9 courses with the subject INCL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
INCL 600Foundations of Inclusionary Practices in the Classroom3
42.0 hours 600 level graduate course Student diversity is one of the main characteristics that defines today’s classroom. This course helps educators build the capacity to understand, honor and support the ever-increasing diversity of educational needs within classrooms. Recommendations are provided to enable teachers to augment their existing practices by infusing inclusive practices into existing content and curricula. Roles and responsibilities of general and special educators are explored to help facilitate collaboration in serving the needs of students and to make meaningful contributions to the identification, evaluation, re-evaluation, teaching and monitoring of progress of all students. Participants identify potential barriers to learning across curriculum areas in the general education classroom and identify strategies and services to eliminate those barriers. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
INCL 602Classroom Management for Inclusive Classrooms3
42.0 hours 600 level graduate course This course provides strategies for managing individual student and group behavior in the classroom. Develop a framework for understanding why children behave as they do in a classroom setting. Major concepts such as the drive to belong, private logic, birth order, goals of misbehavior, logical consequences, reflective listening, questioning skills and class meetings are explored. Examine types of patterns in students’ behaviors: attention getting, power struggles, revenge actions, and students who appear to be academically disabled but are not. Additionally, consider the links between the way adults respond to misbehaving children and how that response either feeds, extinguishes or has no effect on the target behavior. This course is a study of understanding for an inclusive classroom and examining adult response patterns to children’s misbehavior. Techniques include discussion, lecture, self-reflection, and case study evaluation of real life classroom situations. Practical application for K-12 teachers in all subject areas. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
INCL 603Understanding How to Teach to Diverse Student Populations3
42.0 hours 600 level graduate course This course is designed to enhance instructional skills and expand strategies essential to working with racial diversity, gender and sexual diversity, religious diversity, and diverse learning needs and styles. The course will examine varying cultures and unique student populations based on a diverse society. Structured to present the learner with a foundational knowledge base and accompanying skills related to Economically Disadvantaged students, Gender Issues, Racial Diversity, Religious Diversity, Sexual Orientation, Gender Identity/Expression, Special Education, and English Language Learners, the course will be grounded in political and programmatic history as each relates to today’s classroom. Case studies and practical application of course understandings will be used. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
42.0 hours 600 level graduate course Explore techniques to improve instruction to all students in advanced programs and bring gifted education pedagogy into regular classrooms more effectively. Renzulli to Bloom to Torrance are discussed and modeled, while participants investigate gifted research, gifted programming, and gifted curricula. While some school services for gifted and talented students involve part-time opportunities beyond the regular classroom, this course deepens approaches and methods to enhance learning opportunities within the regular classroom. This course also examines the theory that gifted education can address not only the needs of children who show talent, but may promote the emergence and development of gifted and talented children who show potential but have not had the opportunity to fully develop that potential. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
42.0 hours 600 level graduate course Using the arts as a vehicle for adaptive instruction, the K-8 classroom is a dynamic setting for inclusionary learning. Explore current research and test various methodologies, techniques, and innovative approaches to inclusion to deepen your understanding of special needs students and examine strategies and modifications to enhance learning for all students in the inclusive classroom, including students on the autism spectrum, students with developmental delays and with varying abilities. Design hands-on learning that incorporates the visual, aural, and tactile to engage all students across the curriculum. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
42.0 hours 600 level graduate course Differentiated instruction is an approach to teaching that embraces diversity in learning styles. Discover helpful, field-tested techniques for the creation of an inclusionary classroom for students - from English language learners and special needs students to those with learning differences - to reach all learners effectively. Explore and research concepts, strategies and processes for managing a differentiated instructional setting with accommodations for learning and assessment. We focus on knowledge and skills needed for differentiated instruction across the curriculum, especially in literacy and mathematics. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
INCL 615Creating Classroom Community Through the Arts3
42.0 hours 600 level graduate course Creating a classroom community through music, dance and theater introduces strategies for educators to incorporate elements of arts-based thematic instruction. Educators will use guided discovery, movement, imagery, spatial concepts, choreography, musical and rhythmic accompaniment and group theater games to promote positive relationships and academic achievement. This course will be facilitated by the instructor within a collaborative and cooperative framework, building upon current educational philosophies and practices, including Responsive Classroom. Instruction will be transparent, in that educators will be engaged in learning activities, which they may choose to adapt to meet the needs and developmental levels of their own students. Each class session will begin with a Circle of Power and Respect, interactive activities, and processing techniques derived from Restorative Practices. Application of learning from previous courses will be integrated into daily reflections and into the final project. Educators will collaboratively prepare projects in class and will be expected to continue this creative process outside of class, refining their thematic unit/’work of art’ and reflecting on classroom experience. Educators will be encouraged to actively participate in theater games and activities, experiment with various theater techniques, and design theater, dance or music-based thematic units integrating standards-based curriculum and IEP goals. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
INCL 616Creating a Classroom Culture of Belonging3
42.0 hours 600 level graduate course This course champions the importance of affirming the cultural identities of students and helping educators to respect cultural differences in others. Participants develop resources, tools and methods to increase cultural awareness in the classroom across the curriculum. Activities encourage students to understand and honor diversity, both in their schools and within the larger community. This course focuses on methods to weave tolerance and understanding into existing curricular units and lesson plans. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
INCL 617Social and Emotional Learning in the Classroom3
42.0 hours 600 level graduate course Emotional intelligence is a missing link in our educational curriculum. Teachers are given the tools for sharing academic lessons, but often they are ill-equipped to handle the stress that the students bring with them. SEL prescribes approaching students as complex human beings whose learning and behavior are just as impacted by their emotions, and their control over those emotions, as they are by the quality of instruction and discipline. However, social-emotional competencies need to be taught. The SEL approach involves teaching students how to manage emotions and behaviors to achieve one’s goals; recognize one’s emotions and values as well as one’s strengths and challenges; show understanding and empathy for others; form positive relationships, working in pairs and teams, dealing effectively with conflict; recognize and talk about their feelings; and resolve conflicts peacefully as a way to strengthen both academic achievement and emotional stability. The course will provide teachers with a practical framework that incorporates morning and class meetings, literature, video examples, creative dramatics and conflict resolution to implement the non-cognitive skills that will stimulate thinking and bonds among children that will carry over into their academic curriculum. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
