Educating Exceptional & Diverse Learners

Instructor Information

• Instructor: Dr. Patricia Wu (Associate Professor of Teacher Education)
• Email: pwu@university.alkimi.ai
• Office: Lovell Hall 120
• Office Hours:
  • Monday & Thursday: 11:30 a.m.–1:00 p.m. (In person, Lovell Hall 120)
  • Friday: 4:00–5:00 p.m. (Virtual via Zoom; link posted in Canvas)
  • Also available by appointment.

Course Description

Disability categories, special education law and the IEP process, English learners, culturally responsive teaching, differentiation, and Universal Design for Learning. EDUC 220 prepares future educators to create inclusive, equitable, and effective learning environments for students with disabilities, English learners (ELs), and culturally and linguistically diverse student populations. Students examine the legal foundations of special education—including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, Free Appropriate Public Education (FAPE), and Least Restrictive Environment (LRE)—alongside the collaborative IEP team process. The course equips candidates with practical methodologies in Universal Design for Learning (UDL), differentiated instruction, positive behavioral supports, and culturally responsive teaching.

Prerequisites

EDUC 201.

Measurable Student Learning Outcomes

Upon successful completion of EDUC 220, students will be able to:

1. Analyze Special Education Law and the IEP Process: Explain the statutory mandates of IDEA, Section 504, and the ADA, deconstructing the Individualized Education Program (IEP) process from pre-referral intervention through annual review.
2. Characterize Exceptionalities and Disability Categories: Identify the cognitive, behavioral, communication, and physical characteristics of the 13 federal IDEA disability categories and gifted/talented learners.
3. Apply Universal Design for Learning and Differentiation: Design standards-based curricula utilizing UDL guidelines (multiple means of engagement, representation, and action/expression) and differentiated content, process, and products.
4. Implement Evidence-Based Pedagogy for English Learners: Apply WIDA English language development standards, sheltered instruction (SIOP) protocols, and scaffolded linguistic supports across general education content areas.
5. Enact Culturally Responsive and Sustaining Pedagogy: Examine personal biases, evaluate curricula for cultural representation, and enact instructional practices that affirm students' diverse cultural, linguistic, and familial backgrounds.

Required Course Materials & Approximate Costs

1. Gargiulo, Richard M., and Emily C. Bouck. Special Education in Contemporary Society: An Introduction to Exceptionality. 7th ed., SAGE Publications, 2021. Approx. $90 print, $50 digital rental.
2. Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners. 2nd ed., ASCD, 2014. Approx. $35 print or digital.
3. Total estimated cost: $85 to $125.

Generative AI Policy (AI Level 2: AI Permitted with Disclosure for Specified Tasks)

In accordance with Alkimi University Academic Policies (Student Handbook §5.8), EDUC 220 operates under AI Level 2.

• What is permitted: You may use generative AI tools to brainstorm multi-tiered accommodation ideas, draft sample graphic organizers for diverse learners, explore UDL design guidelines, and check your written assignments for syntactic correctness and tone.
• What is prohibited: You may not use generative AI to draft individualized IEP present levels (PLAAFP) or annual goals for simulated case studies, generate culturally responsive teaching reflections, complete weekly quizzes, or answer examination questions. Instructional adaptations must demonstrate your own pedagogical judgment.
• Disclosure: All submitted lesson plans, IEP case portfolios, and project assignments must include an AI disclosure note stating which generative AI tools were used and for what specific drafting or brainstorming phase. If no AI tools were used, state: 'No generative AI tools were used in preparing this work.'

Grading Components and Weights

• Midterm Examination 1: 15% (In class, Thursday, October 1)
• Midterm Examination 2: 15% (In class, Thursday, November 12)
• Individualized Education Program (IEP) Case Study Plan: 20% (Due Friday, October 23 at 11:59 p.m.)
• Universal Design for Learning (UDL) Differentiated Unit Plan: 15% (Due Friday, November 20 at 11:59 p.m.)
• Weekly Inclusive Pedagogy Canvas Quizzes: 15% (Due Mondays at 11:59 p.m. in Canvas; lowest quiz score dropped)
• Final Examination: 20% (Thursday, December 17, 2026, 1:00–3:00 p.m.)

Grading Scale (Alkimi University Standard)

• A: 93–100% | A-: 90–92%
• B+: 87–89% | B: 83–86% | B-: 80–82%
• C+: 77–79% | C: 73–76% | C-: 70–72%
• D+: 67–69% | D: 60–66% | F: Below 60%
• Extra credit: No individual extra credit assignments are offered in this course.

Course Schedule (Fall 2026)

Course Policies

Attendance Policy

Consistent attendance and proactive participation in seminar simulations are required. We engage in collaborative IEP team role-plays, case problem-solving, and lesson differentiation workshops that rely upon the active contributions of every candidate. If an illness or unforeseen emergency occurs, notify Dr. Wu before class. More than two unexcused absences will result in a reduction of your final grade. Students who miss the first two class meetings without notifying the instructor may be dropped. Students may miss class for religious observance without penalty if they notify the instructor in writing within the first two weeks of the semester (by Wednesday, September 9, 2026). Absences for university-sponsored activities (athletics, performances, conferences) are excused with a letter from the sponsoring office at least one week in advance.

Late Work Policy

Written projects and case study assignments submitted late will incur a 10% penalty per calendar day up to three days. Submissions after 72 hours will receive a grade of zero. Canvas reading quizzes close on Monday at 11:59 p.m. and cannot be reopened.

School of Education Gateway Requirement

Undergraduate teacher candidates must earn a minimum grade of C+ in EDUC 220 to satisfy teacher preparation program requirements. A grade of C or below requires repeating the course.

Final Exam Policy

The final examination (Thursday, December 17, 2026, 1:00–3:00 p.m.) is scheduled by the University Registrar and can't be moved without the Dean's written approval (Faculty Handbook §5.5). A student with three or more final exams on the same calendar day may reschedule one of them. Requests go to the instructor of the middle exam by the last day of classes. For this term, send the request by Wednesday, December 9, 2026 (Student Handbook §6.4).