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Graduate Course Proposal Form Submission Detail - EEX6088
Tracking Number - 1676
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Current Status:
Approved, Permanent Archive - 2007-05-14
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2007-03-16
- Department: Special Education
- College: ED
- Budget Account Number: 172800
- Contact Person: Phyllis Jones
- Phone: 9413594628
- Email: pjones@banshee.sar.usf.edu
- Prefix: EEX
- Number: 6088
- Full Title: Curriculum and Instruction for Students with Low Incidence Dis
- Credit Hours: 3
- Section Type: O -
Other
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Curric & Instruc Low Incidence
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: GS
- Corequisites:
- Course Description: Analysis of current issues and best practices in assessment for teaching, curriculum content, and instruction for students with severe disabilities and the provision of educational services within inclusive general education settings and home communities.
- Please briefly explain why it is necessary and/or desirable to add this course: It offers USF students access to course content that meets the criteria for endorsement in severe disabilities in accordance with the requirements of NCLB highly qualified status. The course also contributes to the breadth of teaching and learning experie
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The course supports the severe and profound endorsement and also as an elective in the MA program. Future plans to develop Masters in Special education with concentration in low incidence disabilities.
Masters in Special Education
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? The course has been offered as a temporary course for the FLIPP project 2 times.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) PhD in Special Education
Experience teaching students with low incidence disabilities
- Objectives: All objectives will be met in relation to providing educational services for students with severe disabilities in general education settings:
1) Students will articulate research based rationale for including students with severe disabilities in general education settings.
2) Students will analyze and apply collaborative teaming principles to facilitate instruction and performance in inclusive settings.
3) Students will analyze the application of advocacy strategies.
4) Students will develop meaningful IEPs that blend developmental, functional and general education curriculum content.
5) Students will analyze and reflect upon the range of effective instructional strategies that can be adopted in a least restrictive environments.
6) Students will implement meaningful assessment procedures and analyze assessment information leading to appropriate instructional content and strategies.
7) Students will analyze and use ongoing assessment and applied behavior analysis procedures.
8) Students will demonstrate an ability to develop educational services that accommodate for sensory and motor impairments.
9) Students will demonstrate an ability to analyze and develop educational services that demonstrate a holistic understanding of how various curricular areas (e.g. communication, physical, mathematical) affect a student’s performance at home, at school, and in the community.
- Learning Outcomes: 1) Students will articulate research based rationale for including students with severe disabilities in general education settings.
2) Students will analyze and apply collaborative teaming principles to facilitate instruction and performance in inclusive settings including students with severe disabilities.
3) Students will analyze the application of advocacy strategies for students with severe disabilities .
4) Students will develop meaningful IEPs that blend developmental, functional and general education curriculum content.
5) Students will analyze and reflect upon the range of effective instructional strategies that can be adopted in a least restrictive environments, including students with severe disabilities .
6) Students will implement meaningful assessment procedures and analyze assessment information leading to appropriate instructional content and strategies,including students with severe disabilities .
7) Students will analyze and use ongoing assessment and applied behavior analysis procedures for students with severe disabilities
8) Students will demonstrate an ability to develop educational services that accommodate for sensory and motor impairments.
9) Students will demonstrate an ability to analyze and develop educational services that demonstrate a holistic understanding of how various curricular areas (e.g. communication, physical, mathematical) affect a student with severe disabilities, performance at home, at school, and in the community.
- Major Topics: The course addresses overall curriculum planning and implementation for students with severe disabilities. Based on a model of systematic instruction, the course provides practice in selecting meaningful instructional content for an individual student, encompassing both general education content and alternate curriculum content. Emphasis also is focused on the use of effective instructional strategies and appropriate accommodations/modifications within natural settings, including general education classrooms, regular campuses, and the student’s community settings. Graduate students will become familiar with professional literature that supports these topics.
- Textbooks: Ryndak, D & Alper, S. ( 2003) Curriculum and Instruction for Students with Significant Disabilities in Inclusive Settings. Pearson Education Inc, MA.
Orelove, F., Sobsey, D., & Silbermans, K. (2004). Educating Children with Multiple Disabilities A Collaborative Approach. Virginia, Paul Brookes Publishing.
Downing, J.E. Including Students with Severe and Multiple Disabilities in Typical
Classrooms: Practical strategies for teachers (2nd ed.). Baltimore: Paul H. Brookes.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.