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Graduate Course Proposal Form Submission Detail - EEX6234
Tracking Number - 2236

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Current Status: Approved, Permanent Archive - 2010-05-10
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change title to: Identification and Assessment of Individuals with Low Incidence Intellectual Disabilities and ASD Change Abbreviated title to: Indent & Assess Int Disab&ASD Change description to: Critical analysis of the processes in place to identify students with severe/profound intellectual disabilities and/or autism spectrum disorder (ASD). Explores curriculum instruction and assessment in a least restrictive environment.
Comments: Grad Council approved 2/15/10; SCNS liaison notified 4/6/10; Approved effective 8/1/10; posted in banner

Detail Information

  1. Date & Time Submitted: 2009-11-10
  2. Department: Special Education
  3. College: ED
  4. Budget Account Number: 172800
  5. Contact Person: Phyllis Jones
  6. Phone: 8139746588
  7. Email: pjones7@coedu.usf.edu
  8. Prefix: EEX
  9. Number: 6234
  10. Full Title: Identification &Assessment Low Incidence Disabilities
  11. Credit Hours: 3
  12. Section Type: O - Other
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Ident & Assess Low Disab
  19. Course Online?: O - Online (100% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. 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 restrict environment is explored.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed to meet state requirements, licensure, etc
  26. 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? To support teachers who complete the application for the FL department of education endorsement. FL DOE states the need for specific terminology in oder to meet requirements. The content and nature of the courses remain the same. By modifying the title we serve our students better.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 1 time
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) doctorate
  29. Objectives: • Demonstrate knowledge of the understandings of students with low incidence intellectual disabilities and autism spectrum disorder (ASD) (including characteristics) and how these understandings impact upon the assessment process. (NBPTS #1, #9; COE #2, #5).

    • Demonstrate knowledge of key issues of understanding and practice in the assessment of key aspects of development of individuals with low incidence intellectual disabilities and autism spectrum disorder (ASD). (NBPTS # 1, #2, #9; COE #1, #2).

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

    alternative assessments and the implications for students with low incidence intellectual disabilities and autism spectrum disorder (ASD). (NBPTS #5,#9; COE #2, #5).

    • Be able to design and conduct assessments of learners with low incidence intellectual disabilities and autism spectrum disorder (ASD) that promote meaningful inclusion in community and school settings and guarantee access to the general education curriculum, including alternate assessment. (NBPTS #1, #2, #9; COE ##1, #2, #3).

    • Recognize role of assistive technology in the assessment of students with low incidence intellectual disabilities and autism spectrum disorder (ASD) that promote meaningful inclusion in community and school settings. (NBPTS #7, #10; COE # 3, #5).

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

    assessing individuals with low incidence intellectual disabilities and autism spectrum disorder (ASD). (NBPTS #12, #14; COE #1, #5).

    • 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. (NBPTS # 8, #9, #10: COE #1, #5).

  30. Learning Outcomes: Demonstrate knowledge of the critical importance of transdisciplinary teaming when assessing and providing services to individuals with low incidence intellectual disabilities and autism spectrum disorder ;

    Recognize role of assistive technology in the assessment of students with low incidence intellectual disabilities and autism spectrum disorder 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 low incidence intellectual disabilities;

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

    Demonstrate knowledge of state and federal guidelines and regulations related to alternative assessments and the implications for students with low incidence intellectual disabilities and autism spectrum disorder;

    • Be able to design and conduct assessments of learners with low incidence intellectual disabilities and autism spectrum disorder that promote meaningful inclusion in community and school settings and guarantee access to the general education curriculum, including alternate assessment;

  31. Major Topics: Demonstrate knowledge of the critical importance of transdisciplinary teaming when assessing and providing services to individuals with low incidence intellectual disabilities and autism spectrum disorder ;

    Recognize role of assistive technology in the assessment of students with low incidence intellectual disabilities and autism spectrum disorder 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 low incidence intellectual disabilities;

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

    Demonstrate knowledge of state and federal guidelines and regulations related to alternative assessments and the implications for students with low incidence intellectual disabilities and autism spectrum disorder;

    • Be able to design and conduct assessments of learners with low incidence intellectual disabilities and autism spectrum disorder that promote meaningful inclusion in community and school settings and guarantee access to the general education curriculum, including alternate assessment;

  32. Textbooks: a comprehensive class reader that includes but is not exclusive of:

    A. Ryndak, D & Alper, S. ( 2003) Curriculum and Instruction for Students with Significant Disabilities in Inclusive Settings. Pearson Education Inc, MA.

    B. Orelove, F., Sobsey, D., & Silbermans, K. (2004). Educating Children with Multiple Disabilities A Collaborative Approach. Virginia, Paul Brookes Publishing.

    C. Downing, J.E. Including Students with Severe and Multiple Disabilities in Typical

    Classrooms: Practical strategies for teachers (2nd ed.). Baltimore: Paul H. Brookes.

  33. Course Readings, Online Resources, and Other Purchases: President’s Commission on Excellence in Special Education. (2003). Executive order 13227—The president's commission on excellence in special education. Retrieved November 2005, from http://www.ed.gov/inits/commissionsboards/whspecialeducation/about.html

    Browder, D.M. (2001). Ecological assessment and person-centered planning (pp. 23-67).

    In Browder, D.M.. Curriculum and Assessment for Students with Moderate and Severe

    Disabilities. NY: Guildord Press.

    Browder, D., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine,

    R. (2004). The alignment of alternative assessment content with academic and functional

    curricula. Journal of Special Education, 37(4), 211-223.

    Lacy, P. (2001). Working Together in Education. In Lacy, P. (2001) Support Partnerships: Collaboration in action. p. 15-24. London: David Fulton.

    Lacey, P. & Ouvrey, C. ( 1998) Person Centered Planning. In People with Profound and Multiple Learning Disabilities: A Collabrotative Approach to Meeting Complex Needs. P. 130 – 145. London: David Fulton.

    Snell, M.E. & Janney, R. (2000). Collaborative Teaming Chapter 5 Teaching Collaboratively p. 85 – 107. Paul Brookes: Maryland.

    Dettmer, P., Thurston, L., and Dyck, N. (1993). Consultation, Collaboration and Teamwork for Students with Special Needs. Boston: Allyn and Bacon.

    Friend, M. and Cook, L. (1992). Interactions: Collaboration Skills for School Professionals. New York: Longman.

    Evans, I.M., & Scott, J.R. (1989). Defining meaningful outcomes for persons with

    profound disabilities (pp. 83-107). In F.Brown & D.H. Lehr. Persons with profound

    disabilities: Issues and practices. Baltimore: Paul H. Brookes.

    Lohrmann-O’Rourke, S., Browder, D.M., & Brown, F. (2000). Guidelines for conducting

    socially valid systematic preference assessments. Journal of the Association for Persons

    with Severe Disabilities, 25(1), 42-53.

    Jones, P., (2005). ‘They have to have the world brought to them’: Understandings of profound and multiple learning difficulties. European Journal of Special Education, 20(4).

    Jones, P (2004) Teachers’ understandings of pupils with profound and multiple learning disabilities and the possible impact on assessment in the classroom. PMLD Link, Volume 16, No 3, Issue 49 19 – 23.

    Browder, D.M. & Cooper – Duffy, K. (2003) Evidence – based practices for students with severe disabilities and the requirements for accountability in ‘ No Child Left Behind.’ The Journal of Special Education, 37 (3), 157 – 163.

    Browder, D.M. et al. (2004). The alignment of alternative assessment content with academic and functional curricula. The Journal of Special Education, 37 (4), 211 – 223.

    Browder, D. M. (2005). The impact of teacher training on state alternate assessment scores. Exceptional Children, 71 (3), 267 – 282.

    Byrnes, M. (2004). Alternate assessment: FAQs (and answers). Teaching Exceptional Children, 36 (6),58 -63.

    The Association for Persons with Severe Disabilities Website: http://www.tash.org/

    National Dissemination Center for Children with Disabilities Fact Sheet:

    http://www.nichcy.org/pubs/factshe/fs10txt.htm

    Causes of Deaf-Blindness: http://www.deafblindinfo.org/faq/index.asp#Q6

    Autism Society of America: http://www.autism-society.org

    IDEA Practices: http://www.ideapractices.org

    Definitions of Mental Retardation:

    http://www.aamr.org/Policies/faq_mental_retardation.shtml

    Psychological Assessment of Students with Deaf-Blindness:

    http://www.tr.wou.edu/dblink/eval.htm

    Alternate assessment:

    http://education.umn.edu/nceo/TopicAreas/AlternateAssessments/alt_assess_topic.htm

  34. Student Expectations/Requirements and Grading Policy: As this is an online course and the times we meet are virtual, it is important to keep in touch with your professor via email in order to keep effective communication open.

    The final grade for the class will be made up with the following point structure:

    Module engagement 40

    Evaluation of websites 10

    Presentation on Alternate Assessment 10

    Assessment Plan and Paper 40

    The plus/minus grading system that will be used in the final course is:

    A + = 97 – 100 points

    A = 94 – 96 points

    A - = 90 – 93 points

    B+ = 87 – 89 points

    B = 84 – 86 points

    B - = 80 – 83 points

    C+ = 77 – 79 points

    C = 74 – 76 points

    C - = 70 – 73 points

    D = 60 – 69 points

    F = below 59 points

    Please be aware:

    “No grade below “C” will be accepted toward a graduate degree. This includes C- grades.”

  35. Assignments, Exams and Tests: Module 1 – Introduction to web based modules. – Complete as soon as possible – this will familiarize you with the module structure and expectations.

    Module 2 Understandings of assessment and identification of students with low incidence disabilities.

    Module 3 – Practices of assessment of students with low incidence disabilities.

    Module 4 – Tran disciplinary assessments and assessments for Person Centered Planning.

    To support clarification about what you will be doing during your engagement with the modules a checklist of involvement for each module has been developed. Please submit your individual module work to me electronically in one word document on the date posted:

    Checklist for completion of engagement with web based materials

    Module engagement Check when completed

    Module Two:

    Complete required module reading.

    Complete video analysis.

    Complete diagram of similarities and differences emerging from interviews with teacher and parent/family member.

    Complete 2 page reflection paper.

    Complete list of ‘for’ or ‘against’ statements for decision.

    Complete peer response form for member of your work group.

    Module Three:

    Complete required module reading.

    • Complete video analysis – Louise.

    • Complete video analysis – self chosen student.

    • Complete flyer prepared for school staff.

    • Submit web site review with module 3 Complete reflection paper on a self chosen issue of alternate assessment and how the policy and theory of alternate assessment translates to practice.

    Complete Peer response form for member of work group.

    Module Four:

    Complete required module reading.

    • Complete a literature search for two related articles and write a one page synopsis of each of the article.

    • Complete assessment audit.

    • Complete video analysis and write notes.

    • Write a 2 page reflection paper.

    • Complete a peer review form for a member of your workgroup

    •

    Field Experience component – 15 field experience hours in total

    As part of the FLDOE endorsement requirements there are an additional 15 hours of field based work attached to this course. The allocation of this field experience is as follows:

    Assessment Plan and Discussion Paper – 10 hours of field experience equivalence

    Course participants will choose a person/student who has a label of low incidence disabilities to be the focus of their assessment plan. You will be required to develop a comprehensive assessment plan. The assessment plan must consider functional and ecological perspectives and reflect assessment processes discussed in the course. Attached to the Assessment Plan will be a reflection paper, which discusses arising issues of the assessment plan that includes discussion of key points of decision making. The reflection paper needs to integrate relevant research and literature.

    To complete a meaningful experience in this assignment there is a minimum of 10 hours contact time with students with low incidence disabilities in school contexts. A log of this contact time needs to be completed and handed in.

    Module engagement – 5 hours of field experience equivalence

    Module 2 Activity

    Interview a teacher and also a parent/ family member about a student with a label with severe disabilities. Ask them to describe the student to you – makes notes from each interview. Reflect upon the notes and draw out the similarities and differences between the two perspectives. Prepare a chart that illustrates the similarities and differences of the perspectives that emerge from the interviews.

    Module 3 Activity

    Watch the video of Louise and note down the potential alternate assessment strategies you may advise Louise’s teacher to consider using for Louise. Explain why you believe this to be so and include the issues you see related to alternate assessment with Louise.

    Then, video a student with low incidence disabilities in your class or school and complete the video analysis chart above.

    Module 4 Activity

    Complete an audit of three of your current assessment practices in relation to Trans Disciplinary and collaborative assessment practices. In this analysis you will consider the direct links to collaborative and Trans Disciplinary assessment practices and the areas that need to be developed to strengthen these links.

    Complete an audit of three of your current assessment practices in relation to assessment practices. In this analysis you will consider the direct links to Person Centered Planning assessment practices and the areas that need to be developed to strengthen these links.

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: PLEASE ensure you attend these sessions –it is an expected requirement of the course. Please let your instructor know in advance if you are going to be delayed for any reason. Successive unauthorized lateness will result in points being dropped from your final grade for the course.

    As this is an online course and the times we meet are virtual, it is important to keep in touch with your professor via email in order to keep effective communication open.

    IX. Academic dishonesty:

    Academic Dishonesty (i.e. cheating) is defined as any behavior that results in the misrepresentation of your skills, knowledge, or work as they relate to this course. Any cheating incident can result in you receiving an F/F in the course. In addition, your actions will be brought before the Department's Standards Committee for further action regarding your status in the program. The professor for this course may use USF software to assess potential plagiarism. It is the obligation of the student to reference all material taken from electronic sources.

  38. Program This Course Supports: MA ESE
  39. Course Concurrence Information: Autism Spectrum Disorders (ASD) Graduate Certificate

    Severe/Profound Disabilities Graduate Certificate


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