EDSP 608

EDSP 608: Building Capacity for Inclusive Education in Public Schools: Part One

Credit Hours: (3)

Current school administrators and central office personnel are prepared with the background knowledge and skills necessary to develop and foster collaborative inclusive educational environments designed to enhance the success of individuals with diverse learning needs in the general education curriculum. Emphasis is placed on analyzing and improving placement practices through state and federal data that identifies student time spent in the general education classroom, with a focus on increasing meaningful access to general education settings.

 

Content

This graduate-level course prepares school and division leaders to design, implement, and sustain inclusive systems that ensure students with disabilities are educated in the least restrictive environment, in alignment with federal special education law and guidance from the Virginia Department of Education (VDOE). Emphasis is placed on analyzing and improving placement practices through state and federal data that identifies student time spent in the general education classroom, with a focus on increasing meaningful access to general education settings.

Participants will develop the knowledge and skills to lead inclusive practices, including the use of evidence-based instructional and co-teaching models, equitable scheduling, and data-driven decision-making. The course highlights how administrators can use data to identify disproportionality, monitor progress, and drive continuous improvement across schools and divisions. Attention is also given to fostering collaborative partnerships among educators, families, and students to support inclusive school cultures and improved academic and social outcomes for all learners.

Topics include:

• Inclusive Practices Introduction: Culture, Collaboration, and Capacity Building
• Leadership Roles in Inclusive Schools
• Understanding General Education, Special Education and the Role of Collaboration
• Inclusive School Reform: Educators, Students, and the Community
• Examining Current and Potential Initiatives as They Relate to Inclusive Practice: What Are Your Next Steps?

 

Detailed Description of Conduct of Course

Instructional strategies will include but are not limited to student development of materials, cooperative/group learning, case studies, self-paced instruction, oral and written communication, guest speakers, and lecture.

 

Student Learning Outcomes

Having successfully completed this course, the student will be able to

• Demonstrate knowledge of the historical perspectives, models, theories, and philosophies that inform inclusive practices.
• Understand the role of administrative professionals and school-based teams in the development and implementation of inclusive practices
• Identify roles, locate resources, and work cooperatively with school and community personnel, and other resource providers in identifying, assessing, and planning inclusive policies and practices for individuals with exceptionalities. 
• Develop scheduling strategies for supporting integration of individuals with exceptionalities in general education settings.
• Implement collaborative, consultative, co-teaching, and other teams that support inclusion of individuals with exceptionalities. 
• Exhibit knowledge of how High Leverage Practices (HLPs), Specially Designed Instruction (SDI) and other strategies can strengthen content acquisition of individuals with exceptionalities and facilitate integration into inclusive general education settings.
• Identify the characteristics of instructional plans that support co-teaching, co-assessing, and specially designed instruction within the general education classroom.
• Develop relationship building and co-planning strategies to facilitate inclusive classroom practices.

 

Assessment Measures

Assessment measures may include but are not limited to discussion boards, quizzes, projects, and a final action planning assignment to support school improvement and capacity building in a school or school division.

 

Other Course Information

None

 

Review and Approval

October 10, 2026.  Effective Fall 2027.