MURRAY STATE UNIVERSITY
Course Syllabus Outline
DEPARTMENT: Wellness and Therapeutic Sciences
Division of Communication Disorders
COURSE NUMBER: CDI 550
CREDIT HOURS: 3
I. TITLE: Neuromuscular Disorders
II. CATALOG DESCRIPTION: The study of pathology, etiology, diagnosis, rehabilitation of cerebral palsy and other neuromuscular disorders. Prerequisites: None.
III. PURPOSE: The purpose of the course is to provide an overview of neuromuscular disorders and research findings applied to the education of students diagnosed as moderately/severely and multiply disabled populations as well as those students classified as medically fragile.
IV. COURSE OBJECTIVES:
Objectives in parenthesis (2) with numbers refer to MSU goals, those in parenthesis (I) with roman numerals refer to New Teacher Standards, those in brackets {II} with roman numerals refer to IECE teacher standards.
A. Knowledge of neuromuscular maturation (8), (VIII), {VII}
B. Medical terminology, implications for educational programming, and students support needs associated with various medical conditions prevalent in student with severe and multiple disabilities. (8), (VIII), {VII}
C. Responsibilities of various disciplines involved with the above described populations including physical therapy, occupational therapy, orthopedics, and neurology. (8), (VI), {VI}
D. The role of the special educator/ speech-language pathologist in habilitation of the severely and multiply disabled populations, and medically fragile population. (8), (III), {III}
E. The definition, etiology, and therapeutic/academic implications of spina bifida, spinal cord, lesions, osteomyelitis, muscular dystrophy, sickle cell disease, encephalitis, osteogensis imperfecta, the muccupoly saccrides and other syndromes associated with severe mental retardation as well as those leading to a classification of mentally fragile. (8), (VIII), {VII}
F. Identify and access human, agency, and published resources needed for students with moderate to severe and multiple disabilities as well as those who are medically fragile. (8), (VIII), {VII}
G. Discuss the relationship between medical interventions and physical recommendations to educational programs. (8), (VIII), {VII}
H. Define and discuss critical health support procedures 9e.g., G-tube feeding, catheterization, ventilator assistance; suctioning, CPR. (8), (VIII), {VII}
I. Design and schedule educational programs that support integrated therapy. (8), (VI), {VI}
J. Design and evaluate instructional programs that use student-specific adaptations and assistive technology addressing health maintenance procedures.(8), (I, II, IV), {I, II, IV}
K. Demonstrate proper applications of positioning, handling, lifting, carrying and transferring for students with physical disabilities and understand implications of improper positioning, handling, etc. (8), (VIII), {VII}
L. Discuss self-nourishment skills for students with motor impairments. (8), (VIII), {VII},
M. Discuss orientation and mobility training. (8), (VIII), {VII}
N. Describe opportunities for participation and instruction into daily self-care and health related routings for students with the most severe or multiple disabilities. (8), (III), {III}
O. Define and discuss accessibility requirements and strategies for overcoming environmental barriers. (8), (II), {II}
V. CONTENT OUTLINE:
A. Neuromuscular maturation including reflexology
1. Typical Motor Development
2. Atypical Motor Development
B. Classification of Cerebral Palsy
1. Symptoms
2. Effects on life functions
C. Associated Disabilities
1. Seizure disorders
2. Tactile Defensiveness
3. Sensory Impairments: Visual, Hearing
4. Mental Retardation
5. Medical/Technical Dependency
6. Childhood cancer
D. Integrated Management
1. Positioning and Handling
2. Teaching Suggestions for Feeding
3. Assistive technology, equipment
4. Functional Skills Development
5. Least Restrictive Environment
6. Basic Skills Development
7. Teaming and collaboration
8. Integration of service delivery
E. Definitions and Etiology
1. Spina Bifida and spinal cord injuries
2. Muscular dystrophy
3. Cystic Fibrosis
4. Traumatic Brain Injury (TBI)
5. Congenital Infections
VI. INSTRUCTIONAL ACTIVITIES: The class format will be lecture, discussion, small group activities, role-playing, demonstrations, case studies and other hands on activities.
VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: None
VIII. RESOURCES: Waterfield Library, ATCOM Lab in Special Education Building and Internet Web sites.
IX. GRADING PROCEDURES:
A. The following requirements must be completed by students. A student’s letter grade will be determined by scores on graded assignments and activities.
1. Teams of students (4-5) will choose a case study (provided by the instructor) of a child with a disability area covered in this class. Using the information found in the case study, students will identify child and family strengths and needs. Based on identified needs, students will identify local and state resources to meet educational, medical, needs of the child as well as resources (ex. financial, educational, safety, etc.) to meet family needs. Students should identify information families will need to apply for services and qualifications for assistance (if appropriate). In order to complete this assignment, students must function as team members with all expected to participate. (worth 25 points for each team member)
2. Class attendance and participation. Attendance is expected and students should come to class prepared to participate actively in discussions and projects. Four times during class, students will earn participation points through involvement in class activities and projects (10 points for each activity with a total of 40 points possible).
3. Students will participate in an in-class “treasure hunt” for resources and information for persons with a physical, sensory or health impairment (10 points possible).
4. Students should choose two age appropriate learning activities (ex. learning game, sports activity, literacy, etc.) for preschool, elementary or secondary students (you identify age and grade level). Students are to adapt the activities providing directions, including a model or picture so that child with a physical or sensory disability (discussed in class) could participate with his/her peers in the activities. Students should be prepared to share their adapted activities during class. (worth 100 points)
5. There will be 2 exams each worth 100 points.
6. Environmental barriers field trip: As part of an in-class students will be asked to select 2 sites to visits (on campus or in town). Students should complete an accessibility checklist for each site selected. (worth 25 pt) Project may be completed in teams of 2-3 students or as an individual activity.
Additional requirement for graduate students
7. Graduate students should write a review a journal article (published within the last 5 years) that describes current research in which researchers used an intervention to change skills (academic, social, language, self-help, or leisure) of students with a physical, sensory or health impairment. The review should describe the subjects, purpose of the study, description of procedures, intervention(s), research design and results of the intervention(s). Students should additionally identify implications (your opinion as the usefulness of this study to the field). A copy of the research article should be submitted along with the review. Papers should be typed and without grammatical, spelling errors. (worth 50 points)
B. Grading Scale:
The Department of Special Education uses the following scale for determining course grade:
A=90-100%, B=80-89%, C=70-79%, D=60-69%, E=Below 59%
X. ATTENDANCE POLICY: Class participation and attendance is expected and required. Students are expected to share experiences related to topics, share understanding and interpretation of readings, contribute to small group activities and class discussions. Students are expected to demonstrate professional behaviors such as reflective thinking and self-evaluation skills, and to show respect to fellow colleagues.
Students absent from class must obtain instructor approval prior to being able to make up assignments or examinations. During a short term summer session, it is critical that students attend all class sessions. The instructor reserves the right to adjust the grade or accept late assignments. No make-up will be given for in-class participation activities.
XI. ACADEMIC HONESTY POLICY: Cheating, plagiarism (submitting another person's material as one's own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged material as if it were the student's own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
XII. REQUIRED TEXT AND REFERENCES:
Heller, K., Alberto, P., Forney, P., & Schwartzman, M. (1996). Understanding Physical Sensory, & Health Impairments. Pacific Grove, CA: Brooks/Cole
Students should purchase a readings packet from Copy Plus. Copy Plus is located at 1301 Chestnut Street
References
Bigge, J. L. (1991). Teaching individuals with physical and multiple disabilities. New
York: NY: Macmillan.
Batshaw, M.L., & Perret, Y. (1992). Children with disabilities: A Medical primer, 3rd Ed. Baltimore, MD: Brookes Publishing.
Finnie, N.R. (1975). Handling the young cerebral palsied child at home. 2nd Ed. New York: NY: E. P. Dutton.
Orelove, F. P., & Sobsey, D. (1996). Educating children with multiple disabilities: A transdisciplinary approach. Baltimore, MD: Brookes Publishing.