub/Global_Education/Public_Education/traditional_universities" http://www.globalization101.org/issue_sub/Global_Education/Public_Education/traditional_universities
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:
What is your understanding or definition of global education and global citizenship?
How is global education and global citizenship applicable to special education?
How is the concept of global education implemented in your classroom instructional practices?
Conduct an interview with the classroom teacher to acquire information on teachers 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:
An introduction to global education and global citizenship and its impact on special education and classroom instructional practices. Use appropriate references and citation.
Summarize your observation and interview experiences; compare and contrast the information gathered
Include your perspective on the project
Provide relevant recommendations
Prepare an oral presentation of the findings for the class
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5 $ h h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / D i f f i c u l t i e s _ k 1 2 _ c u r r i c u l u m ! [ h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / k 1 2 _ C u r r i c u l u m ] h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / G l o b a l _ E d u c a t i o n < j h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / E d u c a t i o n _ C u r r i c u l u m _ P e d a g o g y h t t p s : / / o l d m a i l . i t e c . s u n y . e d u / o w a / r e d i r . a s p x ? C = 6 5 3 9 f d c 7 c 9 4 b 4 c c 9 a 5 0 0 6 2 e 4 2 6 4 b e 2 f 1 & U R L = h t t p % 3 a % 2 f % 2 f w w w . g l o b a l i z a t i o n 1 0 1 . o r g % 2 f i s s u e _ m a i n % 2 f G l o b a l _ E d u c a t i o n 0 $ e h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / t r a d i t i o n a l _ u n i v e r s i t i e s P Z \ h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / S c h o o l s _ C o m p e t e L N \ h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / C h a r t e r _ S c h o o l s
5 h h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / D i f f i c u l t i e s _ k 1 2 _ c u r r i c u l u m [ h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / k 1 2 _ C u r r i c u l u m ] h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / G l o b a l _ E d u c a t i o n < j h t t p : / / w w w . g l o b a l i z a t i o n 1 0 1 . o r g / i s s u e _ s u b / G l o b a l _ E d u c a t i o n / P u b l i c _ E d u c a t i o n / E d u c a t i o n _ C u r r i c u l u m _ P e d a g o g y h t t p s : / / o l d m a i l . i t e c . s u n y . e d u / o w a / r e d i r . a s p x ? C = 6 5 3 9 f d c 7 c 9 4 b 4 c c 9 a 5 0 0 6 2 e 4 2 6 4 b e 2 f 1 & U R L = h t t p % 3 a % 2 f % 2 f w w w . g l o b a l i z a t i o n 1 0 1 . o r g % 2 f i s s u e _ m a i n % 2 f G l o b a l _ E d u c a t i o n
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