Contact Inclusive Childhood Education

Katrina Arndt, Chair of Department of Undergraduate Inclusive Education (DUIE)
Email: karndt@sjfc.edu
Office: RCW 109
Phone: (585) 385-7215

Learning Outcomes for Inclusive Childhood Education

Candidates in the Inclusive Education Programs...

  • Identify significant events and movements that have impacted cultural institutions in general and schooling in the United States in particular in order to better understand major historical and philosophical influences on current educational practice.
  • Demonstrate an understanding of educational theory, research, and best practices for working with students who are labeled as having a disability.
  • Connect the practice of teaching to issues of social justice and equity by demonstrating evidence of a belief that all children learn within a community that responds to their needs and builds on their cultural and linguistic background to enrich instruction.
  • Design/modify instructional activities that build upon language acquisition skills.
  • Demonstrate an understanding of how students develop speech and language.
  • Identify, collect, and analyze student work that represents their ability to create meaningful learning experiences that show that the candidate knows, understands, and uses concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
  • Identify, collect, and analyze student work that reflects the candidate's ability to adapt instruction to diverse learners while encouraging critical thinking and problem solving across the curriculum.
  • Identify, collect, and analyze student work that shows the candidates abilities to use the arts to enhance student learning of literacy.
  • Demonstrate knowledge and utilize skills in the use of informal and formal assessment strategies.
  • Continuously recognize and effectively communicate to others that assessment is used to plan, evaluate and strengthen instruction.
  • Use pre-referral strategies.
  • Are familiar with legislation concerning the referral-evaluation-classification process for students with disabilities.
  • Are aware of, and resist, discriminatory evaluation practices.
  • Develop and implement lesson plans, activities, and materials so that all learners meet state standards and meet goals and objectives on IEPs
  • Understand how state and national standards for the middle grades are aligned with standards for the elementary and secondary grades, and how they are used to develop district and school curriculum maps that guide instructional content.
  • Design, teach, and assess lessons that meet the developmental needs of young adolescents.
  • Candidates will design classroom learning experiences that engage students in active learning and classroom discourse as appropriate for facilitating learning in mathematics AND science.
  • Collaborate with others to make educational decisions regarding the curriculum, assessment, planning, instruction, and coordination of services for and with students with exceptional learning needs, and their families.
  • Reflect on their personal and professional communication and behavior, and consider the possible impact of their actions on students, colleagues, and parents.
  • Critically analyze diverse experiences and environments to understand issues impacting multicultural learning environments.
  • Synthesize social and cultural factors that impact learning and educational practice.

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