Course Description:

This course will consider the myriad of ways in which students in a single classroom
can differ and how it can impede learning. The characteristics and implications of
physical and sensory disabilities and health impairments; cognitive, emotional and
psychological differences; and racial/ethnic, gender, cultural, socio-economic and
linguistic variability will be discussed. External and internal forces driving
instructional adaptation and their implications for teachers will be covered.

Required Textbook and Materials: UoPeople courses use open educational

resources (OER) and other materials specifically donated to the University with free
permissions for educational use. Therefore, students are not required to purchase
any textbooks or sign up for any websites that have a cost associated with them.
The main required textbooks for this course are listed below and can be readily
accessed using the provided links. There may be additional required/recommended
readings, supplemental materials, or other resources and websites necessary for
lessons; these will be provided for you in the course's General Information and
Forums area, and throughout the term via the weekly course Unit areas and the
Learning Guides.

● This course does not contain a main textbook; all required reading will be
provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.

Learning Objectives and Outcomes:

By the end of this course students will be able to:

1. Critically appraise the need for diversity, equity, and inclusion in a complex and
contested environment.
2. Analyze the external and internal forces driving instructional adaptation for
physical and sensory disabilities and health impairments and their
implications for teachers.
3. Analyze the external and internal forces driving instructional adaptation for
racial/ethnic, cultural, socio-economic, linguistic and gender differences and
their implications for teachers.
4. Apply instructional adaptations tailored to students displaying behavioral,
psychological, cognitive and/or academic difficulties and create opportunities
for transformational change in instructional content and delivery in the
classroom.
 5. Examine the concept of diversity and the differences between traditional
classrooms vs diverse classrooms including the physical environment and
emotional environment.

Course Schedule and Topics: This course will cover the following topics in eight
learning sessions, with one Unit per week.

Week 1: Unit 1 - Introduction to Diversity in the Classroom

Week 2: Unit 2 - Physical and Sensory Impairments

Week 3: Unit 3 - Instructional Adaptations for Physical and Sensory Impairments

Week 4: Unit 4 - Cognitive, Psychological, and Emotional Differences

Week 5: Unit 5 - Instructional Adaptations for Cognitive, Psychological, and

Emotional Differences

Week 6: Unit 6 - Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic

Diversity

Week 7: Unit 7 - Instructional Adaptations for Racial, Ethnic, Gender.

Socioeconomic, and Cultural/Linguistic Diversity

Week 8: Unit 8 - Diversity in the Classroom

Learning Guide: The following is an outline of how this course will be conducted,
with suggested best practices for students. The Learning Guides for all units open
on the first day of class. Please review all Learning Guides to access the readings,
review assignments, etc.

Unit 1: Introduction to Diversity in the Classroom

● Read the Learning Guide and Reading Assignments

● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Complete and submit the Written Assignment
● Complete the Portfolio Activity

Unit 2: Physical and Sensory Impairments

● Peer assess Unit 1 Written Assignment

● Read the Learning Guide and Reading Assignments
 ● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Complete and submit the Written Assignment
● Complete the Portfolio Activity

Unit 3: Instructional Adaptations for Physical and Sensory Impairments

● Peer assess Unit 2 Written Assignment

● Read the Learning Guide and Reading Assignments
● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Complete and submit the Written Assignment
● Begin the Group Activity (Due Unit 6)

Unit 4: Cognitive, Psychological, and Emotional Differences

● Peer assess Unit 3 Written Assignment

● Read the Learning Guide and Reading Assignments
● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Complete and submit the Written Assignment
● Continue to participate in the Group Activity
● Complete the Portfolio Activity

Unit 5: Instructional Adaptations for Cognitive, Psychological, and Emotional

Differences

● Peer assess Unit 4 Written Assignment

● Read the Learning Guide and Reading Assignments
● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Continue to participate in the Group Activity
● Complete and submit the Written Assignment
● Complete the Portfolio Activity

Unit 6: Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

● Peer assess Unit 5 Written Assignment

● Read the Learning Guide and Reading Assignments
● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Complete the Group Activity
● Complete the Portfolio Activity
Unit 7: Instructional Adaptations for Racial, Ethnic, Gender. Socioeconomic, and
Cultural/Linguistic Diversity

● Read the Learning Guide and Reading Assignments

● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Complete and submit the Written Assignment

Unit 8: Diversity in the Classroom

● Peer assess Unit 7 Written Assignment

● Read the Learning Guide and Reading Assignments
● Participate in the Discussion Assignment (post, comment, and rate in the
Discussion Forum)
● Complete the Portfolio Activity
● Complete and submit the anonymous Course Evaluation

Course Requirements:

Discussion Assignments & Response Posts/Ratings

Some units in this course require that you complete a Discussion Assignment. You
are required to develop and post a substantive response to the Discussion
Assignment in the Discussion Forum. A substantive response is one that fully
answers the question that has been posed by the instructor. In addition, you must
extend the discussion by responding to at least three (3) of your peers’ postings in
the Discussion Forum and by rating their posts. Instructions for proper posting and
rating (out of a 10 point scale) are provided inside the Discussion Forum for each
week. Discussion Forums are only active for each current and relevant learning week,
so it is not possible to contribute to the forum once the learning week has come to
an end. Failure to participate in the Discussion Assignment by posting in the
Discussion Forum and responding to peers as required may result in failure of the
course.

Written Assignments & Assessment Forms

Most units in this course require that you complete a Written Assignment, which may
come in many forms (case study, research paper, etc.). You are required to submit
your assignments by the indicated deadlines and, in addition, to peer assess three
(3) of your classmates’ assignments according to the instructions found in the
Assessment Form, which is provided to you during the following week. During this
peer assessment period, you are expected to provide details in the feedback section
of the Assessment Form, indicating why you awarded the grade that you did to your
peer. Please note that each assignment grade is comprised of a combination of your
submission (90%) and your peer assessments (10%). Failure to submit Written
Assignments and/or Assessment Forms may result in failure of the course.

Group Activities

During this course, you will be required to complete work as part of a small group.
Group work is an important component of your coursework, as it allows you to
deepen relationships with classmates, and gain a more thorough understanding of
the topics presented in this course. Further, group work mimics the business
environment in which projects are often conducted in small teams across different
departments. You will be randomly assigned to your groups and are expected to
work with your teammates throughout the term for all group activities.

Portfolio Activities

Portfolio Activities are tools for self-reflection and evaluation within the context of
the course. These activities are designed as a means to document and critically
reflect upon your learning process. Activities you develop for this course will be kept
in your Research and Practice Portfolio and will be important as you progress
towards the final courses in your program, particularly the Advanced Practice and
Capstone courses. Ideally, you will draw from your coursework and experiences, as
well as what you’ve learned in other courses, and your own current teaching practice
to showcase your overall growth and examine ways in which you can continue to
develop and sharpen your research interests and expand your cadre of instructional
methods.

The Research and Practice Portfolio

Throughout the M.Ed. Program, you will be building a portfolio of instructional

strategies and materials, and acquiring knowledge and skills for advanced
professional practice. Students begin building their portfolio right from start. It
serves as a repository for research findings and sample units and lessons. Students
use it to archive ideas and resources related to instructional methods, classroom
management, and assessment. The portfolio supports your own self-reflection on
changes that demonstrate growth in professional knowledge, skills, and attitudes
that is part of the Capstone experience. The component parts of the Research and
Practice Portfolio include:

● Reflective Portfolio Activities

● Research
● Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It
is regularly monitored by the instructors and is a good place to meet fellow students
taking the same course. While it is not required to participate in the Course Forum, it
is highly recommended.

Course Policies:

Grading Components and Weights

Each graded component of the course will contribute some percentage to the final
grading scale, as indicated here:

Discussion Assignments 20%

Written Assignments 25%

Group Activity 30%

Reflective Portfolio Activities 25%

TOTAL 100%

Grading Scale

This course will follow the standard 100-point grading scale defined by the University
of the People, as indicated here:

Letter Grade Grade Scale Grade Points

A+ 98-100 4.00

A 93-97 4.00

A- 90-92 3.67

B+ 88-89 3.33

B 83-87 3.00

B- 80-82 2.67

C+ 78-79 2.33
 C 73-77 2.00

C- 70-72 0.00

D+ 68-69 0.00

D 63-67 0.00

D- 60-62 0.00

F Under 60 0.00

CR N/A N/A

NC N/A N/A

NF N/A N/A

W N/A N/A

Grade Appeal

If you believe that the final grade you received for a course is erroneous, unjust, or
unfair, please contact your course instructor. This must be done within seven days of
the posted final grade. For more information on this topic, please review the Grade
Appeal Procedure in the University Catalog.

Participation

Non-participation is characterized by lack of any assignment submissions,

inadequate contributions to the Discussion Forums, and/or lack of peer feedback to
Discussion/Written Assignments. Also, please note the following important points
about course participation:

● Assignments must be submitted on or before the specified deadline. A course

timeline is provided in the course schedule, and the instructor will specify
deadlines for each assignment.
● Any student showing non-participation for two weeks (consecutive or
non-consecutive) is likely to automatically fail the course.
● Occasionally there may be a legitimate reason for submitting an assignment
late. Most of the time, late assignments will not be accepted and there will be
no make-up assignments.
 ● All students are obligated to inform their instructor in advance of any known
absences which may result in their non-participation.

Academic Honesty and Integrity

When you submit any work that requires research and writing, it is essential to cite
and reference all source material. Failure to properly acknowledge your sources is
known as “plagiarism” – which is effectively passing off an individual’s words or
ideas as your own. University of the People adheres to a strict policy of academic
honesty and integrity. Failure to comply with these guidelines may result in sanctions
by the University, including dismissal from the University or course failure. For more
information on this topic, please review the Academic Integrity Policy in the
University Catalog.

Any materials cited in this course should be referenced using the style guidelines
established by the American Psychological Association (APA). The APA format is
widely used in colleges and universities across the world and is one of several styles
and citation formats required for publication in professional and academic journals.
Purdue University’s Online Writing LAB (OWL) is a free website that provides
excellent information and resources for understanding and using the APA format and
style. The OWL website can be accessed here:
https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct

University of the People expects that students conduct themselves in a respectful,

collaborative, and honest manner at all times. Harassment, threatening behavior, or
deliberate embarrassment of others will not be permitted. Any conduct that
interferes with the quality of the educational experience is not allowed and may
result in disciplinary action, such as course failure, probation, suspension, or
dismissal. For more information on this topic, please review the Code of Conduct
Policy in the University Catalog.

Last modified: Friday, 26 August 2022, 12:48 PM

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