Syllabus Course Prefix/Number: EEX 4474 Course Title: Curriculum for Teaching Students with Severe Disabilities Lead Instructor Name and Contact Information: Stacie Whinnery, Ed.D. 850-474-3268 firstname.lastname@example.org Bldg. 85, Room 169 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 Person and 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 Person and 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.) Student 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 and be able to develop an individualized program for a student with a severe disability 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 a 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 Goals: 1. To prepare students to meet the following accomplished practices mandated by the State of Florida:#1, #5, #7, #8, #9, and #10. (http://coeserver03.fiu.edu/efolio/feap.htm) 2. To prepare students to meet the following Florida Subject Area Competencies & Skills: ESE 1.6, 1.7, 2.5, 3.3, 3.5, 3.6, 4.2, 5.2, 6.1 (http://www.fldoe.org/asp/ftce/ftcecomp.asp) & Professional Education 3. To prepare students to use appropriate Sunshine State Standards in teaching students (http://www.floridastandards.org/index.aspx) 4. To prepare students to meet NCATE standard 1b Course Alignments by Assessments, Outcomes, and Standards Project Name Conceptual Course NCATE FEAPs Subject Area Competencies and and Assessment Framework SLO’s Standard Skills – ESE Tool Outcomes (Characteristics) Activity-Based Decision Maker 7, 8, 9, 1b 1.4, 1.7, 1.6, 1.7, 2.5, 3.3, 3.5, 5.2, 6.1 1.11, 5.7, Instruction Plan 10 5.10, 7.7, PEC 1, 5, 7, 8, 9, 10 8.3, 9.4, 9.5, 9.11, 10.1, 10.2, 10.6, 10.9, 10.10, 10.12 Weekly Critical Thinker 1-6, 11, 1b 1, 5, 7, 8, 9, 3.6, 4.2, 6.1 Assignments/ 12 10 Tests/Exam PEC 1, 5, 7-10 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 Required Textbook and Technology: 1. Snell, M. E. & Brown, F. (2006). Instruction of students with severe disabilities (6th 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 Person and 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: Key Assignments must be submitted in TK20. You must earn 70% or better on the identified student learning outcomes of this assignment to pass this course and continue in this Teacher Education program. 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. Grade Determination: 3 Tests @ 50 points each 150 points 7 Quizzes @ 5 points each 35 points Activity-Based Instruction Plan 75 points 6 Written Assignments @ 5 points each 30 points 6 Threaded Discussions @ 5 points each 30 points Total 320 points 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 - 54 0.0 – 0.0 F 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. Assistance: Students with special needs who require specific examination-related or other course-related accommodations should contact the Student Disability Resource Center (SDRC), email@example.com, 850.474.2387. SDRC will send an email to the instructor that specifies any recommended accommodations. 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.
Pages to are hidden for
"This course will provide an introduction to"Please download to view full document