ChAD 121 -- Diverse Children and Family in Schools (Spring 2006) information page


	Welcome to ChAD 121 -- Diverse Children and Family in Schools (Spring 2006)


	This online course is designed to prepare professional educators for meeting the needs of the range of diverse students and their families in grades K-8 schools. It integrates culturally and linguistically diverse, mainstreaming, and reflective perspectives throughout as students examine: legal issues in educating linguistically diverse and special needs students; effective instructional strategies and adaptations, including the use of specialists and other aides; measurement and assessment with diverse students, including Federal and State requirements for assessment; and the influence and involvement of parents.

Professor Kathyrn Lindholm-Leary, Ph.D.
Email me: klindholmleary@mac.com

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	Orientation Session -- Be Sure to Attend if You have NOT used WebCT before! No need to come if you've used WebCT before. We will be having an orientation session to help you understand how to use WebCT and to answer any questions related to the course. There will be 3 different times for the orientation session. All sessions will be held in Sweeney Hall 433. One will be on Friday 1/20 from 11-12, another will be held on Tuesday 1/24 from 12-1, and the third will be held on Monday 1/30 from 3-4. The content for these 3 sessions will be similar, so you only need to attend one. Please feel free to email me if you have any problems in attending one of these sessions.


	Information about ChAD 121 Texts: 1. Vaughn, S., Bos, C.S., & Schumm, J.S. (2003). Teaching mainstreamed, diverse, and at-risk students in the general education classroom (3rded). Needham Heights, MA: Allyn & Bacon. 2. Faltis, C.J. (2006). Teaching English language learners in elementary school communities: A joinfostering approach (4th ed). Boston: McGraw Hill. 3. Thernstrom, S. & Thernstrom, A. (2003). No Excuses: Closing the Racial Gap in Learning. NY: Simon & Schuster. (Recommended) 4. Echevarria, J., Vogt, M., & Short, D. (2003). Making Content Comprehensible for English Language Learners: The SIOP Model (2nd ed). Needham Heights, MA: Allyn & Bacon 5. Online readings Grading Policy Grading will be based on the assignments, class discussion and participation. The grade for the course will be determined as follows: Weekly Reflections/Discussion 33% Assignments 33% Final Assignment on Effective Teaching 34% Online Course Guidelines Students will NOT be able to pass this course without participating in the online discussion. Students are expected to log on a minimimum of once per week and are expected to post a substantive contribution to the discussion at that time. Simply saying "I agree" or something to that effect is not sufficient. You must support your position or begin a new topic or somehow move the discussion along to receive credit for logging on. Assignments will be posted online.


	If you would like a copy of the greensheet, email me at the above email address