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This course meets Florida state standards for teaching students with disabilities. For more information about this requirement, please click here

This course was designed to focus on classroom inclusion as it relates to children with disabilities. The best way to include these students in public education has long been debated. What is not up for debate is the importance of creating spaces where all students can benefit equally from public education, which unfortunately is not always the case for many students with disabilities.

This course aims to help teachers create or improve inclusive classrooms. Current issues and trends, parent/professional relationships, legislation and legal rights, and other related topics will be covered in this course. Upon completion of this course, participants will be equipped with the necessary tools to create and maintain inclusive, productive classrooms. In addition, web-based resources that teachers can refer parents or colleagues to will be explored. 


Carlow University ED 691 • Madonna University EDU 5840.04

The required text for this course is Your Students, My Students, Our Students, Rethinking Equitable and Inclusive Classrooms by Lee Ann Jung, Nancy Frey, Douglas Fisher, Julie Kroener. ASCD. 978-1-4166-2809-5


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 1/9/24 - 4/9/24
  • 3/12/24 -6/11/24
  • 5/14/24 - 8/13/24
  • 7/9/24 - 10/8/24
  • 9/10/24 - 12/10/24
  • 11/12/24 - 2/11/25


Objective: Students will become familiar with the purpose of the course


  • Introduction
  • Purpose Statement

Culminating Assignment:

  • Students will send an introduction email to the course instructor.

Session 1: The Need for Inclusion

Objective: Students will develop a historical perspective of Inclusion, analyze a classroom system, begin identifying barriers to Inclusion, review important research related to instruction, learn definitions of disabilities, and construct a their vision of an ideal classroom.

  • Historical Perspective
  • Research Related to Instruction
  • Disabilities

Culminating Assignment: Students will detail their personal vision of the ideal classroom climate.

Session 2: It's the Law

Objective: Students will demonstrate knowledge of legislation dealing with inclusion and gain a more functional understanding of why this legislation was enacted. Students will demonstrate knowledge of terms related to special education law. Students will understand the concept of a continuum of educational placements. Students will consider the issue of prejudice.

  • Understanding the Law
  • Understanding the Continuum
    • Educational Environments
    • Least Restrictive Environment
    • Most Restrictive Environment
    • Placement Options
  • Prejudice

Culminating Assignment: Students will discuss placement options for their individual school districts. Students will develop a plan for tackling one current challenge that will bring about the desired solution.

Session 3: A Continuum for Effective Inclusion

Objective: The learner will identify learning needs of students with disabilities based on research. Students will determine specific curriculum accommodations by reflecting on their own classroom situations. Students will incorporate new specific accommodations into their classroom setting based on what is learned in this module. Students will report on the impact of the accommodation to the instructor.

  • Learning
  • Selecting Accommodations
  • Continuum Development

Culminating Assignment: The students will develop an Infused Skills Grid for a student who receives special services with whom they work. The student will incorporate the new accommodation in planning for this student. The impact of the accommodation will be reported to the instructor.

Session 4: Continuum/Barriers

Objective: Students will reflect on their own classrooms and identify barriers to effective accommodations. Students will prepare a barrier analysis sheet.

  • Accommodations
  • Barriers to Effective Accommodations
  • Solutions

Culminating Assignment: Students will implement at least one strategy to remove a classroom barrier and report on results. The students will revise their continuums using information derived from the development of their Barriers Analysis Sheet and reflection on the implementation of the instructional accommodations and removal of a barrier as practiced in their classroom.

Session 5: Parents

Objective: Students will understand the difference between inclusion and mainstreaming. Students will develop sensitivity for parents' feelings about having a child with a disability. Students will develop a philosophy for how to interact with parents who have children with disabilities. 

  • Mainstreaming vs. Inclusion
  • The Proud Parent
  • Interacting with Parents
  • What do Parents Want?

Culminating Assignment: Students will implement at least one strategy for active listening with a parent. Students will reflect on the experience. 

Session 6: Staff Roles

Objective: Students will recall changes in education due to the inclusion movement. Students analyze how schools must change in order to foster inclusive education.

  • The Changing Classroom
  • Common Concerns
  • Redefining Roles

Culminating Assignment: The students will compare and contrast their role in their current setting to the role they would play in an inclusive school. The comparison will be detailed for instruction, assessment, communication,leadership and record keeping. 

Session 7: Student Awareness

Objective: Students will identify Internet and other resources to increase awareness of disabilities for k-12 students. Students will create activities to teach disability awareness to k-12 students.

  • Disability Awareness for Regular Education
  • Circle of Friends

Culminating Assignment: Students will identify Internet activities/Web sites that can be used for their students, parents, and school. Students will implement one sensitivity awareness lesson in their classrooms and write a reflection.

Session 8: Adult Transition


 Students will describe how schools need to better prepare students with disabilities for post school life.


  • Transition to Adulthood
  • Honor Student Voice


Culminating Assignment:

Students will discuss why transition planning is so important.

Session 9: Accommodations/Technology

Objective: Students will identify technology that assists students with disabilities.  Students will understand what types of accommodations need to be made for students with disabilities. Students will begin creating their Action Plan.

  • Technology to Assist Students with Disabilities
  • Technology to Resolve Barriers
  • Action Plans

Culminating Assignment: Students will reflect on their current classroom situation and on how they can use technology as an accommodation. Students will begin developing their Action Plans.

Session 10: Action Plan

Objective: Students will complete their action plan for their final project for this course and include web based resources in their plan. 

  • Design Action Plan

Culminating Assignments: Students will develop an action plan based on their current school district's status in terms of inclusion and how they could support inclusion in their own classroom. The action plan will include strategies for implementation and reflection on how the plan will fit in with the school and school district's current inclusion plans.

  • Discuss the historical perspective of Inclusion.
  • Analyze a classroom system.
  • Assess barriers to Inclusion.
  • Discuss important research related to instruction.
  • Construct a prototype of an ideal classroom.
  • Explain legislation dealing with inclusion (PL 94-142 and the 1990 Amendments and IDEA 97) and why this legislation was enacted
  • Justify the concept of a continuum of educational placements (LRE)
  • Summarize the effects of litigation in promoting inclusion
  • Assess how prejudice impacts teaching
  • Distinguish characteristics of disabilities that qualify children and youth for special education services under IDEA
  • Research and report on learning needs of students with disabilities
  • Determine specific curriculum accommodations by reflecting on classroom situations
  • Incorporate new specific curriculum accommodations into your classroom setting based on what is learned in this module
  • Identify central tendencies of behavioral attributes and the manifested needs associated with disabilities
  • Utilize the Web for research to locate current information about the learning theory and software that supports learning for students with disabilities
  • Refine your individual continuums.
  • Reflect on your own classrooms and identify barriers to effective accommodations.
  • Prepare a barrier analysis sheet.
  • Compare and contrast inclusion and mainstreaming.
  • Develop a philosophy for how to interact with parents who have children with disabilities.
  • Incorporate Web resources that support parents with children with disabilities.
  • Evaluate the impact of changes in education due to the inclusion movement.
  • Analyze the major concerns regular education teachers have with full or partial inclusion.
  • Evaluate pros and cons to inclusion as supported by current research.
  • Determine how classrooms have changed and what that means for teaching children with diverse needs.
  • Evalute how to manage disruptive behavior in inclusive classrooms.
  • Identify how a student with severe medical needs be taught in a typical classroom.
  • Examine Internet and other resources to increase awareness of disabilities for K-12 students.
  • Create activities to teach disability awareness to K-12 students.
  • Identify the steps in the IEP process.
  • Define what students with disabilities will need in the 21st century.
  • Define a SOP (a summary of the child’s academic achievement and functional performance)
  • Describe how schools need to better prepare students with disabilities for post school life
  • Define assistive devices and list five classifications.
  • Define accommodation and provide examples.
  • Describe what types of accommodations need to be made for students with disabilities.
  • Begin creating an Action Plan.
  • Develop a personal position on inclusion and support the position with the information from the course (discussions, readings, research material, and personal experiences).
  • Complete an action plan for the final project for this course and include Internet resources in the plan.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.