MurrayStateUniversity

COURSE SYLLABUS

Revised Spring 2011

DEPARTMENT: ACSCOURSE NUMBER: SED 409CREDIT HOURS: 3

  1. TITLE: Instructional Methods for Students with Moderate to Severe Disabilities
  1. COURSE DESCRIPTION: This course involves preparation in the use of special methods needed to teach children and youth with physical and sensory disabilities. Adaptations, prothesthetic devices and technology used in educational programming as well as communication systems and self-care techniques will be included. Prerequisite: Admission to Teacher Education
  1. PURPOSE: The purpose of this course is to prepare special educators to meet the educational and training needs of individuals with moderate to severe disabilities. Information is provided on the physical and medical management of these students in educational settings. Increasing student participation in school and community activities through the design or provision of instructional adaptations is emphasized. Curriculum selection, IEP development, and the delivery of instruction in school and community settings will be a focus.
  1. COURSE OBJECTIVES:

Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines and initiatives. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards (KTS) for Preparation and Certification addressed by that objective. Upon successful completion of this class, the student will be able to:

  1. demonstrate knowledge of national and Kentucky definitions, etiologies, and incidence/prevalence data related to the population with moderate to severe disabilities. (KTS #1)
  2. discuss motor and/or sensory disabilities and their impact on designing instructional programs for students with moderate to severe disabilities. (KTS #1)
  3. discuss how cognitive, motor, social, communication, and safety objectives are incorporated into instructional programs. (KTS #1)
  4. evaluate the appropriateness of instructional programs based on the current best practices for students with moderate to severe disabilities. (KTS #1)
  5. make recommendations as to how a particular program can be revised and/or adapted for use with students with moderate to severe disabilities. (KTS #1)
  6. design functional, chronologically age appropriate individualized education programs for students with moderate to severe disabilities (KTS #1, 8, 9 )
  7. describe techniques of physical positioning and management to ensure participation in academic and social environments; understands the use of positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation. (KTS #1)
  8. apply appropriately the continuum of placement and services available for individuals

with severe and multiple disabilities, including the concept of least restrictive environment. (KTS #1, 2, 3, 4)

  1. understand how to use instructional methods to strengthen and compensate for

deficits in attention, perception, comprehension, memory and retrieval for students

with multiple and severe disabilities. (KTS #1, 2. 3, 4, 5)

  1. understand the need to collaborate with other professionals, seek multiple perspectives from families and public agencies on the strengths and needs of students with severe and multiple disabilities. (KTS #1, 9)
  2. understand how to select, adapt, and modify assessments to accommodate the unique abilities and needs of students and the use of exceptionality-specific assessment instruments. (KTS #1, 5, 7)
  3. demonstrate knowledge of professional development opportunities at the local, state,

and national levels. (KTS #1, 9)

  1. evaluate professional behavior using a professional ethics document (e.g., CEC Code

of Ethics and Standards for Professional Behavior). (KTS #7, 9)

The COE Theme of Educator as Reflective Decision Maker is addressed in this course by requiring students to reflect through the course activities of a program evaluation of an appropriate educational program for students with multiple and severe disabilities, journal reviews of research based best practices, and planning appropriate instruction based on assessments.

The EPSB Themes of Assessment and Closing the Achievement Gap are explored in the course through various chapters within the text such as Curriculum and Instruction, Alternate Assessments, and Instructional Adaptations.

  1. CONTENT OUTLINE:
  1. Common characteristics and needs of students with multiple and severe disabilities
  2. Historical and philosophical perspectives on the education of individuals with

moderate to severe disabilities

  1. Addressing medical diagnoses of students with multiple and severe disabilities
  2. Educational outcomes for students with moderate to severe disabilities
  3. Addressing typical and atypical motor development of students with multiple and severe disabilities along with motor interventions
  4. Positioning and handling of students with multiple and severe disabilities and adaptive equipment to meet their needs
  5. Cognition and communication programming for students with multiple and severe disabilities and identifying intervention strategies
  6. Accessing information for program development and implementation
  7. Ethical and Professional Behavior
  8. Working with families of children with moderate to severe disabilities
  9. Addressing special health care needs
  10. Maximizing independence in self-care needs for students with multiple and severe

disabilities

  1. INSTRUCTIONAL ACTIVITIES:

A. Lecture and discussion

B. Small group discussion

C. Simulations

D. Cooperative learning activities

E. Reading Material

F. Chapter quizzes and exams

G. Written assignments

H. Individual and/or group presentations

I. Video and other media

J. Research assignments

  1. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:

None

  1. RESOURCES:
  1. Waterfield Library
  2. Blackboard
  3. Self-selected books and articles
  4. RACERtrak, ERIC, and the Internet
  5. Professional publications
  1. GRADING PROCEDURES:

A.Course Requirements

Multimedia project 50 pts

Material adaptation 50 pts

Journal article reviews 50 pts = 2 @ 25 pts each

Quizzes 50 pts = 5 @ 10 pts each

IEP Development Project 50 pts

MAP Project 50 pts

Final exam 50 pts

B.Grading Scale

A = 90 - 100%

B = 80 - 89%

C = 70 - 79%

D = 60 - 69%

E = 0 - 59%

* Any student with special learning needs should contact the instructor. Any student not

progressing well in the course should contact the professor for an appointment to discuss how to improve understanding.

  1. ATTENDANCE POLICY:

This course adheres to the academic policy stated in the current MSU Undergraduate Bulletin.

  1. ACADEMIC HONESTY POLICY:

This course adheres to the academic honesty policy stated in the current MSU Undergraduate Bulletin.

  1. TEXT AND REFERENCES:

Orelove, F. P., Sobsey, D., & Silberman, R. K. (2004). Educating children with multiple disabilities: A collaborative approach. 4th ed. Baltimore, MD: Paul Brookes.

Other readings as assigned by the instructor.

  1. PREREQUISITE:

Admission to Teacher Education

  1. NON-DISCRIMINATION POLICY STATEMENT:

MurrayStateUniversity endorses the intent of all federal and state laws created to prohibit discrimination. MurrayStateUniversity does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions,or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).

  1. FLAG SYSTEM/CONTINUOUS ASSESSMENT:

Student progress is continuously assessed throughout the teacher preparation program. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed. Positive and negative flags are submitted by faculty to Teacher Education Services and then presented to admissions committees. Negative flags are carefully reviewed to make a determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student’s progress towards program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF ADMISSION TO TEACHER EDUCATION AND/OR STUDENT TEACHING.

SED 409

Tentative Course Schedule

DATE / TOPIC / READING / ASSIGNMENT
1/19 / Course overview, Background on moderate to severe disabilities / Complete Student questionnaire
1/26 / Common characteristics/needs of students with multiple disabilities / Chapter 1 – Westling & Fox (2004) Students with Severe Disabilities: Definitions, Descriptions, Characteristics and Potential
2/2 / Historical/philosophical perspectives / Medical diagnosis / DUE: Journal Article 1
2/9 / Collaborative Teams / Chapter 1 & 2 / Quiz 1
2/16 / Curriculum & Instruction / Chapter 3
McGlashing-Johnson et. al (2003) / Quiz 2
2/23 / Instructional Adaptations
Alternate Assessment / Chapter 5
Miller et. al (2002)
Graves et. al (2005)
Mechling & Gast (2003)
Agran et al (2005)
Chapter 4 / DUE: Journal Article 2
3/2 / Sensorimotor Development/interventions / Chapter 6 / Quiz 3
3/9 / Positioning and Handling and adaptive equipment / Chapter 7 / DUE: MAP Project
3/16 / SPRING BREAK
3/23 / PRESENTATIONS: Material Adaptations / DUE: Material Adaptation Project
3/30 / Teaching Academic Skills / Browder et. al (2006)
Clayton et. al (2006)
4/6 / Nonsymbolic& Symbolic Communication/interventions / Chapter 11
Hourcase et. al (2004)
Bock et. al (2005)
Causten-Theoharis & Malmgren (2005) / Quiz 4
4/13 / Health Care Needs / Chapter 8 & 9
Simpson et. al (2006) / DUE: Instructional Projects
4/20 / Sensory Impairments / Chapter 10 / Quiz 5
4/27 / Self Care – Feeding/dressing/hygiene / Chapter 12 & 13
Bailey & Angell (2005)
5/4 / PRESENTATIONS: Multimedia Project / DUE: Multimedia project
5/11 / Final Exam / DUE: IEP Project

Additional Readings:

Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in developmental Disabilities, 40, 3-13.

Bailey, R. L., & Angell, M. E. (2005). Improving feeding skills and mealtime behaviors in children and youth with disabilities. Education and Training in developmental Disabilities, 40, 80-96.

Bock, S. J., Stoner, J. G., Beck, A. R.., Hanley, L., & Prochmow, J. (2005). Increasing functional communication in non-speaking preschool children: Comparison of PECS and VOCA. Education and Training in Developmental Disabilities, 40, 254-278.

Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.

Causten-Theoharis, J. M., & Malmgren, K. W. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 4, 431-444.

Clayton, J., Burdge, M., Denham, A., Kleinert, H. L., & Kearns, J. (2006). A four-step process for accessing the general curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38, 20-27.

Graves, T. B., Collins, B. C., Schuster, J. W., & Kleinert, H. L. (2005). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and training in Developmental Disabilities, 40, 34-46.

Hourcase, J., Pilotte, T. E., West, E., & Parette, P. (2004). A history of augmentative and alternative communication for individuals with severe and profound disabilities. Focus on Autism and Other Developmental Disabilities, 19, 235-244.

McGlashing-Johnson, J., Agran, M., Sitlington, P., Cavin, M., & Wehmeyer, M. (2003). Enhancing the job performance of youth with moderate to severe cognitive disabilities using the self-determined learning model of instruction. Research & Practice for Persons with Severe Disabilities, 28, 194-204.

Mechling, L. C., & Gast, D. L. (2003). Multi-media instruction to teach grocery words associations and store location: A study of generalization. Education and Training in Developmental Disabilities, 38, 62-76.

Miller, C., Collins, B. C., & Hemmeter, M. L. (2002). Using a naturalistic time delay procedure to teach nonverbal adolescents with moderate-to-severe mental disabilities to initiate manual signs. Journal of Developmental and Physical Disabilities, 14, 247-261.

Simpson, C. G., Swicegood, P. R., & Gaus, M. D. (2006). Nutrition and fitness curriculum: Designing instructional interventions for children with development disabilities. Teaching Exceptional Children, 38, 50-53.

Assignment Descriptions

SED 409

  1. Quizzes (As scheduled) – (50 pts) A total of 5quizzes will be administered. The quizzes will occur at the beginning of the class period and will be based on class readings, lectures, and discussions. They will consist of multiple-choice, true-false, and short essay questions. No make-ups will be allowed. Each probe will be worth 10 points.As Scheduled
  1. Multimedia Project (50 pts.)Students will produce an academic project for one student with severe disabilities. Students will showcase their creation to the class in a presentation. Guidelines will be provided in class.
  1. Critique Journal Articles – (25 pts. Each for total of 50 pts)Critique two (2) peer reviewed research articles. All articles must be research based and relate to the field of multiple/severe disabilities. Articles must not be older than five years. A separate handout with more information will be distributed during class. As Scheduled
  1. Material Adaptation – (50 pts) Students will design, modify, or manufacture a n activity designed to teach an instructional lesson. The game or activity will be used to implement the lesson with a student with multiple/severe disabilities. Students should submit the material and present the material in class.
  1. MAP Project(50 pts.) Students will develop a MAP for a student with multiple and

severe disabilities with graphics and visuals based on a person centered interview. Guidelines provided in class.

  1. IEP Development Project - (50 pts) Multi-step project consisting of developing a MAP with graphics/visuals based on person centered interview. Student will write an IEP for one student with annual goal statements and instructional objectives reflecting an “embedded skills approach”. Must cover a minimum of 5 curriculum areas. From the IEP developed, each student will develop an activity matrix showing how instructional objectives are infused into student’s daily schedule. Guidelines will be distributed in class.
  1. Undergraduate students: 50 pts.