A Course Syllabus
for
EdSp 4310
Introduction to Students with Severe Developmental Disabilities
(2 Semester Hours)
In
Special Education
Department of Educational Leadership and Human Development
Of the
COLLEGE OF EDUCATION
Course Description: Basic information pertaining to the characteristics and care of students with severe developmental disabilities.
Prerequisite: EdSp 2100 - Education of the Exceptional Child
or
Psy. 4200 - Psychology of Exceptional Children
Conceptual Framework information (revised 10/07)
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
UNIVERSITY OF CENTRAL MISSOURI
WARRENSBURG, MISSOURI
Special Education
Educational Leadership & Human Development
EdSp 4310 Introduction to Students with Severe Developmental Disabilities
(2 Semester Hours)
Dr. Theresa L. Earles-Vollrath, Ph.D. Office Address: Lovinger 4138
Office Hours: M/W 2:15-4:30 Telephone (660) 543-8702
By Appointment Fax (660) 543-4164
Email:
Catalog Description: Basic information pertaining to the characteristics and care of students with severe developmental disabilities.
Prerequisites: EdSp 2100 Education of the Exceptional Child
Or
Psy 4200 Psychology of the Exceptional Child
Purpose of Course:
The course materials provide an overview of information about theories and the treatment of individuals with severe mental retardation and other severely handicapping conditions. The course is designed to meet the needs of professionals in either public or private settings who are responsible for the educational training programs of individuals with severe handicaps. Justification: This course is a required course for Missouri Teacher Certification in Severe Developmental Disabilities.
The purposes of the course are to provide the student with information so that he/she will be knowledgeable about the current issues in the field of severe mental retardation and the “best educational practices” in the training of individuals with severe handicaps. This course emphasizes application of a knowledge base specific to current practices and philosophy of educating students with moderate or severe disabilities.
Course Objectives:
1. Foundations:
CC1K1 Models, theories, and philosophies that form the basis for special education practice.
CC1.K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
CC1K8 Historical points of view and contribution of culturally diverse groups.
CC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them.
IC1K1 Definitions and issues related to the identification of individuals with disabilities
IC1K2 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice.
IC1K3 The legal, judicial and educational systems to assist individuals with disabilities
IC1K4 Continuum of placement and services available for individuals with disabilities.
IC1.K5 Laws, regulations, and policies related to the provision of specialized health care in the educational setting.
IC1K6 Principles of normalization and concept of least restrictive environment.
CC1S1 Articulate the pros and cons of current issues and trends in the education of individuals with disabilities.
2. Characteristics of Learners:
CC2K1 Typical and atypical human growth and development.
CC2K2 Educational implications of characteristics of various exceptionalities.
CC2K5 Similarities and differences of individuals with and without exceptional learning
needs.
CC2K6 Similarities and differences among individuals with exceptional learning needs.
CC2K7 Effects of various medications on individuals with exceptional learning needs.
IC2K1 Etiology and diagnosis related to various theoretical approaches.
IC2K2 Impact of sensory impairments, physical and health disabilities on individuals, families, and society.
IC2K4 Psychological and social-emotional characteristics of individuals with disabilities.
3. Individual Learning Differences
IC3K2 Impact disabilities may have on auditory and information processing skills
IC3K3 Impact of multiple disabilities on behavior
5. Learning Environments and Social Interactions
IC5K2 Barriers to accessibility and acceptance of individuals with disabilities
IC5K5 Advantages and disadvantages of placement options and programs on the continuum of services for individuals with disabilities
6. Communication
IC6K1 Impact of language development and listening comprehension on academic and nonacademic learning of individuals with disabilities
9. Professional and Ethical Practice
IC9K1 Sources of unique services, networks, and organizations for individuals with disabilities.
IC9K2 Organizations and publications relevant to individuals with disabilities
10. Collaboration
IC10K3 Roles of professional groups and referral agencies in identifying, assessing and providing services to individuals with disabilities
Academic Integrity
All work turned in for a grade by a student is assumed to be one’s own information, work, and endeavor. Under the regulations of this campus, instructors are obligated to report any instances of academic dishonesty to the appropriate administrator. The university student handbook outlines the consequences of academic dishonesty.
Americans with Disabilities Act
If you have special needs as addressed by the Americans with Disabilities Act and need course materials in alternative formats, notify your course instructor immediately. Reasonable efforts will be made to accommodate your special needs.
Early Alert
As part of the COE commitment to building a positive, student-centered learning community that supports the success of every student, the faculty member instructing this course participates in the UCM Early Alert Program.
Library Services
Get help at your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk:
Phone: 660-543-4154 Email:
AIM: JCKLReference RefChat: http://library.ucmo.edu/chat
Disposition: The faculty in Special Education of the Department of Educational Leadership and Human Development acknowledges that disposition is a critical factor in being a successful special educator. As such, it is the faculty’s intention to instill and develop within each prospective special educator the following dispositions adopted by the Council for Exceptional Children.
We believe that Special Education Professionals:
ü are committed to developing the highest educational quality of life potential of exceptional individuals;
ü promote and maintain a high level of competence and integrity in practicing their profession;
ü engage in professional activities that benefit exceptional individuals, their families, other colleagues, students or research subjects;
ü exercise objective professional judgment in the practice of their profession;
ü strive to advance their knowledge/skills regarding the education of exceptional individuals;
ü work within the standards and policies of their profession;
ü seek to uphold and improve, where necessary, the laws, regulations, and policies governing the delivery of special education and related services;
ü do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.
Tentative Course Schedule
8/20 Review of Syllabus
Definitions Read Chapter 1
8/27 Chromosomes and heredity
Development and Risk during prenatal, natal, and postnatal stages
Biomedical Issues
Read Chapter 4 and the following article
Vehmas, S. (1999). Newborn infants and the moral significance of Intellectual disabilities. The Journal of the Association for Persons with Severe Handicaps, 24 (2), 111-121.
Basic Principals of early development
9/3 Disability Fact Sheets Due
9/10 MIDTERM
General Characteristics of Students with Disabilities
Characteristics of students with Autism
9/17 Evolution of services for individuals with severe disabilities Read Chapter 2
The law and students with severe disabilities Read Chapter 3
Multicultural and diversity issues Read Chapter 5
Inclusion article and reflection paper due
Graduate projects due
9/24 Programs for students with disabilities Read Chapters 10-13
Historical timeline and Philosophy Statement
FINAL EXAM
Course Requirements:
1. Develop Disability Fact Sheets on a 5 different disabilities. The facts sheets should contain the following information:
q Etiology (cause)
q Prevalence
q Characteristics
o Behavioral
o Physical
o Social
o Comunication/Language
o Learning
q Associated impairments and medical complications
q How is the disability diagnosed and by whom?
q Medical Treatments—if applicable, list and briefly explain 3-5 medical treatments that are commonly used for students with your selected disability. This section can include information on different pharmacological interventions.
q Any other related information that would be beneficial for educators to know when working with students with your selected disability
q References: At least 5 different sources MUST be used when developing this presentation. At least 3 of the sources must be either books or articles from peer reviewed journals. The other 2 sources may be from the internet or other resources. The references must be cited in the presentation using current APA format.
The following are examples of disabilities from which you can choose:
Down’s Syndrome PKU Childhood Disintegrative Disorder William’s Syndrome
Neural Tube Defects Prader-Willi Syndrome
Cerebral Palsy Tay-Sachs
Fragile X Syndrome Rett’s Syndrome
Angelman Syndrome Alper’s
Each UCM student must provide the instructor with a list of the 5 disabilities
by the end of class on 8/28/08.
Please, no duplications of disabilities!
Due Date: September 3, 2008
PLEASE POST FACT SHEETS ON BB DISCUSSION BOARD PRIOR TO CLASS. ALL STUDENTS ARE EXPECTED TO DOWNLOAD AND PRINT ALL FACT SHEETS AND BRING TO CLASS ON THE DUE DATE.
2. Inclusion article and reflection paper: Locate an article on inclusion for students with severe disabilities. The article should either be pro inclusion or against inclusion which will be assigned to each student by Dr. Vollrath. Write a 1-2 page double-spaced, type-written reflection on the article.
Due Date: September 17, 2008
4. Historical timeline and Philosophy statement: Develop a historical timeline that details the progress of special education and services for children with SDD and a 1-2 page double-spaced, type-written paper stating your philosophy regarding the service delivery models for students with Severe Developmental Disabilities
Due Date: September 24, 2008
5. Exams: 2 exams worth 50 points each
6. In-class Activities. Numerous activities will be completed during class time. These activities are to be completed and turned in at the end of class. In-class assignments CANNOT be made up.
7. Attendance and participation. Attendance and participation in this course is expected. Persons who have more than 2 absences will have their final grade lowered by one letter. Persons who have more than 2 excused or unexcused absences will have their final grade lowered by 10% per day starting on the 3rd day. Attendance will be taken during every class. Classes will only be excused with a dated note from a physician.
8. Late assignment policy. It is expected that all assignments, exams, presentations, etc… be turned in at the beginning of class of the indicated due date. Certain situations and unforeseen circumstances however, may occur; therefore assignments submitted at the beginning of the next class period will be worth 80% of the total points. Assignments submitted later than the next class period will not be accepted.
9. All assignments submitted for grades must be typed, double-spaced, using APA format.
10. Differential Requirements for Students Receiving Graduate Credit:
Students enrolled in the course for graduate credit must produce graduate level assignments in addition to meeting all undergraduate requirements. The graduate assignment is described below:
Critical Issue Position Paper
a. The student will select a topic from the information covered during this course. The topic must be presented to the professor by August 30, 2006 for approval.
b. The critical issue position paper is to be approximately 5-8 pages in length, double-spaced, 10 or 12 point font. The paper topic is to be based on one of the issues below.
c. The paper must follow APA (American Psychological Association Publication Manual, 5th Edition) style and referencing is required.
d. The paper should be structured using the following guidelines
i. review of relevant literature or research on the topic
ii. present YOUR position on the policy and/or practice in the targeted area
iii. At least 8 recently published journal articles, book chapters, or books on the topic (excluding book chapters assigned for this class)
Example topics
§ Bioethical dilemmas: Withholding medical treatment for infants with severe disabilities, genetic engineering, etc… (see chapter 4)
§ The continued institutionalization of children, youth, and adults with severe disabilities
§ The full and/or partial inclusion of students with SDD in general education classes
§ Issues of competence and the rights of adults with SDD to make their own decisions (such as to marry and have children, manage financial affairs, choose where and with whom to they live)
Grading:
Final grades will be calculated on a percentage of total points for the course and based on the following scales:
Undergraduate: 90% = A, 80% = B, 70% = C, 60% = D, Below 60% = F
Graduate Credit: 95% = A, 85% = B, 75% = C, 60% = D, Below 65% = F
Text(s) and Related Material:
McDonnell, J.J., Hardman, M.L. & McDonnell (2003). An introduction to persons with moderate and severe disabilities: Educational and social issues (2nd ed.). Boston, MA: Allyn and Bacon.