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Donnellan, A. M. and M. R. Leary (1995).
Movement Differences and Diversity in Autism/Mental Retardation: Appreciating and Accommodating People with Communication and Behavior Challenges.
Madison, WI, DRI Press.Giangreco, M. and Doyle, M.B. (2007). Quick-Guides to Inclusion: Ideas for Educating Students withDisabilities. Baltimore: Paul H. Brookes Publishing Co.
Supplemental readings will be provided during the course, including:
Wilson, Allan. Augmentative Communication in Practice. Copyright © The individual authors, CALLCenter & Scottish Executive Education Dept. PDF.Burkhart, L. Developing visual skills for children who face cortical visual impairments. PDFMiles, Barbara. Overview on deaf-blindness. PDFIntroduction to sensory processing concepts.http://classes.kumc.edu/sah/resources/sensory_processing/learning_opportunities/concepts/sp_concepts_main.htm#low
Pollock, (2006). Keeping current in sensory integration. CanChild Center for ChildhoodDisability Research: McMaster University. Retrieved athttp://www.canchild.ca/Default.aspx?tabid=1237
Edelman, S.W., Lashbrook, P., Carey, A., Kelly, D., King, R.A., Roman-Lantzy, & Cloninger,C.J. (2006). Cortical visual impairment: Guidelines and educational considerations.
Deaf- Blind Perspectives, 13
Electronic Submissions/Internet Use:
All course assignments will be submitted electronically.
Final Grades will be determined based on the following percentage breakdowns,provided all course requirements are met to minimum satisfaction:
Class Participation/Discussion Board 20Weekly Reflection Journal 20Philosophy Statement 10Selected Disability Summary 20Mini Manuals 30TOTAL POINTS POSSIBLE 100
The University of Vermont grading system will be applied:
Assignments are numerically weighted so that a total score of 100 points is possible.A = 90 – 100; B = 80 – 89; C = 70 – 79; D = 60 – 69; F = anything below 60.
Percentage Contribution of Each Assignment: Class Participation/Discussion Board – 20 points