EDSP 517

Fall Quarter, 2007

Characteristics and Needs of Children with Moderate to Severe Disabilities

Instructor:Yeunjoo Lee (

Phones:(661) 654-6478 (Office)

Fax: (661) 654-3029 (fax)

E-Mail Address:

Office Hours: 3-5 pm on Tuesdays and Thursdays

3 to 4 pm on Wednesdays

Required text: McDonnell, J., Hardman, M., & McDonnell, A. (2003). An Introduction to Persons with Moderate and Severe Disabilities. Boston, MA: Allyn & Bacon.

Additional readings are provided in the webct.

Software:Livetext is software designed for instructional portfolios. Candidates will be expected to post one assignment on Livetext and the instructor will grade the assignment based upon an on-line rubric. Information concerning Livetext can be found at Do not purchase the software until after speaking with the course instructor.

Prerequisite CourseEDSP 501 Introduction to children and youth with exceptionality

School of Education Philosophy

The philosophy of the School of Education has as its basis confluent education which perceives learning as the merging of cognitive, affective, social, and psychomotor domains. This belief underscores the premise that education nurtures and promotes intellectual growth and the emotional, social, and physical well being of all students with a special focus on diversity and equity.

School of Education Goals

The following goals provide a direction for implementing the philosophy of educating the whole person.

  • To formulate a comprehensive view of human growth and development, a global knowledge of self and others, and an empathy and sensitivity to multiple realities of a changing environment.
  • To develop a commitment and responsibility to democratic and social values through professional collaboration, educational leadership, and collegial partnerships.
  • To promote critical inquiry through research and practice in order to improve teaching, learning and communication.
  • To broaden knowledge and skill bases in terms of pedagogical multicultural principles conducive for effective curriculum delivery and instruction in diverse settings.
  • To utilize and integrate various current multimedia resources and technological tools to enhance teaching and learning in the ever-changing society.
  • To apply multiple methods of assessment with a special focus on critical reflection and self-analysis for continual professional development and on-going program evaluation.

Candidate Dispositions

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

Professional Collaboration

Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.

Reflective Practitioner

Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.

Ethical Professional

Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

Student/Client Centered

Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.

Professional Leader

Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.

Professional Competence

Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

Course Objectives/Competencies (Matching CTC Standards)

In order to make explicit how this course attempts to address the education of the whole person, the following objectives are coded as to which domains the objectives pertain to: C = cognitive; A = affective; S = social and P = psychomotor. Some classes may not include all four domains. Reference to CCTC Program Standards are noted following objectives.

The candidate will be able to:

  1. Define and describe the unique learning characteristics of persons with moderate to severe disabilities that are associated with the categorical terms of mental retardation, autism, deaf-blind, emotional disturbance, traumatic brain injury, and multiple disabilities (C, A, S, P).

Standard 12: Educating Diverse Learners with Disabilities

Standard 24: Positive Behavior Support

Standard 25: Communication and Social Network

Standard 27: Movement, Mobility, Sensory and Specialized Health Care

  1. Demonstrate knowledge of the issues related to the assessment, placement, transition, and instructional service delivery models in inclusive settings for persons with moderate to severe disabilities (C, S).

Standard 10: Professional, Legal, and Ethical Practices

Standard 11: Educational Policy and Perspectives

Standard 12: Educating Diverse Learners with Disabilities

Standard 16: Effective Communication & Collaboration

Standard 22: Assessment and Evaluation of Students

Standard 17: Assessment, Curriculum and Instruction

Standard 23: Planning & Implementing Instruction

Standard 26: Curriculum

Standard 27: Movement, Mobility, Sensory and Specialized Health Care

CLAD Standard 13: Preparation to Teach English Learners

  1. Discuss issues facing the families of persons with moderate to severe disabilities (C, A, S).

Standard 12: Educating Diverse Learners with Disabilities

Standard 16: Effective Communication & Collaboration

Standard 25: Communication & Social Networks

  1. Demonstrate knowledge of and utilize a variety of resources regarding the use of technology for communication, mobility, and personal care of children and youth with moderate to severe disabilities (A, S, P).

Standard 15: Managing Learning Environments

Standard 23: Planning & Implementing Instruction

Standard 25: Communication and Social Networks

Standard 27: Movement, Mobility, Sensory, and Specialized Health Care

  1. Incorporate research findings and theoretical knowledge into the practice of teaching of persons with moderate to severe disabilities (C, A, S, P).

Standard 15: Managing Learning Environments

Standard 24: Positive Behavior Support

Standard 26: Curriculum

Standard 27: Movement, Mobility, Sensory, and Specialized Health Care

CLAD Standard 13: Preparation to Teach English Learners

  1. Demonstrate knowledge of community-based instruction and transitional planning (C, S).

Standard 16: Effective Communication & Collaboration

Standard 17: Assessment, Curriculum and Instruction

Standard 23: Planning & Implementing Instruction

Standard 25: Communication & Social Networks

Standard 26: Curriculum

  1. Demonstrate knowledge and understanding of basic principles and strategies of assessment, including norm-referenced and criterion-referenced tests. In addition, candidates will be able to use alternative assessment such as formative evaluation, work samples, portfolios, curriculum-based, and ecological assessment (C, A, S, P).

Standard 10: Professional, Legal, and Ethical Practices

Standard 11: Educational Policy and Perspectives

Standard 12: Educating Diverse Learners with Disabilities

Standard 17 Assessment, Curriculum and Instruction

Standard 22: Assessment and Evaluation of Students

Standard 26: Curriculum

CLAD Standard 13: Preparation to Teach English Learners

  1. Demonstrate appropriate use of principles and strategies for planning, providing Least Restrictive Environment, recommending services, and implementing instruction including the use of supplementary aids, services, and technology for individuals with disabilities (C, S, P).

Standard 10: Professional, Legal, and Ethical Practices

Standard 15: Managing Learning Environments

Standard 17: Assessment, Curriculum and Instruction

Standard 23: Planning & Implementing Instruction

  1. Demonstrate knowledge of the core curriculum scope and sequence, curriculum adaptation, and instructional strategies for students with diverse needs (C, A)

Standard 10: Professional, Legal, and Ethical Practices

Standard 11: Educational Policy and Perspectives

Standard 12: Educating Diverse Learners with Disabilities

Standard 17: Assessment, Curriculum and Instruction

Standard 22: Assessment and Evaluation of Students

Standard 23: Planning & Implementing Instruction

Standard 26: Curriculum

CLAD Standard 7 Preparation to Teach Reading-Language Arts

CLAD Standard 13: Preparation to Teach English Learners

  1. Develop an IEP/ ITP and lesson plans based on the assessment data (C, A, S, P)

Standard 23: Planning & Implementing Instruction

Standard 26: Curriculum

CLAD Standard 7 Preparation to Teach Reading-Language Arts

CLAD Standard 13: Preparation to Teach English Learners

General Information:

  1. Assignments are due at midnight on the assigned due date. Assignments submitted after the beginning of class will be automatically lose 10% of its assigned credit. No assignments will be accepted one week after the assigned due dates.
  1. If you have an emergency on the day of a test you will be allowed to make up that test on a compromised day with the instructor.
  1. All assignments are to be type-written and double spaced. Use a basic font, no larger than 12. Handwritten papers will not be accepted.
  1. Be aware that I do not assign extra work. You will receive the grade you have earned. I do not assign bonus points, nor do I give you credit for how hard you try.
  1. Students are expected to do all work assignments without unauthorized assistance and not to give unauthorized assistance. Cheating is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage, i.e. submission of the same, or essentially the same paper or assignment for credit in two different courses without receiving approval. Plagiarism consists of the misuse of published or unpublished works of another by claiming them as one’s own. It may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, or phrases written by another, or using data and/or statistics compiled by another without giving citation (See p.80-81of the 2005-2007 catalog). Violation to these policies may result in a failing grade or other consequences stated in the CSUB Catalog.
  1. Students who choose to violate the standards of ethical conduct will be dealt with as outlined in p.47 in CSUB Class Schedule. See the instructor if you need a copy of this information.

Course Requirements:

1.Self-Introduction

  • Post the introduction of yourself in the “Discussion” by
  • Include
  • Your name.
  • Experience with students with disabilities.
  • Current work place.
  • One unique thing about yourself.

2.WebCT assignments

  • Complete anounced WebCT assignments.
  • The assignment will be in forms of online discussion, quizzes, and/or summary of readings.
  • The assignments will be announced via WebCT emails.
  • Please see Appendix A for online discussion guidelines.

3.Research Paper and handout

  • Conduct research about a disability/syndrom and submit a report (e.g., Williams Syndrome, Prader-Willie syndrome, Charger Syndrome, Fetal Alcohol Syndrome, Fragile X Syndrome, Angelman syndrome, Tourette syndrome, Bi-Polar disorder, obsessive and compulsive disorder, etc).
  • The report should include (at least 3 full pages, double spaced)
  • Name of condition.
  • Etiology (i.e., cause).
  • Physiological Characteristics (if any).
  • Behavioral Characteristics (if any).
  • Degree of Cognitive Impairment (if any).
  • Prevalence
  • Treatment (e.g., medical, psychological, educational)
  • Prognosis
  • References (Should include 5 or more. Websites are acceptable).
  • Related Websites: Provide brief description of each website (one to three sentences per site).
  • One page handout: Prepare one-page handout on information that is resourceful and beneficial for other members of the class. You are required to use Microsoft PowerPoint to create the handout.
  • Handouts need to include a list of references that were utilized in the preparation of your presentation.
  • This research paper is to be posted in LiveText. Students choosing not to post their assignments will not pass the course.
  • Please see Appendix B for directions of how to submit a report to LiveText.
4.Project.
Choose one of the following three projects to complete:
A. Parent Case Study.

Interview a parent who has a child with a disability. Be sure to get the parent’s permission to participate in the interview. Do not do it covertly. You should have a good relationship with the parent before doing this activity. Your knowledge of the parent should be such that you know that the interview will not upset them. Emphasize to the parent that they (and their child) will remain anonymous for purposes of the report. The report should be a minimum of 5 full, double-spaced typewritten pages. The report should include rich detail. It should address the following:

  • Age and gender of the child.
  • Disability.
  • Current educational placement(s).
  • Description of the family (two income, single parent, extended family, etc.)
  • Demographic information (age of parent(s), levels of education, primary language, socioeconomic level, etc.).
  • Prenatal experiences.
  • Circumstances of initial diagnosis.
  • Responses to diagnosis.
  • Levels of satisfaction with initial services/resources.
  • Current satisfaction with services/resources.
  • What is most challenging about being a parent of a child with a disability?
  • What is most satisfying about being a parent of a child with a disability?
  • What advice would they give to new parents of a child with a disability?
  • What did you, as an educator, learn from conducting this interview?

B. Paper on “best practices in special education”

Write up: Select a topic and write a paper on best practices for teaching students with moderate to severe disabilities. Suggested topics include:

  • teaching academic subject matter (reading, math, science, social studies, etc.); school-home communication; augmentative communication devices; teaching social skills; visual/performing arts; audio application; cooperative learning; peer tutoring; games; successful inclusion; technology integration; community based instruction; instructional/assistive technology
  • The paper should be written in the APA recommended format.
  • It should include at least 5 references from reliable sources (check with the instructor if you have any questions about the sources).
  • The paper should be no less than 5 full pages in length, not including the references.

C. Interview a “Model” Special Education Teacher

For this activity, you will need to identify a special education teacher who has been teaching in the field for a minimum of 8 years. The teacher needs to demonstrate exemplary teaching practices with their students and should possess a positive attitude. You will need to interview the teacher and write a report, rich in detail, on your findings. The report should be no less than 5 full pages in length and should address the following:

  • Name of the teacher.
  • Worksite and school district.
  • Current assignment and student population.
  • Previous special education assignments and populations.
  • Educational History (Degrees and credentials).
  • Perceived area(s) of strength as a teacher.
  • Areas of interest or areas needing further development as a teacher.
  • Describe the most difficult child taught during career. What was learned from teaching that child?
  • Describe the most rewarding child taught. What was learned from teaching that child?
  • How does the teacher stay current on trends in the field?
  • How does the teacher avoid burnout?
  • What advise would you give to a new special education teacher?
  • Would they encourage a family member to become a special education teacher? Why or why not?
  • What was learned from doing the interview?
  • Note: The above projects must demonstrate consideration for diverse populations (e.g. language, ethnicity, socio-economically diverse), particularly English Language Learners. For the parent case study, be sure to include discussion concerning issues of diversity. For the paper on “best practices” be sure to address diversity. For the teacher interview, be sure to include questions concerning working with diverse populations.
  • Due:

5.Two Tests

  • You will take the tests via online.
  • Test links will be open from 3 pm to midnight on the assigned dates. You will have 90 minutes to complete a test.
  • If you cannot take tests on the assigned dates, please contact the instructor.
  • Test questions will take many forms, but most will be multiple choices, true/false, fill-in the black, and/or short answer.
  • Each test is valued 35 points.

Test Number

/ Date / Assigned Chapters
Test 1 / Oct.14 / Week 1, 2, 3, 4, and 5
Test 2 / Nov. 18 / Week 6, 7, 8, 9, and10.

Grading Scale:

A =94% (or higher) A-=90-93%

B+ =87-89%B =83-86%

B- =80-82%C+=77-79%

C = 73-76%C-=70-72%

D = 69-60%F=59% or below

ASSIGNMENT / Due Date / POINTS / My Grade

Self Introduction

/ Sept.16 / 5
WebCT Assignment / 50 (10X5)
Research Paper and Presentation / Oct. 21 / 40
A Choice of Assignments / Nov. 11 / 40

Test #1

/ Oct.14 / 40

Test #2

/ Nov.18 / 40
Total

CLASS SCHEDULE

This schedule is intended to be used as a guide and is subject to change.

  • Readings in Black are the textbook chapters.
  • Readings in BLUE are websites. Please click the links.
  • Readings in RED are book chapters or journal articles. They are located in WebCT.

Date / Topic/Readings / Assignment
Week 1
Sep. 10-16 / Person First Language
(read the following site:
Chapter 1. Understanding people with severe disabilities. / Self-Introduction
Week 2
Sep. 17-23 / Self-Determination and Learned Helpless:
Marks (1998) and Wehmeyer (2005)
Chapter 2. Valuing people with severe disabilities.
Week 3
Sep.24-30 / Chapter 3. Family, friends, and society.
Chapter 4. Biomedical issues
IDEA 2004 (read the following website: / WebCT Assignment #1
Week 4
Oct.1-7 / Chapter 5. Multicultural and Diversity Issues. Structures to support English Language Learners.
Chapter 6. Assistive Technology
Chapter 7. Positive Behavioral Support
(Overview of PBS by Northern Arizona Univ.) / WebCT Assignment #2
Week 5
Oct. 8-14 / Chapter 7. Positive Behavioral Support (continued). /

Test #1

Week 6
Oct.15-21 / Chapter 8. Early Intervention
Chapter 5. Biological sources of mental retardation and efforts for prevention (in Beirne-Smith, Ittenbach, & Patton.)
DePaepe, Garrison-Kane, & Doelling (2002) / WebCT Assignment #3
Research Paper Due
Week 7
Oct.22-28 / Chapter 9. Programs for Preschool Children
Chapter 10. Elementary Programs
Chapter 11. Secondary Programs
Week 8
Oct. 29-Nov.4 / Curriculum Adaptation
Overview of Instructional Practices to instruct English Language LearnersChapter 13. Adaptations and instruction in literacy and language arts. (in Best, Heller, & Bigge) / WebCT Assignment #4
Week 9
Nov.5-11 / Chapter 6. Adapting environments, materials, and instruction to facilitate inclusion. (in Ryndal & Alper).
Autism: Characteristics and instructional methods
Marks et al. (2003) and
/ Project due
Week 10
Nov. 12-18 / Chapter 12. Employment and Residential Programs for Adults
Chapter 13. Programs for Older Adults / WebCT Assignment #5
Final Week / Test #2

Readings

DePaepe, P., Garrison_Kane, L., & Doelling, J. (2002). Supporting students with health needs in schools: An overview of selected health conditions. Focus on Exceptional Children, 35, 1-22.