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Courses may be offered in one of the following modalities:

Traditional in-person courses (0–29 percent of coursework is delivered online, the majority being offered in person.)
Hybrid/blended courses (30–79 percent of coursework is delivered online.)
Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
Hyflex (Students will be assigned to attend in-person or live streamed sessions as a reduced-size cohort on a rotating basis; live sessions are also recorded, offering students the option to participate synchronously or view asynchronously as needed.)

If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.

Managing Inclusive Environments (EEC-560)

Semester:	Spring 2025
Number:	0810-560-001
Instructor:	Pavan Antony
Days:	Tuesday 4:30 pm - 6:20 pm
Note:	Online, Synchronous
Location:	Online
Credits:	3
Notes:	Students must post a completed fieldwork log to Moodle 25 Hours Fieldwork
Course Materials:	View Text Books
Related Syllabi:	Dennis Cowan for Spring 2023*
	*Attention Students: Please note that the syllabi available for your view on these pages are for example only. The instructors and requirements for each course are subject to change each semester. If you enroll in a particular course, your instructor and course outline may differ from what is presented here.
Description:	Designed to introduce secondary teacher candidates to the legal and structural changes in the current educational landscape that permit the accommodation of students with special needs in general education classrooms and to study classroom management options that maximize learning and minimize distractions in inclusive secondary classrooms
Learning Goals:	The course is designed to introduce secondary educators to the different types of disabilities, legal and structural changes in the current educational landscape that permit the accommodation of students with special needs in general education classrooms; to explore professional obligations that attach to these changes; and to study classroom management options that maximize learning and minimize distractions in inclusive secondary classrooms. Fieldwork is requiredxperiences and scholarship to create a deeper and richer sense of self as it relates to managing an inclusive classroom *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.

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