Subject Area - Course Number:SPECED 322Cross-Listing

University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number:SPECED 322Cross-listing:

(See Note #1 below)

Course Title:(Limited to 65 characters)Introduction to Cognitive Disabilities

25-Character Abbreviation: Intro to CD

Sponsor(s): Sharon Kolb

Department(s):Special Education

College(s):

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments:

Programs Affected:Special Education BSE Cross Categorical

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:SPECED 205;passing two sections of the PPST or two sections of the CORE test, or appropriate scores on the ACT, GRE, OR SAT

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location

College:Dept/Area(s):Special Education

Instructor:Sharon M. Kolb

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours:Total lecture hours: 48

Number of credits:3Total contact hours:48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:No of credits in major:

No of times in degree:No of credits in degree:

Revised 10/021 of 4

Proposal Information:(Procedures for form #3)

Course justification:

The Department of Special Education will be requiring all students to take courses in all emphasis areas. All students seeking cross-categorical licensure will be required to take this course: SPECED 322 Introduction to Cognitive Disabilities

Relationship to program assessment objectives:

This course meets the standards outlined by the WI DPI and Council for Exceptional Children as outlined in the syllabus attached.

Budgetary impact: Replaces SPECED 476 course

Course description:(50 word limit)

This course is designed to introduce students to the field of cognitive disabilities/mental retardation/intellectual disabilities. Students will be presented with information on the causes and characteristics; eligibility requirements; current cultural and historical views of intellectual disabilities; and social, emotional, medical, physical, educational, and life-span considerations for individuals with cognitive disabilities.

If dual listed, list graduate level requirements for the following: NA

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

Course objectives and tentative course syllabus:

See attached syllabus.

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

American Association on Intellectual & Developmental Disabilities. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports, 11th Edition. Washington, DC: American Association on Intellectual & Developmental Disabilities.

American Association on Intellectual and Developmental Disabilities. (2009). FAQ on intellectual disability.

Alexander, D. (1998). Prevention of Mental Retardation: Four Decades of Research. Mental Retardation and Developmental Disabilities Research Reviews. 4: 50-58.

The Arc of the United States. (2001). Preventing Mental Retardation: A Guide to the Causes of Mental Retardation and Strategies for Prevention. Silver Spring, MD.

Developmental Disabilities Assistance and Bill of Rights Act of 2000. PL106-402.

Larson, S.L. et al. (2000). Prevalence of mental retardation and/or developmental disabilities: Analysis of the 1994/1995 NHIS-D. MR/DD Data Brief. Minneapolis, MN: Institute on Community Integration, University of Minnesota.

McConnell, D., Llewellyn, G., & Bye, R. (1997). Providing services to parents with intellectual disability: Parent needs and service constraints. Journal of Intellectual and Developmental Disability, 22(1), 5-17.

Tymchuk, A.J., Lakin, K.C. & Luckasson, R. (2001). The Forgotten Generation: The Status and Challenges of Adults with Mild Cognitive Limitations. Baltimore: Paul H. Brookes Publishing Co.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

Course Objectives and tentative course syllabus with mandatory information(paste syllabus below):

See attached syllabus

University of Wisconsin-Whitewater

Department of Special Education

INTRODUCTION TO COGNITIVE DISABILITIES

SPECED 322

Fall 2015

Instructor: Sharon M. Kolb, Ph.D.Course Time:

Office: Winther 5041Room: Winther 3010

Phone: (262) 472-4831Credits: 3

E-mail: Office hours: M,W 1-4

Course Description:

PREREQ: SPECED 205, GPA 2.75, 2 portions passed of the PPST

Required Course Text:

Beirne-Smith, M., Ittenbach, R.F., & Patton, J. R. (2006). Mental retardation. (7th ed.). Merrill Prentice Hall, New Jersey.

Recommended Supplementary Text: (Available for purchase at the UWW Bookstore

Algozzine, B & Ysseldyke, J. (2006). Teaching students with mental retardation. A practical guide for every teacher. Corwin Press; CA

Course Objectives

To develop a systematic readiness for subsequent courses in the department of special education, more specifically, cognitive disabilities via the active construction of meaning/knowledge, and through reflective practices.
To promote the ability to make connections with prior general education courses by evaluating beliefs and assumptions about education and identifying how those beliefs have developed.
To examine, compare, and apply theoretical model to the education of individual with cognitive disabilities.
To identify, examine, and consider the impact of a variety of factors (e.g., race, culture, socioeconomic status, gender, sexuality, addiction, chronic illness, abuse, homelessness, etc.) on how individuals are labeled as cognitively disabled, how they are valued by society (past and present), and how they are educated.

To become an educated consumer of professional journals related to the education and well-being of individuals with disabilities

Department of Special Education Assessment System

Please note that the topic and assignment schedule reflects the Wisconsin Teacher Standards (WTS) and Council of Exceptional Children (CEC)/NCATE Standards. Please refer to the Department of Special Education website at This site further explains the portfolio assessment system and includes the 10 evaluation rubrics which correspond with each of the WTS/CEC/NCATE Standards.

Teaching Standards:

PI 34.02 Teacher Standards. To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under all of the following standards:

(1)The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

(2)The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

(3) The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

(4) The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.

(5) The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

(6) The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

(7) The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

(8) The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

(9) The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

(10) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.

Recommended Course Readings/Bibliography

American Association on Intellectual and Developmental Disabilities. (2009). FAQ on intellectual disability.

Alexander, D. (1998). Prevention of Mental Retardation: Four Decades of Research. Mental Retardation and Developmental Disabilities Research Reviews. 4: 50-58.

The Arc of the United States. (2001). Preventing Mental Retardation: A Guide to the Causes of Mental Retardation and Strategies for Prevention. Silver Spring, MD.

Developmental Disabilities Assistance and Bill of Rights Act of 2000. PL106-402.

Tymchuk, A.J., Lakin, K.C. & Luckasson, R. (2001). The Forgotten Generation: The Status and Challenges of Adults with Mild Cognitive Limitations. Baltimore: Paul H. Brookes Publishing Co.

UNIVERSITY POLICIES

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details, please refer to the University Handbook at or the Undergraduate and Graduate Timetables; the "Rights and Responsibilities" section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the "Student Academic Disciplinary Procedures" [UWS Chapter 14]; and the "Student Nonacademic Disciplinary Procedures" [UWS Chapter 17]).. Please notify this instructor by the end of the second session if a seminar must be missed due to religious reasons. This will allow ample time to adjust a lesson if needed.

Reasonable Modifications Procedures

If, as a student, you require "reasonable modifications" to any aspect of this course (e.g., lecture, readings, evaluation), please discuss your needs with the instructor within the first two weeks of class. Every effort will be made to accommodate your needs and to maintain your confidentiality.

Special Education Portfolio Assessment System

Please note that the topic and assignment schedule reflects the Wisconsin Teacher Standards (WTS), Council of Exceptional Children (CEC)/NCATE Standards. Assignments have been identified as possible artifacts of performance that will be graded according to the Department of Special Education Assessment System. Please refer to the Department of Special Education website at This site further explains the portfolio assessment system and includes the 10 evaluation rubrics which correspond with each of the WTS/CEC/NCATE Standards.

Attendance and Participation

Attendance, involvement in class discussions, initiative in sharing experiences and information, evidence of having completed reading prior to class, and professional conduct will be taken into account in calculating your final grade. I expect you to attend all classes for the duration of the semester; attendance also refers to punctuality. University sponsored absences must be indicated to this instructor with an official activity schedule BEFORE the absence. Absolutely no make-up work for missed discussions unless you have contacted me prior to the absence. If you are absent for a university-sponsored activity, you will have until the next scheduled meeting to turn in any in-class activities you missed (credit for missing assignments will not be issued if you turn it in later than the following scheduled meeting). Late assignments will not be accepted without my prior approval. If you cannot attend class, you are responsible for getting notes and handouts from a classmate. Please plan your emergencies carefully. Your final course grade will drop one entire letter grade regardless of points earned if you have three or more absences.

Wisconsin Teaching Standards: PI 34.02 Teacher Standards. To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under all 10 of the WTS. Wisconsin Teaching Standards

Course Requirements

Analysis of Journal Article (20 points) – Each student will be responsible for analyzing a journal article for assumptions and frameworks (as discussed in readings and in class) and writing a 1-2 page typed response to that article. You will share your analysis with the class orally.

Course Performance Artifact WTS/CEC/NCATE Standards #1,2,3. Suggested journals are: (Note: if you are unsure of journal appropriateness, please seek my assistance) Exceptional Children, The Journal of the Association for Persons with Severe Handicaps, Mental Retardation, Education and Training in Mental Retardation Journal of Special Education, Remedial and Special Education

Checks for Understanding (10 points each x 12 total quizzes = 120)– Interactive quizzes to assess your understanding of each chapter’s content. Dropbox quiz scores before noon on the posted class due date. Points will be lost for late entries. Note: It is important that you save an electronic copy of the quiz grade for your records. Access via Prentice Hall Companion Website:

Video Case Studies and Process Groups Discussions (10 points each x 7 studies = 70) – Online video case studies of individuals with cognitive disabilities showing a variety of age groups, abilities, and perspectives. Dropbox your individual activity response to this instructor and bring a copy to class to share with your small group. Each process group will discuss their responses and collaboratively write their group reaction. You must be in class and participate in the process group to receive all 10 possible points. Access via Prentice Hall Companion Website:

CD Fact Sheet – (20 points)
CD Fact Sheet and Class Presentation

Students will prepare a fact sheet regarding some aspect of cognitive disabilities (with instructors approval) and present this information to the class. Please post electronic fact sheet in the Discussion Box “CD Fact Sheets” for classmates to access.

ALL WRITTEN ASSIGNMENTS MUST ADHERE TO THE AMERICAN PHYCHOLOGICAL ASSOCIATION (APA) GUIDELINES.

Assignments / Point Value
1. Analysis of Response to Article / 20
2. Checks for Understanding (10 points each) x 12 / 120
3. Video Case Studies (10 points each) x 7 / 70
4. CD Fact Sheet / 20
5.Final Case Study Reflection / 20
Total / 250

Final course grades will be assigned as follows: It is your responsibility to check your grade status on D2L. If you have any questions or concerns regarding your grade or assignments, please schedule an appointment with me immediately.

93% and above = A / 80 = B- / 68 = D+
90 = A- / 78 = C+ / 62 = D
88 = B+ / 72 = C / 60 = D-
82 = B / 70 = C- / 59% and less = F

TOPIC AND ASSIGNMENT SCHEDULE

DateTopics and ActivitiesAssigned Readings Assignments Due______

Sept. 8Course Structure, Review of Syllabus, COE & SPECED

Web sites, demonstration of how to

access on-line quizzes

Sept. 15Cognitive Disabilities and Historical Perspectives Ch. 1 Ch. 1 Quiz

Supports-based orientations

Sept. 22Definitions, Labels, and ClassificationsCh. 2Ch. 2 Quiz

Definitional Perspectives

Incidence & Prevalence

Sept. 29Assessments and Adaptive BehaviorCh. 3Ch. 3 Quiz

Theories of Intelligence and Adaptive BehaviorVideo Case Study

Influential ScalesAssessment Process

Cultural Implications and Impact on Disability

Oct. 6Individual Rights and Critical LegislationCh.4Ch. 4 Quiz

Legal Precedents to Lifespan Issues

Oct. 13Cognitive Disabilities: Biological AspectsCh. 5Ch. 5 Quiz Genetic, Chromosomal, Other Congenital Factors Video Case Study Prader-Willi Syndrome

Journal Article Analysis

Oct. 20Cognitive Disabilities: Psychosocial AspectsCh. 6Ch. 6

QuizIndividual and Environmental Aspects and Interventions

Video Case Study Early Intervention

Oct. 27Learners with Mild CDCh. 7Ch. 7 Quiz

Demographic, Learning and Educational Characteristics

Video Case StudyMild CD

Impact of Culture on eligibility