Instructor: Denise Osborne, Doctoral Student Researcher

Location: Online via Canvas Learning Management System

• Orientation: Wednesday, February 16 @ 7pm via Zoom
• Pre-course surveys (Feb 28-March 6): Background History Survey, Pre-course Teaching Scenarios, & the Language Attitude Scale
• Module 1: March 7-13
• Module 2: March 14-20
• Module 3: March 21-27
• Module 4: March 28-April 3
• Post-course surveys (Due: April 4-8): Participant Evaluation Questionnaire, Post-course Teaching Scenarios, & the Language Attitude Scale

This free asynchronous professional development course is part of a dissertation study that will focus on increasing high school special education inclusion teachers’ awareness of how language ideologies lead to different instructional practices toward African American students. Specifically, the teachers will learn how the ideologies associated with African American English (i.e., Ebonics) and Standard English influence special education services for African American students. High school special education inclusion teachers will learn more about African American English, learn productive ways to talk with students about the dialects they use, understand language variation and identity in the teachers’ use of language, and learn about linguistic discrimination of regional dialects in the United States. The student researcher is requesting informed consent to examine one’s pre- and post-course survey responses and discussion post responses for dissertation data to evaluate the effectiveness of the online course. Consent to permit the use of one’s course responses is 100% voluntary.

All teachers will earn 15 free PLUs for completing the course, regardless of their informed consent decision.

Participation criteria: High school special education inclusion teachers.