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Graduate Course Proposal Form Submission Detail - EEX6088

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Current Status: Approved, Permanent Archive - 2007-05-14
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1676 2007-03-16
     
    Department College Budget Account Number
    Special Education ED 172800
     
    Contact Person Phone Email
    Phyllis Jones 9413594628 pjones@banshee.sar.usf.edu

  2. Course Information

    Prefix Number Full Title
    EEX 6088 Curriculum and Instruction for Students with Low Incidence Dis

    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

    Credit Hours Section Type Grading Option
    3 O - Other R - Regular
     
    Abbreviated Title (30 characters maximum)
    Curric & Instruc Low Incidence
     
    Course Online? Percentage Online
    -

    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.


  3. Justification

    A. 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

    B. 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

    C. 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.

    D. 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


  4. Other Course Information

    A. 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 studentís performance at home, at school, and in the community.

    B. 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.

    C. 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 studentís community settings. Graduate students will become familiar with professional literature that supports these topics.

    D. 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.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.