Course Syllabus

EDSP 302: Characteristics of Individuals with Severe Disabilities
3 Credits - 1 credit = 15 contact hours Instructor: Ginny Iverson Times and Dates : July 1 to August 9 , 2013 Location: Blackboard

Course Description:

EDSP 302 will benefit general and special educators, related services providers, administrators, paraeducators and others involved with educating students with Intensive Special Education needs from preschool through high school. This course offers conceptual and practical information and skills to facilitate the education of students with severe disabilities in inclusive classrooms based on best practices in intensive special education. Historical and current perspectives will be explored along with conceptual frameworks for educating children with severe disabilities. Characteristics, including intellectual, physical, sensory, health and behavioral, will be explored through numerous exemplars of severe and multiple disabilities (e.g., autism, cerebral palsy, Down syndrome, deafblindness). The emphasis is on understanding how these characteristics affect learning and the selection of educational interventions. Students will participate in simulations, and learn to conduct research, record reviews, interviews and observations, and document information about a student and implications for the educational program. Students will become familiar with state of the art tools for providing exemplary services for children with severe disabilities. The overall emphasis of the course is valuing people with severe disabilities by promoting opportunities, participation, learning, and support that result in valued life outcomes
Goals:

Students will learn conceptual and practical information and skills to facilitate the education of students with severe disabilities in inclusive classrooms based on best practices in intensive special education.
Learning Outcomes:

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Demonstrate knowledge about the: (a) intellectual, (b) physical, (c) sensory, (d) health, and (e) behavioral characteristics of students with ISE needs and corresponding terminology. Demonstrate knowledge of the impact of disability-related characteristics on educational access and programming (e.g., adaptations, physical management) for students with ISE needs. Articulate a conceptualization of how and why students with severe disabilities can be meaningfully included in the least restrictive environment, including chronologically ageappropriate, general education classes. Demonstrate knowledge of the roles of related services providers (e.g., physical therapists, occupational therapists, speech-language pathologists) to work effectively with them as team members and be knowledgeable consumers of related services for students with ISE needs. Demonstrate knowledge of inclusive practices for teaching students with intensive special education needs in general education classes. Demonstrate knowledge of partial participation strategies, universal design and assistive technology to enable students with severe disabilities to participate meaningfully in all aspects of school and community life.

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General Course Information
Course Policies/Expectations: Students should expect to devote twelve to eighteen hours per week in reviewing online lessons and resources, reading required texts and articles offline, listening to audio materials, creating and completing assignments, and participating in weekly discussion groups. Online participation in Blackboard each week to complete assignments and post discussion messages. Students are expected to visit the Blackboard site at least three times per week. Complete weekly readings and assignments and participate in weekly discussions related to readings and assignments. Discussion questions will be provided each class based on the readings and class activities for that week. You will be expected to read and comment on at least two of your classmates’ discussion posts each week. Complete weekly reflections on course materials and class discussions relative to your work in schools. Your reflections are your opportunity to think about class reading and activities and to share with your classmates how those ideas relate to your work with children and youth in schools. Each reflection should be no more than one typed page. You will be expected to read and comment on at least two of your classmates’ reflections each week. You will post your reflections and comments on our class blog site. Attendance Expectations: Students are expected to visit the Blackboard site at least three times per week and to take part in group activities and on-line discussions. The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work. Contributions in Class: Students are expected to take part in all group activities, discussion boards, chat room discussions and e-mail discussions. Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the most recent edition of “The Cat’s Tale”. (http://www.uvm.edu/~dosa/handbook/). Accomodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment. Required and/or recommended readings: Required Reading:

Orelove, F., Sobsey, D., & Silberman, R. (2004). Educating Children with Multiple Disabilities: A Collaborative Approach. Baltimore: Paul H. Brookes Publishing Co.

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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 with Disabilities. 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, CALL Center & Scottish Executive Education Dept. PDF. Burkhart, L. Developing visual skills for children who face cortical visual impairments. PDF Miles, Barbara. Overview on deaf-blindness. PDF Introduction to sensory processing concepts. http://classes.kumc.edu/sah/resources/sensory_processing/learning_opportunities/concepts/sp_conc epts_main.htm#low

Pollock, (2006). Keeping current in sensory integration. CanChild Center for Childhood Disability Research: McMaster University. Retrieved at http://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. DeafBlind Perspectives, 13(3), 1-4. www.tr.wou.edu/tr/dbp/pdf/may06.pdf
Electronic Submissions/Internet Use: All course assignments will be submitted electronically.

Student Evaluation/Assessment Grading: Final Grades will be determined based on the following percentage breakdowns, provided all course requirements are met to minimum satisfaction:
Class Participation/Discussion Board Weekly Reflection Journal Philosophy Statement Selected Disability Summary Mini Manuals TOTAL POINTS POSSIBLE 20 20 10 20 30 100

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

-4Complete weekly readings and assignments and participate in weekly discussions related to readings. One to three discussion questions will be posted each week based on the Strand 1 readings for that week. You will be expected to post your response to each question, and read and comment on at least four of your classmates’ discussion posts for each question. Journal Reflections 20 points Complete a bi-weekly reflection journal based on the readings from Strand 2. Your reflections are your opportunity to think about class reading and to share with your classmates how those ideas relate to your personal experiences. Write about what you learned each week and how you will use the information. How might you change/modify/expand your practice? Each reflection should be no more than one typed page. You will be expected to read and comment on at least four of your classmates’ reflections each week. You will post your reflections and comments on your personal blog. Personal Philosophy Statement– 10 points For your final journal entry, write your personal philosophical statement as to why, where and how you think students with severe and multiple disabilities should be educated. Describe your perceptions of the role of public education, including related services, in preparing these students to live full, rich lives in inclusive community settings beyond school. Include your vision of the role of public education in preparing communities to welcome and create opportunities for individuals with severe disabilities to fully participate. Finally, identify at least one action you will take to enhance the participation of students with severe/multiple disabilities in your school and/or community. (3-4 pages are adequate unless you feel the need to write more :) Selected Disability Summary – 20 points This assignment is designed to provide you with in depth information about one disability (where you are the Primary Developer), and significant information on a set of other disabilities (one supplied from each of your classmates). These summaries are intended to be short, handy, informational references that address the question: "As a teacher, if I am receiving a student with (fill in a disability), what are the most important things I should know? And where can I go to find more information?" Final submissions will be distributed to all class members, so in addition to accurate and complete information, and professional presentation matters. Mini Manuals - 30 points This group assignment will result in a set of 6 mini manuals designed to be informational references for the major disability characteristics (Physical, Sensory, Health/Medical, Communication, Social, Intellectual) addressed in the course. For each disability characteristic, your group will write one 2-4 page paper describing the characteristic, its effect on learning and participation, and examples of how students experiencing the characteristic might learn and participate with peers without disabilities in general education settings and curriculum. Include references and resources. Your papers, when combined, will comprise a set of manuals you can use to teach others in your school and community about the characteristics of students with intensive special education needs, the effects of severe disabilities on learning and participation in school and community life, and set the stage for active participation and acceptance for the students. Instructional Sequence: EDSP 302 Schedule

Week 1

Topics Intro to ISE Collab. Teams Families

Strand 1 Readings 1 – Collab. Teams 2 – Family Participation Look at PPT

Strand 2 Readings QG I Foundational Ideas Least Dang. Assumption Hell Bent on Helping 3 – Curriculum and Instruction QG IV Curr. And Instr. QGE 3 - wheelchairs

2

Physical

6 Sensorimotor 7 Physical Management

Activities Post Intro on Blog Verify disability to research Discussion board x3 Disc. Board x 3 Mini Manual – Phys Disability Research

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3

Health/medical

8 – Special health care 9 – Integrating health

IEP Decisions pdf QG VII Personnel and Admin

4

Sensory

5

Communication

10 – Sensory impairments Sensory Integ. Article (supp) CVI article DB article 11 – Communication Skills Donnellan book Assumptions About Behavior Problems and Behavior Change Understanding MR: Funct. Model

4 Alternate Assessment 5 Adaptations

Journal blog Disc. Board x 3 Mini Manual – Health Disab. Summary Post Journal blog Disc. Board x 3 Mini Manual – Sensory Journal blog

QG III Commun. And Beh. QGE 3 Technology QG II Relationship and Self.Det Partial Participation article Tips for Interacting QG V – Literacy and Numeracy QG VI –HS and Transition

6

Social and Intellectual

Disc. Board x 3 Mini ManualComm. Journal blog Disc. Board x 3 Mini ManualSocial Mini ManualIntellectual Journal blog