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
Bldg. 85, Room 169
Pre and Co-Requisites: EEX 3070
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. This course addresses the Next Generation Sunshine State Standards (NGSSS) within lesson planning assignments.
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.)
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 and Assessment Tool / Conceptual Framework Outcomes (Characteristics) / Course SLO’s / NCATE Standard / FEAPs / Subject Area Competencies and Skills – ESE / ESOL Performance Standards / Reading Endorsement Competencies IndicatorsActivity-Based Instruction Plan / Critical Thinker
Decision Maker
Ethical/Moral Professional / 7, 8, 9, 10 / 1b / 1.4, 1.7, 1.11, 5.10, 7.7, 8.3, 9.4, 9.5, 10.1, 10.2, 10.6, 10.7, 10.9, 10.10, 10.12 / 61. 1.6, 6.1.1.7, 61.2.5, 61.3.3, 61.3.5, 61.5.3, 61.6.1 / N/A / N/A
Weekly Assignments/ Tests/Exam / Critical Thinker / 1-6, 11, 12 / 1b / 1.4, 1.10, 1.11, 5.10, 7.7, 8.2, 10.1, 10.7, 10.15, 11.8, 12.11 / 61.2.5, 61.3.3, 61.3.6, 61.4.2, 61.6.1 / N/A / N/A
Topics and Tentative Schedule:
Date / TopicsWeek 1 / · Overview of Course
· Introduction
· 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
Week 9 / · Assessing Current Performance (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. (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 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. This plan will incorporate the Next Generation Sunshine State Standards (NGSSS). 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 Letter Grade / Grade Range / Equivalent Letter Grade94 – 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
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
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.