UNIVERSITY OF ARKANSAS AT MONTICELLO

SCHOOL OF EDUCATION
COURSE SYLLABUS
Spring 2017

Instructor Name: Kim Wilkerson

Instructor Phone: 870-460-1661

Instructor Email Address: [email protected]

Office Hours: Monday & Wednesday 10:00-11:00 and 12:00-1:00

Tuesday & Thursday 10:00-11:00 and 12:30-1:30
Friday 10:00-11:00 and 12:00-1:00

Virtual Hours: Monday & Wednesday 9:00-10:00 and 1:00-3:00

Tuesday & Thursday 9:00-10:00 and 1:30-3:00

Course Title and Credit Hours: EDUC 2253 Needs of Diverse Learners, 3 credit hours

Prerequisites: NONE

Required textbooks, workbooks, supplementary materials:

Gollnick, D. M. & Chinn, P. C. (2008). Multicultural education in a pluralistic society.
(10th ed.). New Jersey: Pearson. ISBN #0134054679

You will need a composition notebook.

Please have read any materials suggested or distributed by the instructor during the course of the
semester.

https://adoptions.efollett.com/OnlineAdoptionsWeb/onlineAdoptions.html?
storeNumber=1305&langId=en_US

Course Description:
Todays teachers who have grown up in areas of the country where there is little racial, ethnic, or
socioeconomic diversity can no longer assume that the schools they teach in will always be the
same homogeneous schools with middle class students from the dominant culture.

Because the population and demographics of the United States are changing rapidly, new
immigration patterns and greater mobility among and between regions, schools even in the most
seemingly homogeneous communities will not remain so.

The course is designed to provide candidates with a basic introduction to many aspects of
cultural diversity, socioeconomic, emotional and special needs of all learners. Candidates will
utilize technology through internet research and software analysis.
Student Learning Outcomes:
By the conclusion of the course you should be able to:

1 Understand the field of education as an evolving and changing discipline based on

philosophies, evidence-based principles and theories that discuss the needs of diverse
learners (ATS 9; CF: Knowledge, Professionalism, Diversity).

2 Understand and demonstrate respect for students first as unique human beings, then as
special learners (ATS 1; CF: Knowledge, Diversity).

3 Understand the diverse backgrounds of students as they connect instruction to learning

through students experiences (ATS 2; CF: Knowledge, Pedagogy, and Diversity).

4 Use evidence-based instructional strategies to individualize instruction for individuals

with diverse learning needs (ATS 8; CF: Knowledge, Pedagogy, Diversity, and
Technology).

5 Create learning environments for individuals with diverse learning needs that foster
cultural understanding, safety and emotional well-being, positive social interactions, and
active engagement of individuals with diverse learning needs (ATS 3; CF: Knowledge,
Pedagogy, Diversity).

6 Foster decision-making skills and develop instruction with appropriate strategies essential
for diverse learners (ATS 7; CF: Knowledge, Pedagogy, and Diversity).

7 Understand multiple types of formal and informal assessments and assessment strategies
based on the students intellectual, social, emotional, and physical development in
inclusive classroom settings (ATS 6; CF: Knowledge, Pedagogy, Diversity).

8 Glean student information from families, other educators, community agencies,

observation, research, professional development, problem-solving, and reflection to
enhance teaching and learning (ATS 9, 10; CF: Knowledge, Professionalism, and
Diversity).

9 Become familiar with differentiated instructional strategies that promote critical thinking,
problem solving, and performance skills for diverse learners (ATS 8; CF: Knowledge,
Pedagogy, and Diversity).

10 Gain an understanding of IDEA and how No Child Left Behind and other laws affect
diverse learners. (ATS 1, 2, 9, 10; CF: Knowledge, Pedagogy, Diversity,
Professionalism).

11 Gain an understanding of basic terminology relating to students with diverse learning

needs in inclusive classroom settings (ATS 2,3, 9, 10; CF: Knowledge, Pedagogy,
Diversity, Professionalism)
 12 Become familiar with educational strengths and challenges of diverse learners and
specific documents (IEP, IFSP, and ITP, etc.) to address effective delivery instruction
(ATS 1, 2, 3, CF: Knowledge, Pedagogy, Diversity)

CONCEPTUAL FRAMEWORK

The Conceptual Framework of the School of Education is organized around five strands that
promote the following: the acquisition of a knowledge base; development of pedagogical skills;
promotion of diversity and social justice; the demonstration of professionalism, and technology
skills. The core belief through all strands is that the diverse population of P-12 students can
learn. This philosophy is shared by faculty and candidates alike and is infused throughout the
curriculum and practice of faculty and candidates. The proficiencies identified either by
indicators or standards within each strand define the performance of initial and advanced
candidates in the undergraduate and graduate education programs.

Course Assignments/Assessments:
Do pair/ group reading/review of all assigned reading materials
Keep reading notes and write reflection journals
Participate in class discussions and controversial issue.
View and discuss selected videos
Conduct website research project
Observe students in diverse settings
Conduct research and present research findings
Take chapter quizzes and examinations
Render service in local agency- service learning project

Pair Reading/Review Teamwork: Journal Writing (20pts. Per entry)

This assignment intends to engage students in an active reading process on the reading
assignment and give students an opportunity to collaborate to synthesize, analyze, and evaluate
the reading text. Each student will write approximately a one-half to one paged reading journal
on each reading assignment as given. Two students will be assigned as a Reading/Review Pair at
the designated class period. As a pair, you review and critique each others journal with
written/oral comments on each others journal entry. Then, you will submit this pair-reviewed
journal. When writing a journal entry, be sure to think critically. For example, you need to
demonstrate facts from the reading text in addition to providing your evaluative thoughts.
Among other things, a reflection may include your thoughts about what you read, along with why
you believe this topic/issue is important for you to understand, and the major points involved that
will help you and others better understand it. Remember the focus of this course is to orient you to
the diverse children you may encounter in your work. DO NOT write about the entire chapter in
one journal entry. Instead, after your reading of a chapter, select parts that are most meaningful
for you to reflect on. Each journal entry must be submitted in person after the assigned pair
reading/review period in class. There is no make-up for any missed journal activity. Since this
assignment requires an in-class paired review process, you virtually give up your journal point
each time when you are absent or leave the class early before the pair review period.

Project1
Introductory Activity (30pts)
Reflection of your Cultural Identity and your Personal Teaching/Learning Philosophy and
Their Relationship.
Who we are as persons strongly determines who we are as teachers. Sonia Nieto argued that
"becoming a multicultural teacher...means first becoming a multicultural person. Without this
transformation of ourselves, any attempts at developing a multicultural perspective [for teaching
and learning] will be shallow and superficial." Teachers need to be well into their
own multicultural journey before they can guide their students. It's a journey that requires more
than knowledge about cultural diversity. It means confronting our own biases and
learning to see reality from various cultural perspectives, and challenging inequities in our
classrooms and in society. Personal reflections help us look inward and outward in becoming
multicultural educators.

You will bring a Me Bag to class January 13 and share with the class. It is a bag filled with
articles that represent who you are as a person (family, career, interests, etc.) and your cultural
background. This will help you think about and prepare for the personal essay/journal
assignment. Be creative!

Project 2- Gender Activity (30pts)

Pay a visit to a store of your choice that sells toys. Browse the aisles and make a note of different
forms of gender bias. If you have young children, this would be a fun and informational activity
to do with them. The following items are some of the things that you should observe:
How are the aisles labeled? How do you know where the boys' and girls' sections
are?
Which sections are larger?
What types of toys are in each section? List exact names of toys.
What colors are used?
What type of lettering is used? Jagged edges or smooth edges? What would this
suggest?
What type of language do you observe on the packaging? Indicate what types of
verbs (i.e. "destroy" and "create") are used for boys and for girls? Cost?
How many males and females appear on the box covers? Pick one aisle and count
How are women portrayed? How are men portrayed
What do the toys promote? Violence, communication, friendship, competition,
learning, global knowledge, parenting skills?
What careers are associated with the toys?
Be creative with this assignment! It does not have to be a formal written report. Think about a
product that would appeal to different learning styles. You will be presenting
your findings in class. (10-12 min. presentation)

Project 3: (30pts)
Chapter 5 discussed information regarding Sexual Orientation and the challenges that LGBTQ
youth often face. For this activity you will need to list multiple strategies for ensuring that your
future classroom values sexual diversity among students and support LGBTQ students in having
positive and successful experiences in school. (Must be submitted in Blackboard)

Project 4: (30pts.)
Candidates will watch a video for training in recognizing the signs and symptoms
of child abuse and neglect. A certificate of training must be completed and turned
in for credit.

Project 5: Exceptionally (30 pts.)

Examine a building on UAMs campus or a public building to determine its accessibility to
individuals with wheelchair mobility. Make a notation of the following:
a Do curbs leading to the building allow wheelchair access?
b Entrance into the building. Is it accessible by wheelchair? Is it ramped?
c Are restrooms accessible with larger stalls to accommodate wheelchairs?
d Is the building multilevel, and if so, how does the student access the different
floors?
e Are there Braille signs in appropriate places? (INTASC Standards 3, 10)

Examine a building on UAMs campus or a public building to determine if it is accessible to

visually impaired individuals. Determine if there are hazards on the campus or at the building
site, which endanger individuals who are blind (e.g., holes in the ground, posted metal sign at
face height). (INTASC Standards 3, 10) Report your findings and how it could be improved in a
narrative paper, 12 fonts, Times New Roman, double spaced, at least one page (250 words).

Project 6- Final Research Paper: (100pts.) DUE April 30 by 11:59 PM

This assignment requires a student to conduct individual research. The students must conduct
their own research although it can be the continuum of the research/discussion done in class.
Your individual research can be completed via library search, incorporated field experiences, i.e.,
interviews or observations in a diverse setting, or sources from professional journals. You must
examine individually one of the micro-cultural areas that we have discussed about multicultural
education and teaching diversity, i.e., class, race/ethnicity, gender, exceptionality, language, age,
or other teaching diversity issues. This research paper must be written and turned in during the
final week of the semester. This research paper needs to be 4-5 paged long, typed (12 Times
New Roman font), double-spaced, well organized, and professionally written. Please use APA
style with a cover sheet and bibliography. You may organize your paper by the following
components: Introduction. Describe the purpose of research or significance of the problem
and state the central idea of the paper, i.e., providing a clear thesis statement. Conceptual
framework. Use the related literature on the critical issue discussed for supported. For example,
how the literature talks about the issues. Discussion. Develop and discuss your points of
views and insights as results of your research to indicate your fully understanding of the issue
through your research or personal investigation, e.g., your interviews or observations.
Conclusion. Summarize your argument/central idea and provide possible suggestions for future
teaching with regard to this critical issue.
SomeKeyConcepts:
EthnicandRacialDiversityintheschool
CivilRightsMovement(schools)
ClassandSocioeconomicStatus
GenderandSexualOrientationintheSchools
ExceptionalitiesintheSchools
LanguageintheSchools
ReligionintheSchools
MulticulturalEducation
Brownv.BoardofEducationTopekaKansas
AYP,AdequateYearlyProgress
IDEA,IndividualswithDisabilitiesEducationAct
P.L.94142Section504ofP.L.93112
ADA,AmericanswithDisabilitiesActP.L.101336
IEP,IndividualizedEducationProgram
ELL,EnglishLanguageLearner
ESL,EnglishasSecondLanguage

Spring2017
COURSEOUTLINE/CALENDAR

Week 1 Jan. 11-15

Introduction to the Course Syllabus
Project 1: Introductory Activity (Getting to Know Each Other ) oral
presentations(30pts)- January 13
Reflection Activity on Understanding Who We Are
Read Chapter 1: Foundation of Multicultural Education (Be prepared to discuss next
week)
Review Conceptual Framework

Week 2 January 16-20

Discuss Chapter 1: Foundation of Multicultural Education
Define the concept of culture
Identify the characteristics of your own culture and the way in which these can differ
from other cultures.
Appreciate the cultural differences of students.
Take a position on a controversial issue.(current events)
Reflect on the characteristics of your own culture and how they differ from those of your
students
In your journal, write what your initial thoughts on the importance of appreciating
diversity for youths and adults.
 Chapter 1 Quiz

Week 3 January 23-27

Chapter 2: Ethnicity and Race
Discuss ways to create learning environments that allow students to retain and appreciate
their own and each other's respective cultural heritage.
In your journal, write your thoughts on the impact of race and ethnicity on student
learning (20pts)
Discuss Critical Incidents in Teaching
Praxis Review Questions
Chapter 2 Quiz

Week 4 January 30-February 3

Chapter 3: Class and Socioeconomic Status
Take a position on a controversial issue.
In your journal, write what your thoughts are on the impact of social class on student
learning.
View video clip and discuss
Chapter 3 Quiz

Week 5 February 6-10

Chapter 4: Gender
Analyze the issues surrounding the labeling and stereotyping of students.
In your journal, write what your initial thoughts are on the impact of gender and sexual
orientation on student learning. (20pts.)
Chapter 4 Quiz

Week 6 February 13-17

Project 2 Gender Activity Due (class presentations) (30pts.)

Week 7 February 20-24

Chapter 5: Sexual Orientation
Discuss Critical Incidents in Teaching
Case Study 9.4
Chapter 5 Quiz

Week 8 February 27-March 3

Project 3: Classroom Strategies (30 points)
Take a position on a controversial issue

Week 9 March 6-10

Chapter 6: Exceptionality
 Analyze the issues surrounding the labeling and stereotyping of students.
Case Study 8.2
Project 4: Child Abuse (30 points)
Project 5: Exceptionally(30 points)
Chapter 6 Quiz

Week 10 March 13-17

Chapter 7: Language
Develop/Discuss ways to create learning environments that allow students to retain and
appreciate their own and one another's respective language and cultural heritage.
In your journal, write your initial thoughts on the impact of language on student learning.
(20 pts.)
Praxis Review Questions
Chapter 7 Quiz

March2024SpringBreak

Week 11 March 27-31

Chapter 8: Religion
Demonstrate sensitivity to the religious differences of students
Discuss Critical Incidents in Teaching
Chapter 8 Quiz

Week 12 April 3-7

Chapter 9: Geography
How does regional and geographic diversity impact student learning and how does this
knowledge inform teaching?
In your journal, write what your initial thoughts are on the impact of regional and
geographic diversity on student learning. (20pts.)
Chapter 9 Quiz

Week 13 April 10-14

Chapter 10: The Youth Culture
In your journal, write what your initial thoughts are on the challenges of providing an
education that is equitable and culturally responsive.
Chapter 10 Quiz

Week 14 April 17-21

Chapter 11 Education that is Multicultural
Discuss Critical Incidents in Teaching

Week 15 April 24-28

Chapter 11 Education that is Multicultural (continue)
 Discuss Critical Incidents in Teaching
Chapter 11 Quiz (20 points)
Research Paper Due April 30 by 11:59 PM

Week 16 May 1-9

Praxis Quiz and Final Exam (100pts. each)

Separateassignmentsmaybemadefromtimetotimeduringthesemesterwhichmay/may
notbefoundinthecoursesyllabus.

Pleasethoroughlyreadthepertinentinformationfromthetextasthematerialiscovered
duringthesemester.Bepreparedforclassdiscussion.Carefullyreadanyandall
handouts.

During the course of this semester, there will be multiple opportunities for other
assignments.

Special Dates of Concern:

Research Paper Due April 30 by 11:59 PM
Finals Week- Praxis Quiz and Final Exam May 3-9

Discussion Board Assignments and Grading: Tentative Points

Research Paper 100 points
Quizzes 200 points (possibly more)
Final Exam 100 points
Praxis Exam 100 points
Special Projects 150 points
Journal 100 points
Participation Points 100 points

Field Experiences - NONE

Signature Assessment NONE

Assessments:
Candidates will take a weekly quizzes after reading and discussing the content in class.
Candidates will also take a final exam.

DiscussionBoard

Discussion Board Grading Rubric

3 2 1 0
InitialPosting ByThursday, ByFriday,11:00 BySaturday, BySunday,
 11:00pm pm 11:00pm 11:00pm
Responses Respondstoat Respondstono
leastone(1) otherpostings
otherpostings
Qualityof Supportedby Someopinions Mostlypersonal Doesnotapply
Postings informationfrom butmostly opinions totopic
readings supportedby
informationfrom
readings
7= 35 pts.
6= 30 pts.
5= 25 pts.
4= 20 pts.
3= 15 pts.
2= 10 pts
1= 5 pts.

A grade of Incomplete will NOT be given for this course without strong justification or
extenuating circumstances (death of close family member or emergency room/ICU visit)
affecting the ability of the student to complete course requirements. Difficulty obtaining local
online Internet service is not considered to be an extenuating circumstance; accordingly, and
since this course will be administered over the Internet, students should not enroll in it without
reliable local access to the Internet and ready availability to required software.

UAM Attendance Policy:

Students are expected to participate in all required class activities and discussions during the
semester. The University does not allow for unexcused absences. Students involved in
University sponsored events should be considered excused unless the proper notifications were
not delivered to the instructor according to Policy XV on page 71 of the UAM Faculty
Handbook.

Regardless of the reasons for a student lack of participation, a faculty member may determine
that the student cannot complete the course requirements or demonstrate the expected student
learning outcomes within the timeframe of the course. The faculty member may recommend that
the student withdraw, award the student a failing grade (at end of term) or, if warranted, assign
the student an Incomplete.

Course-specific Attendance Policy/Participation Requirements:

You are expected to post comments to the Discussion Board on assigned weeks. Just logging
onto the class or saying I agree or similar lack of information is not class
participation/attendance. Your remarks should add to the course discussion.

ATTENDANCE POLICY:
Regular and punctual attendance is required in class. Candidates must attend class to receive
maximum benefit of learning. As future teachers, candidates are expected to maintain a
professional demeanor at all times. Attendance will be recorded at the beginning of the class, so
it is important that students arrive on time to class. You will be penalized for tardiness to the
class!
Each student will be awarded a grace absence of two (2) classes. I realize that demanding
family issues and illness can often take precedence over class attendance. However, each
additional unexcused absence will result in a deduction in the final grade. Make-up work from
the missed class will be at the discretion of the instructor. It is your responsibility to keep up with
assignments and what date they are due.
Participation Grade: Attendance will affect your grade. 2 absences- no penalty; 3 or more- each
absence deducts (10) ten points from the maximum number of possible points attainable in the
class. Each tardy deducts (5) five points from the maximum number of possible points attainable
in the class.

Notify the instructor via Blackboard if you will be absent, prior to the class.

USE OF TECHNOLOGY
Candidates will word-process all papers and class assignments. Candidates are responsible for
obtaining an e-mail address at the Information Technology Center. Candidates will conduct
Internet research concerning class topics. Candidates will develop multi-media presentations
using a variety of instructional resources. Candidates will utilize Blackboard as a means of
submitting class assignments and communicating online.

DIVERSITY
Candidates will be provided opportunities through direct instruction and other experiences to
gain the knowledge, skills, and dispositions to provide effective instruction in diverse classrooms
and communities. A wide variety of instructional methods will be modeled during the course to
meet the needs of a diverse class.

Feedback Schedule: Contact Method- Blackboard Messages

It is the instructors intent to address all emails, discussion postings, assignments, etc. within a
reasonable amount of time. Normally, emails will be responded to within 24 hours during the
regular school week unless the instructor is out due to reasons beyond his control. The instructor
will be available for conversation during posted office/virtual hours unless out as previously
stated. No emails will be answered during weekends and when classes are closed.

Method of Delivering Assignments:

Please submit work as a PDF document sent to Blackboard. Use Times New Roman, 12 point
font with 1 side margins. All submissions should be titled with your last and first name and
course title (e.g., Smith, Joe EDUC2253). Be sure to have anti-virus software installed on your
computer and update it regularly.

Work Required:
Explanation of Grading Policy:
Grade Assignment:
Grading Scale:
A= 90100
B= 80 89
C= 70 79
D= 60 69
F= 59 and below

Successful completion of this course will come for those students that actively engage in class
discussions, complete assigned projects/exercises as directed, and perform well on all
exams/quizzes. It is important to note that it is the students responsibility to read this syllabus
from front to back and in the process take note of important course dates and requirements.
Students that fail to do this for one reason or another will jeopardize their ability to complete this
course successfully. Assignments that are not submitted by the due dates are subject to receiving
a grade of zero.

LATE WORK POLICY:

Late assignments for this course will not be accepted.
Course materials will be presented in class. Each week you will receive instructions for reading
and assignments to be completed within a certain time frame. I will give specific dates for
submission of assignments in class and on Blackboard.
If you have problems that hinder your completion of assignments, I must be notified within 24
hours of the due date. Make-up work is within the discretion of the instructor. If accepted
by the instructor, all late assignments must be submitted within 3 days from the due date for
partial credit.

Late work will not be accepted without penalty. Course materials will be presented in class. Each
week you will receive instructions for readings and assignments to be completed within a certain
frame work time. I will give specific dates for submission of assignments on Blackboard. If you
have problems that hinder your completion of assignments, please notify me immediately.
All late assignments must be submitted within 3 days from the due date. Assignments will not be
accepted after 3 days. Penalties for late submissions will be as follows:
1 day late: -25%
2 days late: -50%
3 days late: -75%
Student Conduct Statement:
Students at the University of Arkansas at Monticello are expected to conduct themselves
appropriately, keeping in mind that they are subject to the laws of the community and standards
of society. The student must not conduct him/herself in a manner that disrupts the academic
community or breaches the freedom of other students to progress academically.
Academic Dishonesty:
1 Cheating: Students shall not give, receive, offer, or solicit information on examinations,
quizzes, etc. This includes but is not limited to the following classes of dishonesty:
a Copying from another students paper;
b Use during the examination of prepared materials, notes, or texts other than those
specifically permitted by the instructor;
c Collaboration with another student during the examination;
d Buying, selling, stealing, soliciting, or transmitting an examination or any
material purported to be the unreleased contents of coming examinations or the
use of any such material;
e Substituting for another person during an examination or allowing such
substitutions for oneself.
2 Collusion: Collusion is defined as obtaining from another party, without specific approval
in advance by the instructor, assistance in the production of work offered for credit to the
extent that the work reflects the ideas of the party consulted rather than those of the
person whose name in on the work submitted.
3 Duplicity: Duplicity is defined as offering for credit identical or substantially unchanged
work in two or more courses, without specific advanced approval of the instructors
involved.
4 Plagiarism: Plagiarism is defined as adopting and reproducing as ones own, to
appropriate to ones use, and to incorporate in ones own work without acknowledgement
the ideas or passages from the writings or works of others.

For any instance of academic dishonesty that is discovered by the instructor, whether the
dishonesty is found to be cheating, collusion, duplicity, or plagiarism, the result for the
student(s) involved will be that the instructor will assign a grade of F for the examination
or assignment involved.

CELL PHONE POLICY

The School of Education seeks to promote a teaching and learning environment free from
classroom disruptions.
The following policy is intended to define acceptable classroom behavior with regard to cell
phones, pagers, MP3 players, and similar electronic devices in order to preserve academic
integrity and ensure that candidates have optimum environmental conditions for effective
learning.
As a member of the learning community, each candidate has a responsibility to other candidates
who are members of the community. The School of Education prohibits the use by candidates of
cell phones, pagers, MP3 players, or similar electronic devices during scheduled classes. All such
devices must be turned off or put in a silent mode and cannot be visible during class. At the
discretion of the instructor, exception to this policy is possible in special circumstances. Cell
phones may not be answered or utilized for text messages, instant messages, games, Facebook,
MySpace, and other uses not suitable in a classroom. All MP3 players must be turned off prior
to entering the classroom. Both ear buds and/or ear phones must be removed from ears. If you
decide to ignore the policy, you will be asked to leave and may be counted absent.
Intestingsituations,useofcellphonesorsimilarcommunicationdevicesmayleadalsotoa
chargeofacademicdishonestyandadditionalsanctionsundertheAcademicDishonestyPolicy.

Technical Support Information:

Blackboard Assistance:
Contact Office of Instructional Technology; phone 870-460-1663; open Monday-Friday, 8 a.m.
4:30 p.m.
Online Help Desk: http://www.uamont.edu/pages/resources/academic-computing/

Email Assistance:
Contact the Office of Information Technology; phone 870-460-1036; open Monday-Friday, 8
a.m. 4:30 p.m.

Library Services: The computer section in the Library is open during regular Library hours. Click
here to see when the Taylor Library is open: http://www.uamont.edu/pages/library/

The Student Handbook for Distance Education is available at the following link:
http://www.uamont.edu/pages/resources/academic-computing/

Methods of Instruction: Minimum Technology Requirements:

For minimum technology requirements, visit:
http://www.uamont.edu/pages/resources/academic-computing/

Access to a working computer with Internet capability.

Operating System: Windows 2000, XP, Vista or Macintosh OS X
Hardware: 256 MB of RAM, 1GB free hard disk space
Microsoft Office 2007 recommended
Connection to the Internet: (broadband connection, such as RoadRunner, Satellite
Internet or DSL, is preferred). Broadband connections are recommended for assessments.

Academic Alert System:

The Academic Alert System is a retention program that puts students in contact with the
appropriate campus resources to assist them in meeting their educational goals at UAM.
Students who are academically struggling, have a high absenteeism, are exhibiting disruptive
behavior or are having difficulty adjusting to campus life will be reported to the Office of
Academic Affairs through the Academic Alert system.

THE CENTER FOR WRITING AND COMMUNICATION

The Center for Writing and Communication (CWC) is a free service to University of Arkansas at
Monticello students and is designed to assist writers of any level or major, on assignments from
all disciplines and genres, and at all stages of the writing process.
Memorial Classroom Building, Room 113, (870) 460-1378
http://www.uamont.edu/pages/school-of-arts-humanities/writing-center/

UNIVERSITY TUTORING CENTER

Harris Hall, (870) 460-1454
All students have access to tutoring services on the 2nd floor of Harris Hall.

MATH TUTORIAL LAB

Math and Science Center, 870-460-1016
Free one-on-one tutoring is available for any mathematics class. Help with ALEKS, WebAssign,
and MyMathLab is available. Math tutoring is located in the A-Wing of the Science Center.

Emergency or Interruption in Computer Service Policy:

Prepare for unexpected problems and emergencies. Understand that problems and glitches do
occur in online learning as they do in any learning environment. Have a back-up plan such as
using the computers at a local library for submitting assignments in case your computer crashes
or your service is interrupted. DO NOT wait until the last minute to submit an assignment or
complete an exam.

Library Services: The computer section in the Library is open during regular Library hours. Go
to the Taylor Library website for hours of operation:
http://www.uamont.edu/pages/library/

STUDENT HANDBOOK
Each student is responsible for reading the student handbook including the rules and
policies regarding conduct codes and academic dishonesty. The Student Handbook is located
at the following link:
http://uam-web2.uamont.edu/pdfs/student%20handbook.pdf

UNIVERSITY BEHAVIOR INTERVENTION TEAM

The Behavior Intervention Team (UBIT) purpose is to promote a safe and productive learning,
living, and working environment by addressing the needs of students, faculty, and staff. If you or
a classmate are in need of help, please submit a concern at
https://publicdocs.maxient.com/reportingform.php?
UnivofArkansasMonticello&layout_id=10 or call 870-460-1454.
In case of emergency please call 911.

Students with Disabilities:

Any student requiring special accommodations should contact the Office of Special Student
Services located in Harris Hall Room 120; phone 870 460-1026; TDD 870 460-1626; Fax 870
460-1926; email: [email protected].

Bibliography
Salend, S.J. (2008). Creating inclusive classrooms: Effective and reflective practices
(6th ed.). New Jersey: Pearson: Merrill/Prentice Hall.

Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-
and learning process. Boston: Pearson: A&B.

Apple, M. W. (2004). Ideology and curriculum (3rd Ed.). New York: RoutledgeFalmer

Au, W., Bigelow, B., & Karp, S. (2007). Rethinking our classrooms: Teaching for equity and
justice. Milwaukee, WI: Rethinking Schools.

Banks, J., A. & Banks, C. A. M. (Eds.). (2004). Handbook of research on multicultural

education (2nd Ed.). San Francisco: Jossey - Bass.

Banks, C. A. M. (2004). Intercultural and intergroup education, 1929-1959.

Brown v Board of Education 349 US 249 at 300 (1955)

Bryant, D. P., & Bryant, B.R. (1998). Using assistive technology adaptations to include students
with learning disabilities in cooperative learning activities. Journal of Learning
Disabilities, 31 (1), .41-54.

Cohen, J. J., & Fish, M. C. (1993). Handbook of school-based interventions. San Francisco:
Jossey-Bass Publishers.

DeBettencourt, L.U. (1999). General educator's attitudes toward students with mild disabilities
and their use of instructional strategies: Implications for training. Remedial and Special
Education. 20, 1, 27-35.

Edyburn, D.L., & Gardner, J.E. (1998). Integrating technology into special education teacher
preparation programs: Creating a shared vision. Journal of Special Education
Technology, 14 (2). 3-20.

Gollnick,D.M.&Chinn,P.C.(2002).Multiculturaleducationinapluralisticsociety(6thed.).
NewJersey:MerrillPrenticeHall.

Hamill, L.B, & Dever, R.B. (1998). Preparing for inclusion: Secondary teachers describe their
professional experiences. American Secondary Education. 27,1, 18-26.

Holzberg, C.S. (1999). Helping all learners succeed: Special Ed Success Stories Technology and
Learning, 18 (5), 52-56.