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Course Prefix/Number: EEX 4474
Course Title: Curriculum for Teaching Students with Severe Disabilities
Instructor Name and Contact Information:
Stacie Whinnery, Ed.D.
Bldg. 85, Room 169
850-474-3268 (office)
850-474-2844 (fax)
swhinnery@uwf.edu
Pre- and Co-Requisites: EEX 2010
Course Description:
This course will provide an introduction to curricula pertaining to students with severe
disabilities including intellectual disabilities, physical impairments, and autism. Emphasis will
be placed on family-centered planning, team approaches, access to the general education
curriculum, activity-based instruction, and community-based instruction. Specific information
on curriculum and instructional strategies related to communication, motor and self-care skills
will be included.
Purpose of Course: The Empowered Professional Making a Difference is theme of the Professional
Education Unit conceptual framework. This theme focuses learning experiences on activities that permit
the candidate to examine what he/she does and to take an active role in the instructional process. The
subject matter, class activities, and skill development of this course were selected to assist your personal
growth in one or more of the following Empowered Professional Making a Difference characteristics: a)
critical thinker, b) lifelong learner, c) counselor/mentor, d) decision maker, e) problem solver, and f)
ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and accountability
by creating legislative policies relative to the preparation of educators. Florida's Uniform Core Curricula
outline the knowledge, skills, and dispositions that candidates require to be successful in Florida's
educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required. Key
Assignments are specific learning activities that directly relate to the course and program learning
outcomes. A passing grade (70% or higher) is required on each of the student learning outcomes
identified on the assignment in order to receive a grade for the course and advance in the teacher
education program. (Specific details are provided in your Teacher Education Handbook.)
Program Student Learning Outcomes
1.1 Content: Collect and use data gathered from a variety of sources, including formal and
informal measures to develop educational goals for special education students.
1.6 Content: Design and establish effective learning environments that are conducive to high
achievement of special education children.
1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of elementary
students and match them appropriately to instructional plans.
Course Student Learning Outcomes:
Students will:
1. discuss general terms and labels associated with individuals with severe handicaps.
2. describe the principles of community-referenced and community-based curriculum
3. describe teaming approaches and explain the roles of parents, teachers, and other
professionals
4. demonstrate strategies for the inclusion of parents and families in the educational
program of students
5. complete an ecological inventory and skill repertoire inventory in order to develop
appropriate IEP goals and objectives
6. explain general terms and definitions associated with motor and communication skills
necessary to promote increased independence
7. plan and develop an individual activity-based instruction plan appropriate to a student’s
learning needs based on ecological assessment data
8. develop an instructional plan that connects learning goals, instructional strategies,
outcomes, and evaluation
9. identify appropriate academic skills according to student needs and plan appropriate
intervention strategies
10. develop an instructional plan that incorporates appropriate prompting strategies to meet a
student’s individual learning needs
11. explain appropriate strategies to facilitate effective transitions from school to community
life
12. discuss current issues related to the integration of students with severe disabilities with
their non disabled peers
Course Alignments by Assessments, Outcomes, and Standards
Project Name Conceptual Course NCATE FEAPs Subject Area ESOL Reading
and Assessment Framework SLO’s Standard Competencies Performance Endorsement
Tool Outcomes and Skills – Standards Competencies
(Characteristics) ESE & Indicators
Activity-Based Critical Thinker 7, 8, 9, 1b 1.4, 1.7, 61. 1.6, N/A N/A
1.11, 6.1.1.7, 61.2.5,
Instruction Plan Decision Maker 10 5.10, 7.7, 61.3.3, 61.3.5,
8.3, 9.4, 61.5.3, 61.6.1
Ethical/Moral 9.5, 10.1,
Professional 10.2,
10.6,
10.7,
10.9,
10.10,
10.12
Weekly Critical Thinker 1-6, 11, 1b 1.4, 1.10, 61.2.5, 61.3.3, N/A N/A
Assignments/ 12 1.11, 61.3.6, 61.4.2,
Tests/Exam 5.10, 7.7, 61.6.1
8.2, 10.1,
10.7,
10.15,
11.8,
12.11
Topics and Tentative Schedule:
Date Topics
Overview of Course
Introduction
Week 1
Foundational Concepts
Week 2 Access to General Curriculum
Academic Instruction
Week 3
Literacy Skills
Week 4 Family Partnerships
Week 5 Assessment for Program Planning
Ecological Programming
Week 6 Team Approaches to Programming
Scheduling Instruction
Week 7
Test 1
Week 8
Activity-Based Instruction
Assessing Current Performance
Week 9 (Discrepancy Analysis)
Prompt Hierarchies
Week 10 Data Collection
Writing IEP Goals & Objectives
Week 11
Prompt Systems
Week 12
Test 2
Week 13 Community-Based Instruction
Self Care
Week 14
Communication Skills
Week 15
Motor Skills
Final Exam
Textbook and Technology:
1. Snell, M. E. & Brown, F. (2011). Instruction of students with severe disabilities (7th ed.).
Upper Saddle River, NJ: Merrill.
2. TK20
The Professional Education Unit at UWF adopts TK20!!!
UWF recently enhanced its procedures to ensure that you receive the quality education you
deserve! The Professional Education Unit implemented a set of new and exciting software
tools that enable you to fully grasp all six aspects of being an Empowered Professional
Making a Difference.
The set of tools that is required as a course text is called TK20 CampusTools. This
comprehensive system provides us with a rich set of tools to help maintain the quality of our
programs and your education. Here is a partial listing of what the tools will allow you to do.
The Tk20 system will allow you to:
1. Build your artifacts/assignments electronically, online. Your artifacts will stay with
you, so you can use them for years, even after graduation.
2. Create electronic portfolios for documenting your work for presentation to the faculty
and prospective employers.
3. Have a fully documented record of your field experience work and your experience
with student teaching/clinical practice.
4. Fill out all your application forms online. This includes applications for admission to
the program and for student teaching.
5. Future enhancements will allow you to receive updates on job openings and
employment possibilities.
The UWF TK20 Unit Administrator is Dr. Richard Faessel. If you need assistance, you may
contact Dr. Faessel directly at Tk20@uwf.edu or by phone: (850)857-6311. We appreciate
your hard work and dedication toward completing your education at the University of West
Florida!
Websites:
Links to special education programs:
Autism Society: http://www.autism-society.org/
The Big Page of Special Education Links: www.mts.net/~jgreenco/special.org
http://curry.edschool.virginia.edu/go/cise/ose/resources/legal.html
Council for Exceptional Children: www.cec.sped.org
Federal Resource Center for Special Education: http://www.dssc.org/frc
Resource Directory for Special Education: http://www.brus-dso.odedodea.edu/special/home.html
IDEA: http://www.ideapractices.org
Internet Resources for Special Children (IRSC): http://www.irsc.org
Comprehensive List of Disability-Related Web Sites: http://www.icdi.wvu.edu/Others.htm
MOVE International: http://www.move-international.org
National Down Syndrome Society: http://www.ndss.org/
Association for Retarded Citizens: http://www.thearc.org
American Association on Mental Retardation: http://www.aamr.org
Inclusive Education: http://www.uni.edu/coe/inclusion/cooperative.html
National Transition Alliance: http://www.dssc.org/nta/index.html
Instructional Technology Resource Center (ITRC): http://www.itrc.ucf.edu
National Center on Educational Outcomes (NCEO): http://www.coled.umn.edu/nceo
Special Educator’s Web Page (lesson plans, etc.): http://www.geocities.com/Athens/Styx/7315
Recommended Resource Materials:
Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., Messina, R., &
Schroeder, J. (1982). Principle of partial participation and individualized adaptations in
educational programs for severely handicapped students. Journal of the Association for the
Severely Handicapped, 7(2), 17-27.
Barnes , S. B. & Whinnery, K. W. (1997). Mobility Opportunities Via Education
(MOVE): Theoretical foundations. Physical Disabilities: Education and Related Services, 16(1),
33-46.
Ford, A., Schnorr, R., Meyer, L., Davern, L., Black, J, & Dempsey, P. (1989). The
Syracuse Community-Referenced Guide for Students with Moderate and Severe Disabilities.
Baltimore, MD: Paul H. Brookes Publishing Co.
Foster-Johnson, L. & Dunlap, G. (1993). Using functional assessment to develop
effective, individualized interventions for challenging behaviors. Teaching Exceptional
Children, 25(3), 44-50.
Giangreco, M. F., Cloninger, C. J., & Iverson, V. S. (1998). Choosing outcomes and
accommodations for children: A guide to educational planning for students with disabilities (2nd
ed.). Baltimore: Paul H. Brookes Publishing Co.
Guess, D. & Noonan, M. J. (1982). Curricula and instructional procedures for severely
handicapped students. Focus on Exceptional Children, 14(5), 1-12.
Kern County Superintendent of Schools. (1999). M.O.V.E.: Mobility Opportutnities Via
Education. Bakersfield, CA: Author.
Loyd, R. J., & Brolin, D. E. (1997). Life centered career education: Modified curriculum
for individuals with moderate disabilities. Reston, VA: The Council for Exceptional Children.
Orelove, F. P. & Sobsey, D. (1991). Educating children with multiple disabilities: A
transdisciplinary approach (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.
Porter, S., Haynie, M., Bierle, T., Caldwell, T. H., Palfrey, J. S. (1997). Children and
youth assisted by medical technology in educational settings: Guidelines for care (2nd ed).
Baltimore: Paul H. Brookes Publishing Co.
Rainforth, B. & York-Barr, J. Collaborative teams for students with severe disabilities:
Integrating therapy and educational services (2nd ed.). Baltimore: Paul H. Brookes Publishing
Co.
Smith, T. E. & Hilton A. (1994). Program design for students with mental retardation.
Education and Training in Mental Retardation and Developmental Disabilities, 29(1), 3-8.
Warren, S. F. & Yoder, P. J. (1994). Communication and language intervention: Why a
constructivist approach is insufficient. The Journal of Special Education, 28(3), 248-258.
Grading/Evaluation System:
Note: To monitor progress, selected courses in the teacher preparation program include Key
Assignments linked to program learning outcomes and state standards. Key Assignments must be
submitted in TK20. A passing grade (70% or higher) is required on the identified student learning
outcomes associated with Key Assignments to pass Key Assignment courses and continue in this Teacher
Education program. If applicable to this course, the Key Assignment will be described below.
NOTE: This course does not include a Key Assignment.
Course Requirements:
Incompletes (I) will not be given except under extreme circumstances. Please see college
catalog for rules about I’s and course withdrawals.
1. Threaded Discussions: In an on-line course, threaded discussions are a critical component
of the learning experience, taking the place of traditional face-to-face meetings. Therefore,
thoughtful participation in threaded discussions is expected. Contributions to threaded
discussions will be graded based on the Threaded Discussion Rubric. Because the quality of
the discussions depends on timely contributions, no late submissions will be accepted. All
threaded discussions will be closed when submissions are due.
2. Written Assignments: In addition to threaded discussion, weekly topics may include written
assignments. Written assignments are group assignments that are submitted by the assigned
group leader for each task. Two points will be deducted each day for late assignments.
3. Quizzes: During some of the weekly sessions, you will take a Quiz on assigned articles.
These 2-3 question quizzes will be worth a total of 3 points. Quizzes will be available for a
24 hour period. See the course schedule for quiz availability. Failure to take the quiz within
the assigned time frame will result in “0” points. There will be no make-up quizzes.
4. Tests: Tests on the assigned readings and lectures will be administered according to the
course schedule. Tests will be available for a 24 hour period. Failure to take the test within
the assigned time frame will result in “0” points. Make-up tests are not permitted except with
instructor approval in advance.
5. Activity-Based Instruction Plan: This is an individual assignment. Each student will
develop an activity-based instruction plan for a student with severe disabilities. Instructions
and additional information will be posted at the appropriate time. Projects are due on the
assigned due date. Five (5) points will be deducted per day for late assignments.
Grading Criteria
Letter grade equivalencies are as follows:
Grade Range Equivalent Grade Range Equivalent
Letter Grade Letter Grade
94 – 100 3.8 – 4.0 A 77 – 79 2.1 – 2.3 C+
90 – 93 3.4 – 3.7 A- 74 – 76 1.8 – 2.0 C
87 – 89 3.1 – 3.3 B+ 70 – 73 1.4 – 1.7 C-
84 – 86 2.8 – 3.0 B 60 – 69 0.1 – 1.0 D
80 – 83 2.4 – 2.7 B- 00 - 59 0.0 – 0.0 F
Grade Determination:
3 Tests @ 50 points each 150 points
7 Quizzes @ 5 points each 35 points
Activity-Based Instruction Plan 100 points
7 Written Assignments @ 5 points each 35 points
Total 320 points
References/Bibliography: See above recommended resources.
Special Technology Utilized by Students:
Each UWF Student is expected to:
Activate a UWF ArgoNet email account
Access email two to three times weekly
Have basic word processing knowledge
Purchase and activate a TK20 Account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of
West Florida, we commit ourselves to honesty. As we strive for excellence in performance,
integrity—personal and institutional—is our most precious asset. Honesty in our academic work
is vital, and we will not knowingly act in ways that erode that integrity. Accordingly, we pledge
not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share
community resources in ways that are responsible and that comply with established policies of
fairness. Cooperation and competition are means to high achievement and are encouraged.
Indeed, cooperation is expected unless our directive is to individual performance. We will
compete constructively and professionally for the purpose of stimulating high performance
standards. Finally, we accept adherence to this set of expectations for academic conduct as a
condition of membership in the UWF academic community.
Netiquette: Students are advised to use appropriate etiquette for any course correspondence including
email and discussion posts. Netiquette refers to rules for sending effective and professional messages. In
summary, students are required to use professional language with appropriate spelling, capitalization, and
punctuation for any official class correspondence with other students or the instructor. Additionally,
messages should be free of sarcasm, angry tones (FULL CAPS), and unprofessional language. Students
are advised to refer to the OWL Email Etiquette guidelines
(http://owl.english.purdue.edu/handouts/pw/p_emailett.html) addressed in Session 1, use professional
language, and re-read messages before sending them. Any unprofessional communication will be
addressed by the instructor and could lead to an RtI referral for remediation.
Assistance: The Student Disability Resource Center SDRC at the University of West Florida
supports an inclusive learning environment for all students. If there are aspects of the instruction
or design of this course that hinder your full participation, such as time limited exams,
inaccessible web content, or the use of non-captioned videos and podcasts, please notify the
instructor or the SDRC as soon as possible. You may contact the SDRC office by e-mail at
sdrc@uwf.edu or by phone at (850) 474-2387. Appropriate academic accommodations will be
determined based on the documented needs of the individual.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.
