HomeMy WebLinkAboutEDU-102 1
Bergen Community College
Division of Business and Social Sciences
Department of Education
Course Syllabus
EDU102: Inclusion and the Exceptional Child
Semester/Year: Fall 2025
Section Number: EDU102-
Meeting Times:
Location:
Instructor:
Office Location:
Phone:
Email:
Office Hours:
Department Secretary:
Office: A306
Email:
Credits: 3 credits (Lecture)
Pre-requisites: None
Co-requisites: None
Course Description:
This course provides an overview of the curriculum, instruction, and legislation pertaining to
inclusive classroom settings. It addresses strategies for supporting students with diverse learning
needs, including those with disabilities, English language learners, and other exceptionalities.
Participants will explore evidence-based approaches for fostering equitable learning
environments. A special feature of this course includes 5 hours of classroom observation in an
inclusive classroom setting, providing practical insight into the application of inclusive education
principles.
Credits: 3 credits (Lecture)
Pre-requisites: None
Co-requisites: None
Student Learning Outcomes: As a result of meeting the requirements in this course, students
will be able to:
Student Learning Outcomes: Means of Assessment:
2
1. Examine and describe the
foundations, history, programs,
legislation and practices
pertaining to inclusive education.
Discussions, written assignments
2. Research current issues and
trends that impact atypical
learners
Discussions, written assignments
3. Identify and explain the various
special needs and physical,
cognitive and behavioral
disabilities that affect children,
families and the classroom
Written assignments, discussions, presentations
4. Evaluate current instructional and
assessment practices for students
in inclusive classroom settings
and identify the components of
Individualized Education Plans
Presentations, written assignments,
discussions
5. Evaluate and compare
developmentally appropriate
practices for teaching students
with diverse needs, including
students who are English
language learners and those with
learning disabilities and
behavioral problems
Lesson plan, discussions, written
assignments
6. Demonstrate problem-solving skills in order to
plan instruction to accommodate all learners
Case study, lesson plan
7. Demonstrate improvement in academic writing
skills and presentation skills.
Written essays, research project, and
presentations
Course Content:
This course presents an introduction to teaching students with specific learning needs within
inclusive classroom settings. This course provides an overview of inclusive education and the
delivery of individualized services to students with different learning needs. In this course,
students will examine key legislation, such as the Individuals with Disabilities Education Act
(IDEA) of 2004, the No Child Left Behind Act (NCLB) of 2001, and its reauthorization in 2015 as
the Every Student Succeeds Act (ESSA), and the Assistive Technology Act of 2022. Students will
explore the concept of the ADAPT Framework and how it is applied to individualized education
programs (IEPs).
Research, Writing, and/or Examination Requirement(s):
Students will
• create a semi-fictional case study of a student who has specific learning needs, information
on family, cultural, and linguistic background, then provide analysis
• research various topics related to current issues in inclusive education and create a
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presentation based on data collected
• research Individualized Educational Plans (IEPs) and create a differentiated lesson plan to
meet the students’ unique needs
• design differentiated reading, writing, and math learning activities for students with specific
learning needs
• create role play dialogue for a teacher-parent meeting focused on one student’s classroom
behavior
• present research on specific physical, emotional, and cognitive disabilities and how to meet
the needs of students who are differently-abled within inclusive classroom settings
• develop a Journal Essay based on information learned via face-to-face observations in
inclusive classroom settings and observation videos
Grading Policy:
Written Assignments. 20%
Classroom Observation/Journal Entry Essay 20%
Midterm 20%
Final Research Project 20%
Discussions/Participation/Attendance 20%
Grading Scale:
A 90-100
B+ 85-89
B 80-84
C+ 75-79
C 70-74
D 60-69
F below 60
Class Conduct: As this is a professional studies course, it is expected that students will
demonstrate characteristics and behaviors expected in a postsecondary classroom. Respectful,
collegial, and professional relationships between peers and with the instructor is expected.
Punctuality and Late Assignments: Timely participation in discussions and class activities are
expected as these activities are interactive, cumulative, and require collaboration. Each student is
held responsible for all material presented.
Assignments are expected by the stated due date, with points deducted for lateness, as per the
instructor’s stated policy. The following is a sample of how points will be deducted for late
assignments: One week late: 10 points deducted; Two weeks late: 15 points deducted; Three
weeks late: 20 points deducted, etc. Late assignments should be emailed separately to the
instructor, with the title of the assignment stated in the subject line.
No late discussions will be accepted.
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Attendance Policy:
All students are expected to attend every scheduled meeting of the course. Attendance will be
kept by the instructor for administrative and counseling purposes. For face-to-face class
meetings, punctuality is expected. Repetitive lateness and/or absence from class will impact your
participation grade. For online courses, attendance is taken via weekly participation in
discussions/assignments.
Minimum Required Technology Skills: Students’ ability to upload documents and
presentations and participate in discussions on the online learning platform are required
technological skills. For support with any technological questions or issues, please reach out to
the following resources:
• The Help Desk: When you realize you have an issue with technology, contact them by
telephone: 201-447-7109, or by email: helpdesk@bergen.edu
• The Tutoring Center: tutoring@bergen.edu Tutors are available to help you improve your
written and presentation assignments. Tutors can also assist you with American
Psychological Association (APA) formatting, which is expected in all writing
assignments for Education courses. Examples of APA formatting are: Times New Roman
font, size 12, double-spaced, in-text citations, reference page, and upper right hand page
numbers. Headings, running heads, and abstracts are encouraged.
Other College, Divisional, and/or Departmental Policy Statements:
Plagiarism and Academic Policies: Academic Matters - Bergen Community College - Acalog
ACMS™
AI-Generated Policy:
In addition to the College’s guidelines on plagiarism and academic dishonesty, academic
dishonesty is also any written work that was technologically created without proper citation, such
as content created by Artificial Intelligence (AI). Submitting AI-generated content, without
providing a citation for where the content was located, is plagiarism.
If a student uses AI-generated writing, they must paraphrase the content and provide a citation to
identify the source of where the content originated. Use and inclusion of AI-generated content in
students’ work means each student is accountable for verifying that the Artificial Intelligence
outputs are accurate. Please consult your course instructor to ensure they will accept AI-
generated text for specific assignments. Here is the link to APA guidelines on the
topic: https://apastyle.apa.org/blog/how-to-cite-chatgpt Some examples: For in-text AI
citation/parenthetical citations: (OpenAI, personal communication, January 16, 2023) or
(ChatGPT, personal communication, 2023). Do not include reference to AI-generated text on the
Reference Page. Since APA recommends that text generated from AI be formatted as “Personal
Communication.” As such, it receives an in-text citation but not an entry on the References list.
ADA statement:
Disability Services (Office of Specialized Services) | Bergen Community College
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Sexual Harassment statement:
HR-003-001.2018-Policy-Prohibiting-Sexual-Harassment.pdf (bergen.edu)
Statement on acceptable use of BCC technology:
Acceptable-Use-Policy.pdf (bergen.edu)
Any student who feels that he or she may need an accommodation because of a disability
(learning disability, attention deficit disorder, psychological, physical, etc.), please make an
appointment with the Office of Specialized Services. You can reach them in room L115 in the
Pitkin Building, by calling 201-612-5269, or via email ossinfo@bergen.edu.
Office Hours:
All students are welcome to visit the instructor during their posted office hours, but if this is not
possible due to scheduling conflicts, the instructor will arrange for a time to meet which is
mutually convenient for both student and instructor. The faculty office hours are valuable
because they provide a setting for the instructor and student to interact on a one-to-one basis to
focus on specific individualized concerns.
Student and Faculty Support Services:
Bergen Community College provides exemplary support to its students and offers a broad variety
of opportunities and services. A comprehensive array of student support services including
advising, tutoring, academic coaching, and more are available online at
https://bergen.edu/currentstudents/.
Sidney Silverman Library Online Resources: Guides BY SUBJECT - LibGuides at Bergen Community College General Search and Databases: Library | Bergen Community College
Academic Advising Center [Pitkin Education Center, Room A-122; (201) 612-5480,
aadvising@bergen.edu
Center for Student Success-Transfer and Career [Pitkin Education Center, Room A-118,
doconnor@bergen.edu
Child Development Center [Ender Hall]: jblundo@bergen.edu
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Office of Specialized Services [Pitkin Education Center, L-115; (201) 612-5270,
oss@bergen.edu
Public Safety [Pitkin Education Center; Room L-154; (201) 447-9200
Accessibility Statement
Bergen Community College is committed to ensuring the full participation of all students in its
programs. If you have a documented disability (or think you may have a disability) and, as a
result, need a reasonable accommodation to participate in this class, complete course
requirements, or benefit from the College’s programs or services, contact the Office of Special
Services (OSS) as soon as possible at 201-612-5270 or www.bergen.edu/oss. To receive any
academic accommodation, you must be appropriately registered with OSS. The OSS works with
students confidentially and does not disclose any disability-related information without their
permission. The OSS serves as a clearinghouse on disability issues and works in partnership with
faculty and all other student service offices.
Tentative Course Outline and Calendar:
Date: Topic/Activity: Learning Outcomes: Assignment
s
Week 1
Dates:
Inclusive
Teaching as
Responsive
Education
Examine and describe the foundations, history,
programs, legislation and practices pertaining to
inclusive education.
Discussion,
written
assignment
Chapter 1
Week 2
Dates:
Legislation and
Individualized
Services
Examine and describe the foundations, history,
programs, legislation and practices pertaining to
inclusive education.
Evaluate current instructional and assessment
practices for students in inclusive classroom settings
and identify the components of IEPs.
Discussion,
written
assignment
Chapter 2
Week 3
Dates:
Diverse
Learners,
Families, and
Gifted and
Talented
Learners
Demonstrate problem-solving skills in order to plan
instruction to accommodate all learners.
Demonstrate improvement in academic writing skills
and presentation skills.
Discussion,
written
assignment
Chapter 4
Week 4
Dates:
Most Common
Conditions
Identify and explain the various special needs and
physical, cognitive and behavioral disabilities that
affect children, families and the classroom.
Demonstrate problem-solving skills in order to plan
instruction to accommodate all learners.
Discussion,
written
assignment
Chapter 5
7
Week 5
Dates:
Less Common
Conditions
Identify and explain the various special needs and
physical, cognitive and behavioral disabilities that
affect children, families and the classroom.
Demonstrate problem-solving skills in order to plan
instruction to accommodate all learners.
Discussion,
written
assignment
Chapter 6
Week 6
Dates:
Differentiated
Instruction
Evaluate and compare developmentally appropriate
practices for teaching students with diverse needs,
including students who are English language learners
and those with learning disabilities and behavioral
problems.
Demonstrate problem-solving skills in order to plan
instruction to accommodate all learners.
Discussion,
written
assignment
Chapter 7
Week 7
Dates:
Promoting
Access to Grade
Level
Curriculum
Demonstrate problem-solving skills in order to plan
instruction to accommodate all learners.
Evaluate current instructional and assessment
practices for students in inclusive classroom settings
and identify the components of IEPs.
Discussion,
written
assignment,
activity
Chapter 8
Week 8
Dates:
Facilitating
Content Area
Instruction
Evaluate and compare developmentally appropriate
practices for teaching students with diverse needs,
including students who are English language learners
and those with learning disabilities and behavioral
problems.
Demonstrate improvement in academic writing skills
and presentation skills.
Chapter 14
Week 9
Dates:
Teaching
Reading and
Writing
Evaluate and compare developmentally appropriate
practices for teaching students with diverse needs,
including students who are English language learners
and those with learning disabilities and behavioral
problems.
Evaluate current instructional and assessment
practices for students in inclusive classroom settings
and identify the components of IEPs.
Midterm
Case Study
Chapters 11
and 12
Week 10
Dates:
Teaching Math Evaluate and compare developmentally appropriate
practices for teaching students with diverse needs,
including students who are English language learners
and those with learning disabilities and behavioral
problems.
Evaluate current instructional and assessment
practices for students in inclusive classroom settings
and identify the components of IEPs.
Written
assignment,
activity
Chapter 13
8
Week 11
Dates:
Developing
Partnerships
Between Schools
and Families
Evaluate and compare developmentally appropriate
practices for teaching students with diverse needs,
including students who are English language learners
and those with learning disabilities and behavioral
problems.
Demonstrate improvement in academic writing skills
and presentation skills.
Discussion,
written
assignment,
role play
Chapter 3
Week 12
Dates:
Promoting
Positive
Behavior
Identify and explain the various special needs and
physical, cognitive and behavioral disabilities that
affect children, families and the classroom.
Discussion,
written
assignment
Chapter 10
Week 13
Dates:
Observation and
Assessment
Evaluate current instructional and assessment
practices for students in inclusive classroom settings
and identify the components of Individualized
Education Plans.
Demonstrate improvement in academic writing skills
and presentation skills.
Journal
Essay/Time
Sheet
Chapter 8
Week 14
Dates:
Current Issues
Research current issues and trends that impact
atypical learners.
Identify and explain the various special needs and
physical, cognitive and behavioral
disabilities that affect children, families and the
classroom.
Demonstrate improvement in academic writing skills
and presentation skills.
Review and
Reflection
of Current
Issue
Weeks 15 and
16
Dates:
Final Research
Presentation
Research current issues and trends that impact
atypical learners.
Identify and explain the various special needs and
physical, cognitive and behavioral
disabilities that affect children, families and the
classroom.
Demonstrate improvement in academic writing skills
and presentation skills.
Discussion,
Presentation