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Graduate Course Proposal Form Submission Detail - EEX6207

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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
    1678 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 6207 Indentification and Assessment of Individuals with Low Inciden

    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)
    Ident & Assess Low Incidence
     
    Course Online? Percentage Online
    -

    Prerequisites

    GS

    Corequisites

    Course Description

    This course offers a critical analysis of the processes in place to identify students with low incidence disabilities. Subsequent influences on development, learning and curriculum assessment in a least restrictive environment is explored.


  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 and autism in accordance with the requirements of NCLB highly qualified status. The course also contributes to the breadth of teaching and learn

    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 autism endorsement, severe endorsement and also as an electives in the MA program. Future plans to develop Masters in Special education with concentration in low incidence disabilities & autism.

    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

    •Demonstrate knowledge of the understandings of students with low incidence disabilities (including characteristics) and how these understandings impact upon the assessment process.

    •Demonstrate knowledge of key issues of understanding and practice in the assessment of key aspects of development of individuals with severe disabilities.

    •Demonstrate knowledge of state and federal guidelines and regulations related to

    alternative assessments and the implications for students with severe disabilities.

    •Be able to design and conduct assessments of learners with severe disabilities that

    promote meaningful inclusion in community and school settings and guarantee access

    to the general education curriculum, including alternate assessment.

    •Recognize role of assistive technology in the assessment of students with severe disabilities that promote meaningful inclusion in community and school settings.

    •Demonstrate knowledge of the critical importance of trans disciplinary teaming when

    assessing individuals with severe disabilities.

    •Recognize the role of students themselves, parents/guardians, caregivers, teachers, and other professionals in the assessment and intervention process, particularly in relation to Person Centered Planning.

    B. Learning Outcomes

    Demonstrate knowledge of the critical importance of transdisciplinary teaming when assessing and providing services to individuals with severe disabilities.

    Recognize role of assistive technology in the assessment of students with severe disabilities that promote meaningful inclusion in community and school settings.

    Recognize the role of parents/guardians, caregivers, teachers, and other professionals in the assessment and intervention process.

    Demonstrate knowledge of the causes of severe/profound mental disabilities, dual sensory impairments, autism, and other severe disabilities.

    Demonstrate knowledge of the effects on development and learning of severe/profound mental disabilities, dual sensory impairments, autism and other severe disabilities

    Demonstrate knowledge of state and federal guidelines and regulations related to alternative assessments and the implications for students with severe disabilities.

    •Be able to design and conduct assessments of learners with severe disabilities that

    promote meaningful inclusion in community and school settings and guarantee access

    to the general education curriculum, including alternate assessment

    C. Major Topics

    Transdisciplinary teaming when assessing and providing services to individuals with severe disabilities.

    Role of assistive technology in the assessment of students with severe disabilities that promote meaningful inclusion in community and school settings.

    Role of parents/guardians, caregivers, teachers, and other professionals in the assessment and intervention process.

    Knowledge of the causes of severe/profound mental disabilities, dual sensory impairments, autism, and other severe disabilities.

    Knowledge of the effects on development and learning of severe/profound mental disabilities, dual sensory impairments, autism and other severe disabilities.

    Knowledge of state and federal guidelines and regulations related to alternative assessments and the implications for students with severe disabilities.

    Knowledge on how to design and conduct assessments of learners with severe disabilities that

    promote meaningful inclusion in community and school settings and guarantee access

    to the general education curriculum, including alternate assessment.

    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.