This course will provide an introduction to by O3L09H



Course Prefix/Number: EEX 4474

Course Title: Curriculum for Teaching Students with Severe Disabilities

Lead Instructor Name and Contact Information:
             Stacie Whinnery, Ed.D.
             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
    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
    12. discuss current issues related to the integration of students with severe disabilities with
        their non disabled peers

1. To prepare students to meet the following accomplished practices mandated by the State of
Florida:#1, #5, #7, #8, #9, and #10. (

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 ( &
Professional Education

3. To prepare students to use appropriate Sunshine State Standards in teaching students

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

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,

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 or by phone: (850)857-6311. We appreciate
   your hard work and dedication toward completing your education at the University of West

Links to special education programs:
Autism Society:
The Big Page of Special Education Links:
Council for Exceptional Children:
Federal Resource Center for Special Education:
Resource Directory for Special Education:
Internet Resources for Special Children (IRSC):
Comprehensive List of Disability-Related Web Sites:
MOVE International:
National Down Syndrome Society:
Association for Retarded Citizens:
American Association on Mental Retardation:
Inclusive Education:
National Transition Alliance:
Instructional Technology Resource Center (ITRC):
National Center on Educational Outcomes (NCEO):
Special Educator’s Web Page (lesson plans, etc.):

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),
        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
        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

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

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),, 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.

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