Everyone will read all the assigned chapters in Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom and complete the related take-home quizzes.

In addition, each of you will be responsible for a particular disability and the chapter or part of the chapter that addresses that disability. During Weeks 2, 3, and 4, you will be working in small groups in class to develop a better understanding of the characteristics of particular disabilities and appropriate classroom accommodations to support learners with those disabilities.

For the disability for which you are responsible, you will:

1.  Prepare a visual aid to use in class that summarizes the key characteristics of the disability and key accommodations.

2.  Read and annotate 3 children's and adolescent books about the disability or someone with the disability. At least one of the books must be for elementary students and one for middle or high school students. You choose the level of the third book. Bring the books with you to class to share in your small groups and email Terry the annotations BEFORE class begins. She will compile an on-going list that will be linked to the home page. The annotations must include:

• A brief summary of the story-line
• A critique of the content, both positive and problematic. You need to address any ethnic, gender, class, and disability stereotypes, at a minimum. You could also address out-of-date information, quality of illustrations, etc.
• The age level for whom the book is appropriate.
• A short list of ideas of how the book could be used in your curriculum.

3.  Select 2 of the web-sites provided at the end of your chapter to review and annotate. The annotations must include a brief description of the site and a critique of its usefulness. Bring a copy of your annotations to class AND send an electronic copy to Terry BEFORE class begins. Terry will compile an on-going list that will be linked to the home page.

4.  Most importantly, you will select a lesson from your fall quarter portfolio to revise. The revision will involve creating accommodations in the lesson for your disability area. You may draw ideas from your specific chapter, and chapters 12 - 15. Bring 6 copies of your lesson plan with accommodations to class. You will walk your small group through your lesson plan and seek their help in improving the plan. Be able to show the group where in the text you found the accommodations.