SPECIAL EDUCATION 447/547

PHYSICAL AND HEALTH DISABILITIES

SPECIAL EDUCATION 467P

PRACTICUM: PHYSICAL AND HEALTH DISABILITIES

Spring 2006

2:00-3:15 pm – T/TH

Class meets at Lommen Hall 208

Practicum sites are in Moorhead area

3 semester credits

Instructors: Kevin Anderson, MS Deanne Borgeson, PhD

Office: Lommen 214V Lommen 214W

Phone: 477-2007 477-2007

e-mail:

COURSE DESCRIPTIONS

The 447/547 course is designed to provide up-to-date information on the needs of students in school who have medical disorders that could negatively affect educational outcomes. This course provides an understanding of how students’ illnesses or disabling conditions affect the multiple aspects of their lives over all domains.

The 467P course is a 150-hour field experience practicum which is taken concurrently with Special Education 447/547. Students will actively participate in educational, medical, and recreational settings for children with physical and health disabilities.

TEXT

Best, S., Heller, K., & Bigge, J.. (2005) Teaching Individuals with Physical or Multiple Disabilities (5th Edition). Columbus, OH: Pearson Education Inc.

Belson, S. (2003. Technology for Exceptional Learners. Boston, MA: Houghton Mifflin Company.

Department of Education ((2006). State P/HD Manual, Retrieved January, 9, 2006 from Minnesota Department of Education Web-site.

OVERALL COURSE OBJECTIVE

The student will demonstrate knowledge of the theoretical-research base and service delivery models and options concerning the education of students with physical and health disabilities. Competencies demonstrated will include assessment tools and methods, adaptations and modifications, clinical assessment of learning modalities, and evaluating and implementing medical data.

COURSE OBJECTIVES

I.  Knowledge and reflection

  1. In order to understand the central concepts, tools of inquiry, and history/context of physical and health disabilities as a foundation on which to base practice, the teacher must understand the following principles.
  2. The historical and philosophical foundations, legal bases, and contemporary issues pertaining to services and to the education of children and youth with medically diagnosed physical and health disabilities are unique.
  3. There are current educational definitions, identification criteria, labeling issues, and entrance/exit criteria for services pertaining to students with physical and health disabilities.
  4. There are significant implications of physical and health disabilities on psychosocial, educational, vocational, and leisure outcomes for students.
  5. In order to understand the referral, assessment, planning, and placement procedures specific to teaching students with physical or health-related disabilities, the teacher must understand the following principles.
  6. There are referral and intervention procedures which are specific to the field of physical and health disabilities.
  7. There is a process of adapting and modifying existing assessment tools and methods to accommodate the unique abilities and needs of students with physical and health disabilities.
  8. The major assessments used to measure motor, auditory, visual, and other learning modalities may need to be adapted and modified to appropriately evaluate the abilities of students with physical and health disabilities.
  9. It may be necessary to assess the functional skills of students with physical and health disabilities.
  10. There is a process of interviewing, gathering, and maintaining information from parents, families, teachers, and other professionals for the purposes of assessment and planning, developing, implementing, and evaluating educational services to students with physical and health disabilities.
  11. There are various educational placement options that are based on the needs of the students with physical and health disabilities.
  12. There is a process to designing individualized plans that integrate assessment-based results and family priorities, resources, and concerns. These plans incorporate academic and non-academic goals and the appropriate use of augmentative, adaptive, and assistive technologies.

II.  Humanism and creativity

  1. For teachers of students with physical and health disabilities to be able to communicate and interact with students, families, other teachers, and the community to support student learning and well being, the teacher needs to understand the following principles.
  2. There are specific roles and responsibilities of related services personnel, including physicians, nurses, occupational therapists, physical therapists, prosthetists, rehabilitation engineers, and adapted physical education teachers in the education of students with physical and health disabilities.
  3. There are specific educational roles and responsibilities of other teachers and support personnel in providing educational services to students with physical and health disabilities.
  4. It is important to make a plan for the process of transition and to develop strategies for providing integrated care and support for students with physical and health disabilities when they are transitioning from home, hospital, or rehabilitation facility to school.
  5. It is important to access information which is relevant to the field of physical and health disabilities through consumer and professional organizations, publications, and journals.
  6. Teachers need to understand how to use individual education program plans in order to design and implement developmentally appropriate instruction for students with physical and health disabilities. The following principles support this need.
  7. Research-supported instructional practices, strategies, and adaptations are necessary to accommodate the unique needs of students with physical and health disabilities.
  8. It may be necessary to adapt, modify, and accommodate curriculum to optimize learning for students with physical and health disabilities.

COURSE OUTLINE READINGS

Unit 1 – Physical/Health Disabilities: Definitions and Impact on Education

I.  Historical perspective of physical and health disabilities (P/HD) Best, et. al. Ch. 1

  1. Philosophical foundation of P/HD
  2. Legal basis of P/HD

II.  Definitions Best, et. al. Ch. 2&3

  1. Contemporary issues of P/HD
  2. Impact of P/HD on quality of life
  3. High incidence disabilities Best, et. al. Ch. 4

III.  Developmental and educational implications Belson Ch. 1&2

  1. Etiology
  2. Characteristics
  3. Classification

IV.  Current educational issues Handouts

  1. Identification criteria
  2. Entrance and exit criteria

V.  Collaboration Handouts

  1. Role and responsibility
  2. Other teachers
  3. Support personnel

Unit 2 – Educational considerations

I.  Curriculum

  1. Task analysis Best, et. al. Ch. 5&6
  2. Environmental analysis
  3. Assistive technology Best, et. al. Ch. 7&8
  4. Adaptations vs. modifications vs. accommodations Belson Unit 2

II.  IEP: Acquisition of the outcomes Handouts

  1. Monitor
  2. Evaluation
  3. Recommendations

III.  P/HD criteria Handouts

  1. Eligibility, referral and assessment
  2. MN criteria guidelines
  3. P/HD eligibility checklist

Unit 3 – Curriculum and assessment

I.  Needs across life domains Belson Ch. 12

  1. Psychosocial and educational needs Best, et. al. Ch. 10
  2. Personal care and life skill needs Best, et. al. Ch. 9
  3. Community and recreation needs Best, et. al. Ch. 11

II.  Health implications Handouts

  1. Universal precautions
  2. Maintain healthy environment

III.  Transition Best, et. al. Ch. 12

  1. Self-advocacy Belson 13&14
  2. Across domains
  3. Post-secondary

IV.  Assessment Handouts

  1. Formal and informal
  2. Tools and methods
  3. Data

Unit 4 – Curricular Adaptations and Instruction

I.  Reading Best et. al. Ch. 13

  1. Adaptations
  2. Instruction

II.  Writing adaptations and instruction Best et. al. Ch. 14

  1. Adaptations
  2. Instruction

III.  Science and social studies Best et. al. Ch. 15

  1. Adaptations
  2. Instruction

IV.  Mathematics Best et. al. Ch. 16

  1. Adaptations
  2. Instruction

V.  Achievement Handouts

  1. Grading and advancement
  2. Graduation

Unit 5 – Special Topics

I.  Early identification Handouts

  1. ECSE services
  2. Family supports

II.  Related categorical areas

  1. Autism
  2. Traumatic Brain Injury

III.  Linking assessment to intervention

EVALUATION

Grading:

Traditional: 90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F

Assignments: Total Points:

Chapter reviews 80

Two examinations (50 points each) 100

Four quizzes (10 points each) 40

Critical issues discussion 20

Weekly journal entries (5 points each) 75

Two professional interviews (10 points each) 20

Assistive technology project with case study 40

Resource manual 25

Total points possible 400

*Special project for 547 students only - see instructor for project ideas

Explanation of assignments:

I.  Knowledge – Examinations

  1. Four quizzes, one mid-term and one final examination.
  2. Each examination contains true/false, multiple choice, definition of terms, and short answer questions.

II.  Humanism – Professional collaboration

  1. Professional interviews – Arrange to interview a teacher, related service provider, or support staff person who works with students with physical and health disabilities. A 1-2 page interview summary is required.
  2. Critical issues discussion – Raise 10 critical issues or questions related to physical and health disabilities and lead a 15-minute discussion with the class.
  3. 150 hours of practicum experiences assigned to teachers in the Moorhead area who work with students who have physical and health disabilities.

III.  Reflection – Class participation

  1. Class attendance and participation – Students are expected to participate in class discussions and activities.
  2. Chapter reviews – Students will provide a one-page summary of each chapter and bring to class on the date when the corresponding topic is presented. This will increase awareness of topic prior to class, encourage class discussion, and provide documentation of attendance.
  3. Journal entries – Students which keep a weekly journal for each practicum site and turn in at the end of each placement.
  4. Resource manual – Each student will create a reference book to accompany the Biomedical Resource Manual developed in SpEd 419. Manual should include class notes, assignments, strategies/adaptations, and pertinent P/HD resources.

IV.  Creativity – Case project

  1. Assistive technology project with case study – With permission from parent and educational team, students will describe a student from their P/HD placement, describe an appropriate assessment procedure, and determine necessary curricular adaptations using assistive technology.
  2. Students will present projects to class.

ACCOMMODATIONS

Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 V/TTY, CMU 222 as soon as possible to ensure that accommodations are implemented in a timely fashion.

TENTATIVE SCHEDULE

Week / Topic / Readings / Assignment / Examination
Week 1 – Thurs. off / Unit 1 – I / Best, et. al. Ch. 1-3 / Chapter reviews (CR)
Week 2 – Thurs. off / Unit 1 – II / Best Ch. 4; Belson Ch. 1&2 / CR, Journal entries (JE)
Week 3 / Unit 1 – III / Handouts / CR, JE
Week 4 / Unit 1 – IV, V / Handouts, Best Ch. 5&6 / CR, JE, Crit. Issues Discuss. / Quiz 1
Week 5 / Unit 2 - I / Best Ch. 5&6, review Belson / CR, JE
Week 6 / Unit 2 – I / Belson chapters assigned / CR, JE, Interview 1 due
Week 7 / Unit 2 – II, III / Belson Ch. 12 / JE / Quiz 2
Week 8 / Best Ch. 10 / CR, JE / Mid-term
Week 9 / Unit 3 - I / Best Ch. 9&11 / CR, JE
Week 10 – Spring Break
Week 11 / Unit 3 – I / Ch. 12 / CR, JE
Week 12 / Unit 3 – II, III / Ch. 13; Belson Ch.13&14 / CR, JE, Interview 2 due / Quiz 3
Week 13 / Unit 4 – I / Best Ch. 14 / CR, JE
Week 14 / Unit 4 – II / Best Ch. 15 / CR, JE
Week 15 / Unit 4 – III / Best Ch. 16 / CR, JE
Week 16 – Tues. off / Unit 4 – IV / Handouts / CR, JE / Quiz 4
Week 17/18
Thurs. Study Day / Unit 4 - V / JE, AT projects due
Resource manual due / Final exam
5-11-06 @ 3