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Murray State UniversityCOURSE SYLLABUSMurray State UniversityCOURSE SYLLABUSRevised January 2008DEPARTMENT: ACS COURSE NUMBER: SED 553 CREDIT HOURS: 3I. TITLE: Instructional Methods for Students with Moderate to Severe DisabilitiesII. CATALOG DESCRIPTION: This course involves preparation in the use of special methods needed to teach children and youth with physical and sensory disabilities. Adaptations, prothesthetic devices and technology used in educational programming as well as communication systems and self-care techniques will be included. (Prerequisite: None)III. PURPOSE: The purpose of this course is to prepare special educators to meet the educational and training needs of individuals with moderate to severe disabilities. Information is provided on the physical and medical management of these students in educational settings. Increasing student participation in school and community activities through the design or provision of instructional adaptations is emphasized. Curriculum selection, IEP development, and the delivery of instruction in school and community settings will be a focus. IV. COURSE OBJECTIVES: Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines and initiatives. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Experienced Teacher Standards addressed by that objective. Upon successful completion of this class, the student will be able to: A. demonstrate knowledge of national and Kentucky definitions, etiologies, and incidence/prevalence data related to the population with moderate to severe disabilities. (2) B. discuss motor and/or sensory disabilities and their impact on designing instructional programs for students with moderate to severe disabilities. (1, 2) C. discuss how cognitive, motor, social, communication, and safety objectives are incorporated into instructional programs. (1, 2) D. evaluate the appropriateness of instructional programs based on the current best practices for students with moderate to severe disabilities. (1, 2) E. make recommendations as to how a particular program can be revised and/or adapted for use with students with moderate to severe disabilities. (1, 2) F. design functional, chronologically age appropriate individualized education programs for students with moderate to severe disabilities (1, 2, 8, 9 )G. describe techniques of physical positioning and management to ensure participation in academic and social environments; understands the use of positioning techniques that decrease inappropriate tone and facilitate appropriate postural reactions to enhance participation. (2) 1H. apply appropriately the continuum of placement and services available for individuals with severe and multiple disabilities, including the concept of least restrictive environment. (2, 3, 4, 5)I. understand how to use instructional methods to strengthen and compensate for deficits in attention, perception, comprehension, memory and retrieval for students with multiple and severe disabilities. (2, 3, 4, 5, 6) J. understand the need to collaborate with other professionals, seek multiple perspectivesfrom families and public agencies on the strengths and needs of students with severe and multiple disabilities. (2, 8) K. understand how to select, adapt, and modify assessments to accommodate the unique abilities and needs of students and the use of exceptionality-specific assessment instruments. (2, 6, 7) L. demonstrate knowledge of professional development opportunities at the local, state, and national levels. (2, 9) M. evaluate professional behavior using a professional ethics document (e.g., CEC Code of Ethics and Standards for Professional Behavior). (7, 9)The COE Theme of Educator as Reflective Decision Maker is addressed in this course by requiring students to reflect through the course activities of a program evaluation of an appropriate educational program for students with multiple and severe disabilities, journal reviews of research based best practices, and planning appropriate instruction based on assessments. The EPSB Themes of Assessment and Closing the Achievement Gap are explored in the course through various chapters within the text such as Curriculum and Instruction, Alternate Assessments, and Instructional Adaptations. V. CONTENT OUTLINE:A. Common characteristics and needs of students with multiple and severe disabilitiesB. Historical and philosophical perspectives on the education of individuals with moderate to severe disabilitiesC. Addressing medical diagnoses of students with multiple and severe disabilitiesD. Educational outcomes for students with moderate to severe disabilitiesE. Addressing typical and atypical motor development of students with multiple and severe disabilities along with motor interventionsF. Positioning and handling of students with multiple and severe disabilities and adaptive equipment to meet their needsG. Cognition and communication programming for students with multiple and severe disabilities and identifying intervention strategiesH. Accessing information for program development and implementationI. Ethical and Professional BehaviorJ. Working with families of children with moderate to severe disabilitiesK. Addressing special health care needsL. Maximizing independence in self-care needs for students with multiple and severe disabilities VI. INSTRUCTIONAL ACTIVITIES:2A. Lecture and discussionB. Small group discussion C. SimulationsD. Cooperative learning activitiesE. Reading MaterialF. Chapter quizzes and examsG. Written assignmentsH. Individual and/or group presentations I. Video and other media J. Research assignmentsVII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: None VIII. RESOURCES:A. Waterfield LibraryB. BlackboardC. Self-selected books and articlesD. RACERtrak, ERIC, and the InternetE. Professional publicationsIX. GRADING PROCEDURES:A. Course RequirementsInstructional plan 50 ptsMultimedia project 50 ptsMaterial adaptation 50 ptsPQMT Assessment 100 ptsJournal article reviews 50 pts = 2 @ 25 pts eachQuizzes 50 pts = 5 @ 10 pts eachIEP Development Project 100 ptsFinal exam for undergraduates 50 ptsGraduate Students Inservice Project 50 ptsB. Grading ScaleA = 90 - 100%B = 80 - 89%C = 70


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Murray SED 553 - SED 553 SYLLABUS

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