What are microaggressions you might ask? And how do they play a role in our society? Learn how to identify and address microaggressions so that you can help shape a non-biased community.
Microaggressions occur daily within the classroom and negatively impact students, students, families, and colleagues. Adults and students alike use microaggressions with peers and colleagues unintentionally. These microaggressions may be based on socioeconomic status, disability, gender, gender expression or identify, sexual orientation, race, ethnicity, nationality, or religion. This is a true challenge in today’s educational environments. Participants in this course will learn to identify microaggressions, become cognizant of the potential impact and address students, families, and colleagues in a non-biased manner while building community and responding to the microaggressions.
All readings will be provided to participants by the instructor.
Course participants will have opportunity to:
. Gain knowledge of and apply effective instructional strategies to assist teaching and learning in a variety of settings.
. Demonstrate an understanding of legal issues as well as mandates and legislations regarding the education of students with exceptionalities
. Begin to preliminarily select the continuum of placement options and service delivery models for students with exceptionalities, especially in relation to general education
. Initiate procedures to accommodate exceptional students in the classroom
. Develop a personal and professional philosophy that includes the concept of teacher responsibility for all children
Course Relation to CCS or other Professional Standards:
Global Framework of Professional Teaching Standards (2019):
Domain 2, Standard 6: Organization and facilitation of students’ activities so that students are able to participate constructively, in a safe and cooperative manner.
Domain 3, Standard 8: Cooperative and collaborative processes that contribute to collegial development and support student learning and development.
Council for Exceptional Children Standards for Initial Teacher Preparation (2015)
CEC: 2. Learning Environment: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
CEC 7. Collaboration: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.Get Syllabus Ask a Question Register Now
Dr. Shawn WattersB.S. Speech Pathology and Audiology, Kent State University; M. Ed. Special Education with an emphasis in Early Childhood, Kent State University; Ed. D. Educational Leadership with a cognate in Special Education and Early Childhood Teacher Preparation, Ashland University
M. Ed. Special Education with an emphasis in Early Childhood, Kent State University; Ed. D. Educational Leadership with a cognate in Special Education and Early Childhood Teacher Preparation, Ashland University
P-12 Schools, 9 years
- Self-contained special education; Higher Education, 20 years
- Early Childhood Teacher Preparation, undergraduate and graduate coursework
- Special Education Teacher Preparation, undergraduate and graduate coursework
- School Counseling, graduate coursework
Dr. Shawn Watters’ professional mission is to “Inspire lifelong learning in others with trust, integrity and joy.”
Dr. Shawn Watters’ personal interests include her family, traveling, reading, cycle class, and supporting others’ growth and aspirations