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EDSP 609

EDSP 609: Building Capacity for Inclusive Education in Public Schools: Part Two

Prerequisites: EDSP 608

Credit Hours: (3)

Current school administrators and central office personnel are prepared with advanced 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.

 

Content

This graduate-level course explores advanced ways to expand administrators’ capacity to lead and sustain inclusive practices across schools and divisions, with a continued focus on improving federal and state data outcomes related to inclusive practice. Emphasis is placed on deepening the application of data-driven leadership to expand access to general education environments and strengthen systems that support students with disabilities in the least restrictive environment.

Participants engage in a comprehensive needs assessment within their division, examining current resources, community partnerships, and inclusive practices to identify strengths and areas for growth. Building on this analysis, administrators evaluate master scheduling structures to ensure they effectively support student access, collaboration among staff, and alignment with inclusive service delivery models.

The course strengthens connections to High-Leverage Practices (HLPs) and Specially Designed Instruction (SDI) for Students with Disabilities, with particular attention to the domains of collaboration, data-driven planning, and instruction through co-teaching. Participants explore how pillar and embedded practices can be integrated into schoolwide systems to support both educators and students. In addition, administrators gather and analyze feedback from collaborative teaching teams, including lesson plans and IEP goals, to assess alignment with inclusive practices and instructional quality.

The course culminates in the development of a strategic plan for collaborative planning and communication, emphasizing clarity, feasibility, and responsiveness to diverse perspectives. Through this work, participants refine their leadership practices to promote coherent, inclusive systems that improve outcomes for all learners.

Topics include:

  • Best Practices in Inclusive Education: Culture, Collaboration, and Capacity Building
  • Leadership Roles in Inclusive Schools (Vision and Vocabulary)
  • Understanding General Education, Special Education and the Role of Collaboration (Scheduling and Co-Planning, Co-Teaching, and Co-Assessing)
  • Inclusive School Reform: Educators, Students, and the Community
  • Examining Current and Potential Initiatives as They Relate to Inclusive Practice and Collaboration: 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:

  • Conduct a needs assessment of a school or school division by researching available resources, identifying potential community partners, and developing a plan for implementing inclusive practices based on identified needs.
  • Evaluate school and division scheduling practices by assessing their effectiveness in meeting individual student needs, identifying potential challenges, and recommending strategies that promote staff collaboration through delivery models such as co-teaching.
  • Analyze the relationship between High-Leverage Practices (HLPs) and inclusive practices by examining the four HLP domains: collaboration; data-driven planning; instruction in behavior and academics; and intensify and intervene as needed.
  • Analyze lesson planning and Specially Designed Instruction (SDI) by collecting feedback from collaborative teams, examining sample lesson plans, and determining the alignment of instructional practices and activities with students’ Individualized Education Program (IEP) goals.
  • Develop a collaborative planning and communication approach by evaluating communication strategies, establishing a clear and feasible collaborative planning process, and demonstrating empathy and respect for diverse perspectives.

 

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

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