National University




General Course Information for TED606: Equity and Diversity

Course: TED606 - Equity and Diversity
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

Examination of experiences of diverse groups in American society and California schools. Principles of education equity and practices that maximize student achievement are reviewed. The course includes instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals serve. Culturally relevant learning pedagogy to meet individual and collective learners' academic and social equity needs are addressed.

Course Learning Outcomes:
  • Study and discuss the historical and cultural traditions of the cultural and ethnic groups in the United States and California society.
  • Examine his/her stated and implied beliefs, attitudes, and expectations about culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals in schools.
  • Study diverse family structures, community cultures, and child rearing practices and ways to develop respectful and productive relationships with families and communities.
  • Survey and analyze community resources and agencies and how to access them in order to provide integrated support for students.
  • Examine principles of educational equity and identify methods of integrating multicultural/culturally responsive perspectives into teaching and other educational activities.
  • Analyze programs/schools/districts that meet the needs of diverse populations and maximize student achievement and demonstrate the ability to describe and explain the major factors of impact.
  • Integrate and apply an understanding, appreciation, respect and acceptance for student diversity and individual identity, through anchor activities. Candidates will discuss and critique their own beliefs.
  • Describe, analyze and reflect upon how personal, family, school, community, and environmental factors are related to students' academic, physical, emotional and social well-being.
Specified Program Learning Outcomes:
  • Analyze diversity issues in education to support equity in educational contexts and learning practices.
  • Analyze the application of educational research, evidence-based practices, and academic writing.
  • Apply effective case management, communication and collaborative practices with parents, professionals and other stake holders, in order to facilitate access to the core curriculum for students with mild/moderate disabilities and diverse learners
  • apply effective collaboration skills working with and through diverse families, support providers (i.e. ASL-English bilingual specialist, audiologists, interpreters, paraprofessionals, and speech language pathologist), general education professionals, community agencies, and the d/Deaf communities.
  • Apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild/moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
  • Apply the knowledge and skills needed to participate effectively in a school wide behavior support process and to provide behavioral, social, and environmental supports as well as create healthy learning environments for the safety and learning of students with mild/moderate disabilities and diverse learners.
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
  • Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
  • Apply theoretical foundations of education to examine personal, societal, and organizational practices.
  • Apply understanding and practice of cultural-historical perspectives, educational theories and models, legal and ethical practices, and technological innovations for instructing ASL-English Bilingual Multicultural learners including those with special needs.
  • Develop evidence-based curriculum and instruction including the use of educational and assistive technology to provide access to the core standards for students with disabilities.
  • Develop skills to become a change agent and advocate for exceptional individuals, including diverse learners.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
  • Evaluate the application of educational research, evidence-based practices and academic writing, a focus on secondary education matters.
  • Evaluate the application of educational research, evidence-based practices, and academic writing with a focus on elementary education.
  • Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
  • implement and evaluate differentiated instructional pedagogies addressing state content standards and core curriculum in a culturally relevant manner.
  • Implement developmentally appropriate strategies supporting first and second language acquisition as well as cognitive development engaging each student in the learning process.
  • Integrate concepts and differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues
  • Integrate concepts and differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Integrate foundational theory and skills to make subject matter comprehensible to all learners.
  • Integrate knowledge and abilities in assessing all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in being a legal, ethical, and professional educator for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in designing/planning learning experiences for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in engaging/supporting all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in establishing and maintaining inclusive learning environments enabling all learners to meet high standards while recognizing individual and cultural differences.
  • Integrate knowledge and abilities in establishing and maintaining learning environments that support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation.
  • Integrate knowledge and abilities in making subject matter comprehensible for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in ongoing professional learning by using evidence to evaluate the influences of professional practices, choices, and actions on learners, families, other professionals, and the community.
  • Integrate knowledge of learners and the community context in planning instruction that supports every student in meeting rigorous learning goals of content areas.
  • select, adapt, administer, and interpret and explain formative and summative assessment results, making appropriate dual language and content based recommendations.
  • Teach students who are diverse learners including those who are English language learners.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures