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EDSP 311 Syllabus

COURSE INFORMATION Title: Instructor: When: Course Name/#: Location: Dates: COURSE DESCRIPTION This course will focus on supporting the language, literacy and academic development of students with Augmentative/Alternative Communication (AAC) needs. Participants will begin by learning how to accurately assess and record students language and communication abilities at pre-symbolic, symbolic, and abstract symbolic levels. These needs will be analyzed relative to the academic and participation expectations of the learning environments. Participants will then identify appropriate tools and strategies that will promote the students access, involvement and progress in the general education curriculum. The course will emphasize the use of flexible evaluation and planning formats to facilitate cohesion within and across the students educational program. GOALS Students will become aware of the variables that impact successful participation in lifes activities for people who use AAC, and the supports that increase that success. LEARNING OUTCOMES Measurable outcomes stated in clear terms; content mastery, critical thinking skills, core learning skills how to accurately assess and record students language and communication abilities at pre-symbolic, symbolic, and abstract symbolic levels. Analyzing needs relative to the academic and participation expectations of the learning environments. identify appropriate tools and strategies that will promote the students access, involvement and progress in the general education curriculum. use of flexible evaluation and planning formats to facilitate cohesion within and across the students educational program. COURSE POLICIES Time and Activities Participants should expect to devote eight to twelve hours per week to participating in course-related activities. These activities may include: 1. review online lessons and resources 2. read required texts and articles offline 3. complete field assignments offline Approaches to Communication for Students with Intensive Special Education Needs Maureen Nevers Summer 2013 Special Education (EDSP) 311. all online July 15, 2013 to Aug 9, 2013

EDSP 311 Syllabus

4. 5. 6. 7. 8.

conduct research online listen to audio materials view video materials create and complete written assignments post to blogs, wikis, and discussion boards

Assignment Alternatives Participants are expected to communicate with the instructor if a particular assignment presents a significant challenge. This course works to be sensitive to a range of learners and to be responsive to individualizing the learning targets. It is possible to adapt certain activities to better match students resources and interests. It will be the primary responsibility of the student to identify alternatives and to present those to the instructor at the time the assignment is issued for approval. Posting Assignments Some assignments will be shared with the class, and others viewed by only the instructor. All assignments (including online discussions and postings) will indicate shared or individual/private contributions. If you are in doubt about who will view your work, please ask the instructor. Course Communication Participants are expected to be respectful, courteous, and professional in all of their class interactions. Feedback and suggestions will be provided in a supportive manner and will not be critical or derogatory. Whenever possible, participants will use I statements as opposed to you statements, and suggest solutions as opposed to criticizing (e.g. I like to use modeling of language vs. You shouldnt ask so many questions). This ensures a safe and supportive environment for sharing for all. Language Expectations Participants will use person first language in all communication and assignments. When talking about someone who has a disability, person-first language emphasizes the person first and the disability second (e.g., "disabled people" with "people with disabilities", "deaf people" with "people who are deaf" or "individuals who are deaf", etc.). It also favors the use of "having" rather than "being" (e.g. "she has a learning disability" instead of "she is learning-disabled"). Confidentiality Guidelines Participants should adhere to confidentiality standards that include: NO use of students/clients names (use first initial or pseudonym); parents are asked to adhere to this same rule to keep contributions consistent NO use of clearly identifying descriptions of students/clients NO inclusion of extraneous student/client information, such as geographic location, family or school issues, personal opinions Attendance Students are expected to visit the course site multiple days per week, and to complete assignments within the timeline specified. Because this course incorporates interactions

EDSP 311 Syllabus

between classmates via contributions to discussions and postings, it is important that everyone stay up-to-date in their assignments and remain consistently involved. If you encounter challenges that impact your ability to participate in the Blackboard class under these guidelines at any time during the semester, please contact the Instructor as soon as possible to discuss options that will not impact your grade. Religious observance 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 and 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 Cats Tale. ( Accommodations 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 to learn more about the services they provide. Electronic Submissions / Internet Use All course assignments will be submitted electronically. CLASS ASSIGNMENTS DESCRIPTION AND TIME EXPECTATIONS STUDENT EVALUATION / ASSESSMENT Grading Assignments are numerically weighted so that a total score of 100 points is possible. Graded work includes: Participation in discussion boards Weekly free reading post Additional weekly assignments Weekly outside projects Final project The University of Vermont grading system will be applied:

EDSP 311 Syllabus

A = 90 100 B = 80 89 C = 70 79 D = 60 69 F = anything below 60. READING RESOURCES Texts to Purchase Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs ~ (2009) Gloria Soto (Author, Editor), Carole Zangari (Editor) Required All chapters

Alternate Assessment for Students with Significant Disabilities. Kleinert, H. L. & Kearns, J. Selected chapters F. (2010). Paul H Brookes Publishing Out of My Mind. Draper, S. (2010). Publishing Other Reading Resources (do not need to purchase) Chapters 1, 2, 3, Augmentative and Alternative Communication: Supporting children and adults with complex communication needs. Mirenda, P & Beukelman, D. (2006). Paul H Brookes 4 Publishing The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom (2009) Cheryl M. Jorgensen, Michael McSheehan, Rae M. Sonnenmeier Best Practices that Promote Learning of General Education Curriculum Content for Students with the Most Significant Disabilities (2005) C.M. Jorgensen, M. McSheehan, R. M. Sonnenmeier Wisconsin Assistive Technology Initiative Assessing Student Need for Assistive Technology (WATI ASNAT) Manual Weekly additional readings on focus topic from variety of AAC newsletters, journal articles, etc. None - optional All chapters

Whole article

Whole manual One per week

EDSP 311 Syllabus

Reading Assignments
Text 1: PS Text 2: AA Text 3: OM Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs ~ (2009) Gloria Soto (Author, Editor), Carole Zangari (Editor) Alternate Assessment for Students with Significant Disabilities. Kleinert, H. L. & Kearns, J. F. (2010). Paul H Brookes Publishing Out of My Mind. Draper, S. (2010). Publishing

COURSE TOPICS BY WEEK: WEEK 1: Assessment of Students with Significant Disabilities and Communication Challenges Week 2 Assessment of Reading and Writing for Students with Significant Disabilities and Communication Challenges Supporting Communication in the Classroom Week 3: Addressing Literacy Demands of the Curriculum Assistive Technology and AAC Week 4: Grade-Level Curriculum: Instruction and Access Team and Program Issues with AAC COURSE READINGS BY WEEK:
Reading Book/#

1 Wk 1

PS 1

2 Wk 1 optional 3 Wk 1 optional 4 Wk 1 optional

AA 1

AA 2

Week One Titles and Descriptions Educational Assessment Issues Accountability who is tested, how, why, and impacts Types of statewide assessments Classroom assessment DOK for assignments and assessment Grading student performance Introduction to Alternate Assessment Accountability current testing framework Important principles of alternate assessments Principles and Practices for Achievement Assessment in School Accountability Systems Validity of alternate assessments Administering the alternate assessment Interpretation of alternate assessment What We Have Learned from the Alternate Assessment Research and What We Still Need to Know Role of stakeholder Effective access

AA 12

EDSP 311 Syllabus

5 Wk 1


6 Wk 1

PS 2

7 Wk 1

PS 3

Additional research needs Student learning and alternate assessments Students in the AA-AAS and the Importance of Communicative Competence Levels of communication development Defining communication terms Steps for identifying communicative competence observation recording log Four steps for facilitating communicative competence: current inventory, observation, summarize and identify barriers and plan, and develop communication system Facilitating communication through curriculum access Assessment and Early Communication Skills Purposes of assessment Types of assessments Ecological and observational assessments How, why and what students communicate Sample student needs assessment Application of assessment information Language Assessment for Students Who Use AAC Key questions for language assessment Assessing language domains: vocabulary, grammar, word structure, and pragmatics Assessing narrative language: comprehension and production Week Two Titles and Descriptions Considerations of Cognitive, Attentional and Motivational Demands in the Construction and Use of Aided AAC Systems Aspects of memory and attention related to AAC Cognitive and attentional demands: stimulus type, organizing symbols on displays, navigation between displays, physical structure of symbol and aid Relationship of memory and attention to interventions: modeling and augmented input, community inclusion Diagnostic Reading Assessment for Students with AAC Need Reading process Issues for students with AAC needs: intrinsic and extrinsic factors Application of assessment process: beginning reading process, developing reading skills, QIWK Classroom observation Writing Assessments for Students with AAC Needs Student profile and supports Emergent writing development: stages, language level and message quality, learning environment, phonological awareness, directed writing Conventional writing development: model of conventional writing, writing foundations, Assessment of conventional writing: standardized tests, curriculum-based measures, collecting and analyzing writing samples, measures of writing development Integrating assessment and intervention Academic Adaptations for Students with AAC Needs General education curriculum: access, defined, participation

Reading 8 Wk 2

Book/# PS 14

9 Wk 2

PS 4

10 Wk 2

PS 5

11 Wk 2

PS 6

EDSP 311 Syllabus

12 Wk 2

PS 7

13 Wk 2

PS 8

Adaptations for student who rely on AAC: classroom, activity, content Role of SLP Addressing the Communication Demands of the Classroom for Beginning Communicators and Early Language Users Factors affecting success: internal, external Application of skills: communication, social competency, linguistic competency Intervention techniques: social and linguistic competency, operational competency Framework for teaching partners Coordinating services and tracking progress Supporting More Advanced Linguistic Communicators in the Classroom Critical characteristics of AAC systems: linguistic, core vocabulary, morphological variations, potential for growth and expansion Roles for SLPs and educators Instruction and intervention issues and strategies: vocabulary, grammar and morphosyntax, narrative

Reading Book/# Week Three Titles and Descriptions 14 PS 9 Addressing the Literacy Demands of the Curriculum for Beginning Readers and Writers Wk 3 Key issues: beginning readers and writers, emergent literacy, relationship to academics and general education curriculum; making text accessible Application - identify demands of the curriculum Application - addressing communication and vocabulary requirements: cre and fringe vocabulary, efficient vs precise communication, letter cuing and word prediction Literacy learning goals every pupil response, PAS SLPs role in literacy 15 PS 10 Addressing the Literacy Demands of the Curriculum for Conventional and More Advanced Reading and Writers Who Use AAC Wk 3 Key issues: intrinsic and extrinsic factors Instructional variable that affect literacy outcomes: time, content, instructional techniques, adaptations, progress monitoring Instruction in conventional reading and writing skills: language intervention, phonological awareness, single word decoding, applying decoding skills in book reading, sight words, read and understand connected text, basic writing skills Instruction in advanced literacy skills: reading comprehension, building fluency, building language comprehension, developing world-knowledge and domain-specific knowledge; reading comprehension strategies, more advanced writing skills AT to support literacy: AAC systems, AT for reading, AT for writing, Practical considerations: training in AAC, instructional adaptations, delivery of instruction, 16 AA 6 Reading Instruction and Assessment Linked to Grade-Level Standards Wk 3 Why reading is important Major strands of reading Importance of learning different genres Research on teaching reading to SWSD: student examples Assessing reading Summative and formative reading assessment for SWSD

EDSP 311 Syllabus

17 Wk 4 pick 1

AA 7

18 Wk 4 pick 1 19 Wk 4 pick 1 20 Wk 3

AA 8

AA 9

PS 12

21 Wk 4

AA 4

22 Wk 4

AA 5

Math Instruction and Assessment Linked to Grade-Level Standards * Importance of formative assessment in math teaching and learning Math for all students Implementing quality lessons: sample lessons modified NCTM Process Standards: communication, representation Science Instruction and Assessment Linked to Grade-Level Standards * Foundations of science assessment Science in lives of SWD: sample adapted lessons with lesson plan matrix Social Studies and the Arts Instruction and Assessment Linked to Grade-Level Standards * Rationale for social studies and arts instruction for all Putting it into practice: student examples Integrating Assistive Technology and Augmentative Communication Types of integration Three key concepts that affect integration: operational competence, alignment with content standards, connection to IEP Five principles for success Aligning the Curriculum with Grade-Specific Content Standards: Using Eight Criteria to Create Access Eight steps of links for academic learning Curriculum alignment instructional strategies: UDL, work it across, systematic instruction, embedded instruction, inquiry-based lesson, story-based lessons Qualities of well-designed standards-based IEP: objectives, self-determination, AT, relevance Ensuring Access: A Four-Step Process for Accessing the General Curriculum Why we need a process development of four steps Identify standards of instructional unit Defining outcomes of instruction Identifying the instructional activities: facilitating student learning Targeting IEP objectives and foundational skills

Reading Book/# Week Four Titles and Descriptions 23 PS 11 Strategies to Support the Development of Positive Social Relationships and Friendships for Students Who Use AAC Wk 4 Nature and importance of peer relationships Barriers to developing positive peer relationships and friendships Designing and implementing social supports Arranging interactive activities and facilitating positive social interactions Collaborative teaming as intervention vehicle 24 AA 10 Embedding Life Skills, Self-Determination, Social Relationships, and Other EvidenceBased Practices Wk 4 DOK and self-determination linking academic and life skills Cognitive complexity IEP planning matrix Blooms taxonomy Choice-making and cognitive complexity

EDSP 311 Syllabus

25 Wk 4 26 Wk 4

PS 13

AA 11

Embedding life-skill instruction into grade-level academic content: student examples Supporting Collaborative Teams and Families in AAC Defining the issues Three levels of collaborative teamwork: system, practitioner, family Alternate Assessments, Families, and the Individualized Education Program Content standards and the IEP Choosing academic priorities: selecting personal management, social and communication skill priorities Determining the social validity of IEP priorities Ensuring opportunities to teach and practice: functionality, writing goals and objectives, working with families