University of North Carolina at Wilmington
Watson College of Education
SED 366
The Teaching of Functional Skills
Fall 2014
Instructor: Dr. Linda Mechling Office: EB 211
Email: Phone: 962-7736 (O)
Meeting Dates: W 5:00-6:45 pm
Office Hours: M: 3:30-5:00 pm; T: 3:30-5pm; W: 3:00-5:00
On Line Hours: M-F 8:00-9:00 am
Course Description:
This Course examines procedures for identifying and teaching functional skills to persons with severe intellectual disabilities. During the course, students will assess and design programs to address skills in the domains of: personal management/self-care, daily living, vocation, career development, residential and independent living, recreation/leisure/play skills, and social skills. Course emphasis is on analysis of skill requirements using an ecological approach to instruction. Pre-requisite SED 364. Co-requisite SEDL 366.
Mission Statement:
This course will emphasize the Watson College of Education Mission Statement to support the development of knowledgeable and proficient education professionals dedicated to improving schools and society. The course further addresses this mission by providing an academically rigorous course with meaningful scholarship and by developing partnerships with schools, organizations and diverse communities. Emphasis of the course will further be placed on developing teachers who uphold the values of advocating for schools and their students, recognizing and utilizing diversity, upholding ethical standards, and understand global perspectives.
Texts:
Westling, D. L., & Fox, L. (2009). Teaching Students with Severe Disabilities (5th ed.).
Upper Saddle River, NJ: Merrill Prentice Hall
Or
Westling, D. L., & Fox, L. (2009). Teaching Students with Severe Disabilities (4th ed.). Upper
Saddle River, NJ: Merrill Prentice Hall
Note: Westling and Fox text will be used in SED 356, SED 365, SED 366, and SED 367
Course Packet
Course Objectives
Upon successful completion of this course, the student will be able to:
1. Choose and apply various methodologies for teaching daily living skills.
2. Choose and apply various methodologies for teaching personal management/self-care skills including grooming, toileting, and dressing.
3. Choose and apply various methodologies for teaching vocational skills and career development.
4. Demonstrate and apply the concepts of self-determination, self-advocacy, person centered planning, choice making, and self-management.
5. Plan and write transition programs into and out of school and post school environments.
6. Create programs to teach recreation, leisure, and play skills.
7. Demonstrate an understanding of programs for increasing social skills.
8. Design community-based programs for instruction.
9. Apply the concept of ecological inventory.
10. Develop instructional programs.
11. Design and implement data collection systems.
INSTRUCTIONAL METHODS AND ACTIVITIES
Methods and activities for SED 366 are an integral part of the co-requisite lab placement, SEDL 366. Lectures, activities, and implementation of activities within the lab placement are designed to provide you with the knowledge, skills, and dispositions to teach diverse students with varying needs and abilities to learn.
Course Requirement Point Value
1. Community-Based Analysis/Ecological Inventory 30
2. Instructional Programs 6 lessons x 20 pts 120
3. Material Adaptation 15
4. Multi-Media Program 25
5. Procedural Notebook 25
6. Final Exam 50
7. Attendance and Participation 20
Total Possible 285
· (See attached grading rubrics for all requirements keeping in mind that more detail is on the rubrics than the project description)
Bonus Points/Extra Credit
Guided readings of text material will provide opportunities for weekly bonus points. Students will be called upon during class lectures to respond to questions from the guided readings. Correct and thorough responses will result in extra credit points being added to student’s final point total.
Grading Scale
A = 90-100% D = 60-69%
B = 80-89% F = 0-59%
C = 70-79%
Descriptions of Assignments
Community-Based Analysis/Ecological Assessment
Students will identify and analyze one community site in order to develop the required instructional program. Analysis will include an ecological inventory of the site.
In order to make meaningful assessments of a student’s current and future needs, teachers should conduct ecological assessments of students’ respective environments in order to evaluate potential activities and learning objectives. During this activity students will:
a) select a community domain
b) identify the environments within the domain
c) identify the sub-environments within one environment
d) identify the activities that occur within each sub-environment
e) prioritize activities
f) write measurable objectives for five (5) activities
g) identify the skill steps and write a task analysis for each skill within the activities
h) develop data recording sheets for each skill
i) develop a schedule for addressing each skill
j) present the assessment to the class
Instructional Program
1. Students will develop and implement six instructional programs, three of which will be teaching a money skill, reading skill, telling time or time management skill and one of which will be teaching a cooking skill. Students will implement lessons with students enrolled in the SEDL 366 placements. Programs should be based on review of student records, observations, community-based analysis, and interviews with parents, teachers, and related services personnel. Example community-based programs: grocery shopping, transportation, employment skills. Example home living programs: laundry, cooking, cleaning.
2. Students will incorporate each of the following instructional strategies into their programs (at least one per lesson):
a) Task analysis
b) Back ward chaining or forward chaining
c) Mass trial
d) System of least prompts
e) Stimulus fading
f) Visual cuing
3. Students will create instructional programs. Programs should include:
a) student description
b) instructional objectives
c) skills to be taught
d) setting and arrangement (group size)
e) materials and equipment (general case programming)
f) assistive technology and adapted materials
g) implementation procedures, specific strategies and activities
i. response prompting strategies
ii. trial presentation
iii. material presentation
h) special considerations
i) evaluation procedures, data collection procedures
4. Students will (during SEDL 366):
a) implement each lesson (at least ten times)
b) collect data
c) submit data (data sheets with data) to the course instructor
d) revise programs based on data
e) obtain teacher signature to verify implementation
f) submit written lesson plans
g) submit a final report including summary of experience with:
a. lesson description
b. instructional procedures
c. results
d. reflection of procedures and results
e. recommendations
Material Adaptation
Students will design, modify, or manufacture a material designed to teach one of the above instructional programs. Materials will be used to implement the lesson. Students should submit the material with the instructional program.
Multimedia Program
Students should assess and select a skill based on its appropriateness for
simulated instruction for a student enrolled in SEDL 366. Students will develop a
multi-media instructional program to teach that skill in a simulated environment. Students
will use the software program Power Point.
Programs will include:
a) minimum of 10 slides
b) clip art or photographs
c) sound or recorded voice
d) video recordings
The instructional program will be taught in SEDL 366 (minimum 5 times). The program will teach one of two community skills identified for course requirements.
Procedural Notebook
Students will complete a cumulative notebook across 3 semesters in the following courses SED 356, SED 364, SED 365, SED 366, SED 367. Notebook entries will be based on the field and lab placements corresponding to each course. Entries will include:
a) number of students
b) daily/weekly schedule
c) grouping for each activity of the schedule
d) classroom management including
- reinforcement system
- environmental cueing
- transitioning
e) physical structure of the classroom (diagram)
f) 5 entries for bulletin board ideas
g) 5entries for snack ideas that are theme related
h) 5 entries for “art” or sensory motor activities
i) Description of circle time/group meeting/morning meeting to include:
- Activities/skills addressed during this time (i.e., calendar skills, attendance)
- Visual cuing used for each activity/skill
(photographs are required with the descriptions for f, g, h, i)
j) brief reflection comparing previous entries to current placement and recommendations for your future classroom
Final Exam
Final examination will include short answer, multiple choice, and application questions.
Attendance and Participation
As future educators you are held to a high standard of professional behavior. What you are learning now is important to your future and the future of the many children you will teach. The expectation of this course is that you will be an active participant in every class.
Attendance and punctuality will be monitored at the beginning of class each day. To earn the 20 points for attendance and participation, only one class may be missed and all assignments must be completed by the due date. Five (5) points will be deducted for each class missed. In order to be counted present, you must attend 75% of the class period. Please obtain notes from classmates when absent.
SCHEDULE OF TOPICS
(The instructor reserves the right to modify this schedule based upon the needs of the class)
** indicates 5th edition readings if they differ from 4th edition
DATE TOPICS READINGS DUE ASSIGNMENTS
8/20 Course Overview Westling pp 564-565 (Self-determination)
Person First Language **pp 466-467
Designing Instructional Programs
Response Prompting (review) Westling Ch. 7
Measurement
Trial Presentation
Instructional Program Outlines
8/27 Community Trip (Lowes Grocery, New Center Drive) To receive attendance credit you must be there promptly at 5pm
9/3 Ecological Inventory Westling pp.144-150
Continuum of Services **p 110
9/10 Simulated Instruction Westling pp. 491-493
Computer-Based Multimedia Programs ** pp.419-420
Instructional Programs
Material Adaptation
9/17 Community-Based Analysis
Ecological Inventory
9/24 Community Based Instruction Westling Ch. 18
10/1 Present Ecological Inventory Ecological Inventory
10/8 Home Living Skills Westling Ch. 18
10/15 Develop Multimedia Program
10/22 Vocational Skills/Transition Planning Westling Ch. 21
10/29 Develop Multimedia Program
11/5 Social Skill Development
Social Stories
Scripting
11/12 Present Multimedia Program Multi-Media Program
11/19 Present Multimedia Program
11/26 Thanksgiving Holiday
12/3 Recreation/Leisure Westling Ch. 16 Instructional Program
Implementations
Multi-Media Implementation
Procedural Notebook
12/10 Final Exam 7-10pm
Guided Reading Questions SED 366
September 3
1. Define ecological inventory
2. Why is an ecological inventory important?
3. What is the first step in conducting an ecological inventory?
4. Explain an analysis of routines.
September 10
1. Define simulated instruction
2. Why would teachers need to conduct simulated instruction?
3. What are two key conditions for successful (effective) simulated instruction?
4. Describe computer-based video instruction (CBVI)
5. Why is CBVI effective for teaching some skills?
6. Describe skills that may be taught through CBVI
September 24
1. Explain the use of partial participation and teaching community skills
2. What is the difference between community-based instruction (CBI) and a field trip?
3. What is the recommended number of students per group during CBI?
4. Why is limiting the number of students to the above number important?
5. List some obstacles to teaching in the community
6. What are some strategies for addressing these obstacles?
7. List some considerations when teaching: grocery shopping, use of restaurants, vending machines, pedestrian skills, and public transportation
October 8
- What is the difference between the domains of community skills and home living or domestic skills?
- List some considerations and strategies when teaching:
- Cooking skills
- Household chores
- Use of a telephone
October 22
1. Define supported employment
2. Define customized employment
3. Define supported living
4. What is meant by “natural supports” in work or living environments?
5. What is meant by transition services?
6. What is a transition plan?
7. Who should be involved in transition planning?
December 3
1. Why is it important to consider teaching recreational skills?
2. What things should be considered when determining skills to teach?
3. List the different environments where recreation skills may occur
4. What are some strategies for adapting activities?
5. Be prepared to discuss the concept of friendships with peers who also have disabilities
ADDITIONAL INFORMATION
Writing expectations
Organization, clarity, punctuation, spelling, grammar, and neatness are very important in
any type of professional writing, and adequate performance in all of these areas is expected in the written products required for this course.
All written assignments should be word processed and stapled. Grading rubrics from the course packet should be submitted with all assignments. 10% will be deducted from the assignment for a missing rubric.
Confidentiality
All identifying names and information should be omitted from written work and
discussions.
Due Dates
All readings should be completed by the date listed on the schedule. Assignments are
due on the indicated date at the beginning of class, and those submitted late (after the start of class on the due date) will be penalized 10% per day. Absolutely no papers will be accepted after the last day of class.
Technology
NO Laptop computers or tablets may be used during class and should not be visible.
Cell phones, smart phones, and other electronic communication devices should not be visible or used during class except for emergencies. Students should notify the professor in advance if such an emergency exists and should leave the classroom during their use (this includes text messaging). Use of electronic devices (including texting and internet use) for any other purposes other than those described above will result in a 5 point deduction from the total grade points each time the infraction occurs. In addition, infractions will be considered cumulative over the five AC courses. Two infractions will result in submission of a Performance Review form to the Associate Dean concerning professional behavior.
Undergraduate Academic Honor Code
Students are expected to adhere to the Honor Code as described in the UNCW Student
Handbook and Code of Student Life. Violation of the Honor Code may result in a failing grade in the course.
Standards of Professional Conduct
“All students associated with the WCE, prior to and after admission to the school, must accept the responsibility for adhering to high ethical standards, as they make a commitment to serve pupils, schools, and their profession”, as outlined in the WCE Standards of Professional Conduct. These standards incorporate:
· Code of Ethics for North Carolina Educators