course'overview'...aug 24, 2015  · eph 4033.f15 5...

EPH 4033.F15 1

EPH$4033:$Section$1970$Children$and$Youth$with$Multiple$Disabilities$

$Instructor:$$ $ AnnCMarie$Orlando,$Ph.D.,$CCCCSLP$Email:$$ aorlando@ufl.edu$Office$hours:$ $ By$appointment$ $ $ Contact:$$ 352C215C2747$Meeting$Place:$ NRN$2327$ $ $ $ Time:$$ $ Tuesdays,$5:10$–$8:10$Exam$Schedule:$ 15C$–$12:30pm$–$2:30pm$ $ $ $ Periods$10$–$E1$$ $ $ Tuesday,$12/15/15$ $ $ Credits:$ 3$$

COURSE'OVERVIEW'Course$Description$This$course$is$designed$to$provide$strategies$for$developing$effective$educational$services$for$children$and$youth$with$multiple$and$severe$disabilities,$including$identifying$relevant$curriculum$content,$contexts,$and$instructional$components.$$Required$Texts$and$Readings$Westling,$D.$L.,$Fox,$L.,$&$Carter,$E.,$(2013).$Teaching)students)with)severe)disabilities)5th)Ed.).)

Upper$Saddle$River,$NJ:$Pearson.$

Course$materials$also$are$available$at:$https://lss.at.ufl.edu/ To$access$the$materials,$login$with$your$gatorlink$information$and$using'VPN$$Students$are$expected$to$read$the$text$and$reading$assignments$PRIOR$to$class$so$they$can$participate$in$the$discussion$of$each$topic.$$Relevant$Websites$http://aem.cast.org/ (National$Center$on$Accessible$Educational$Materials) http://www.tash.org$(TASH)$http://flfcic.fmhi.usf.edu/(University$Centers$for$Excellence$in$Developmental$Disabilities)$http://www.iod.unh.edu/Home.aspx(Institute$on$Disability,$University$of$New$Hampshire)$http://www.kidstogether.org$(Kids$Together,$Inc.)$http://education.jhu.edu/PD/newhorizons/(New$Horizons$for$Learning)$http://www.udlcenter.org/$National$Center$for$Universal$Design$for$Learning$http://www.cpalms.org/Public/ Florida'Standards:$Students$will$be$required$to$review$the$Florida$Standards$when$identifying$relevant$general$education$content$for$their$assigned$student$with$severe$disabilities.$ $Ethics,$Professional$Conduct,$and$Honesty$Students$should$be$aware$of,$and$reflect$throughout$the$course,$expectations$inherent$within$the$following:$1) http://www.fldoe.org/teaching/professionalCpractices/codeCofCethicsCprinciplesCofC

professio.stml$$Code$of$Ethics$and$the$Principles$of$Professional$Conduct$of$the$Education$Profession$in$Florida.$

$2) CEC'Code'of'Ethics:$Download$from$http://www.cec.sped.org/Standards/Ethical-Principles-and-

EPH 4033.F15 2

Practice-Standards$$3) Statement$of$UF’s'Honor'Code'on'Academic'Honesty$

The$following$statement$comes$from$the$Student$Honor$Court$“We,$the$members$of$the$University$of$Florida$community,$pledge$to$hold$ourselves$and$our$peers$to$the$highest$standards$of$honesty$and$integrity.”$

$On$all$work$submitted$for$credit$by$students$at$the$University$of$Florida,$the$following$pledge$is$either$required$or$implied:$

“On$my$honor,$I$have$neither$given$nor$received$unauthorized$aid$in$doing$this$assignment.”$

$An$academic$honesty$offense$is$defined$as$the$act$of$lying,$cheating,$or$stealing$academic$information$so$that$one$gains$academic$advantage.$As$a$University$of$Florida$student,$one$is$expected$to$neither$commit$nor$assist$another$in$committing$an$academic$honesty$violation.$Additionally,$it$is$the$student’s$duty$to$report$observed$academic$honesty$violations.$The$following$actions$are$example$of$violations$of$the$Academic$Honesty$Guidelines:$cheating,$plagiarism,$bribery,$misrepresentation,$conspiracy,$and$fabrication.$

$DO$NOT$PLAGIARIZE!!!$To$plagiarize$is$"to$steal$and$pass$off$as$one's$own$the$ideas$or$words$of$another"$(Webster,$1967,$p.$646).$If$plagiarism$is$evident,$the$student$will$receive$a$"0"$on$that$activity$AND$may$be$given$an$"F"$grade$for$the$course$AND$may$be$suspended$or$expelled$from$the$university.$See$Code$of$Student$Conduct$for$further$explanations.$$

4) Audio$recording,$video$recording,$and$the$use$of$speechCtoCtext$software/devices,$Skype,$Oovoo,$Messenger,$etc.$must$be$preCapproved$for$specific$purposes$and$activities,$and$arranged$ahead$of$time$with$the$course$instructor.$$Participation/attendance$means$to$be$actively$involved$in$discussion$and$class$work.$$Texting,$“Facebooking,”$surfing$the$Internet,$or$accessing$web$sites$not$related$to$the$course$during$class$time$will$impact$negatively$on$class$participation$points.$

$Course$Objectives$This$course$will$include$overall$curriculum$planning$and$implementation$for$and$information$related$to$the$specific$needs$of$children$with$multiple$and$severe$disabilities.$Based$on$a$model$of$systematic$instruction,$the$course$provides$practice$in$selecting$meaningful$instructional$content$for$an$individual$child,$encompassing$both$general$education$standards$and$ecologicallyCbased$personCcentered$content$that$facilitates$participation$across$contexts.$Emphasis$also$is$focused$on$the$provision$of$instruction$in$natural$contexts,$including$general$education$classes,$regular$school$campuses,$and$community$settings.$Students$will$become$familiar$with$professional$literature$that$supports$these$topics.$$Students$will$develop$an$understanding$of$and$ability$to$develop$educational$services$that$reflect:$1) principles$of$Universal$Design$for$Learning;$2) an$ecological$approach$to$determining$personCcentered$content$that$facilitates$participation$

across$contexts;$

EPH 4033.F15 3

3) accommodation$and$modification$of$general$education$standards,$contexts,$and$activities$to$meet$the$needs$of$children$with$multiple$and$severe$disabilities;$

4) use$of$activityCbased$instruction$for$blending$content$from$the$general$curriculum$and$personCcentered$content$across$domains$(i.e.,$personal$management,$leisure,$&$work);$

5) the$provision$of$instruction$in$general$education$classes$and$other$inclusive$contexts;$6) the$provision$of$assistive$technology$devices$and$supports$to$access$the$general$curriculum$

and$personCcentered$content;$7) ageCappropriate$instructional$content,$materials,$and$activities;$8) communityCbased$instruction$for$general$curriculum$and$personCcentered$content;$9) program$evaluation$methods;$and$10) $integrated$related$services.$$

COURSE'REQUIREMENTS'AND'GRADING'Requirements$1) Complete$three$exams.$Each$will$be$essay$format.$Questions$will$be$taken$from$required$

readings,$class$discussions,$and$assigned$activities.$Required'readings'typically'cover'material'that'is'not'covered'in'class.$Each$exam$will$be$worth$40'points.$

$2) Complete$a$team'curriculum'content'identification'study.$The$written$study$will$be$worth$

40'points$from$the$instructor(s).$Team$members$also$will$participate$in$an$evaluation$of$their$team$members$for$an$additional$10'points.$Teams$will$be$assigned$a$family$with$a$student$who$has$severe$or$multiple$disabilities.$In$relation$to$that$student$and$family,$teams$will$complete$a$curriculum$content$identification$study$that$reflects$activities$and$competencies$discussed$in$class.$Minimally,$the$following$components$will$be$included$in$the$study,$each$incorporating$information$about$access$to$general$education$content$and$personCcentered$content$through$the$application$of$UDL$principles$or$the$use$of$assistive$technology:$a) description$of$the$student,$including$strengths,$weaknesses,$and$educational$needs;$b) description$of$the$student’s$CURRENT$educational$program/services,$as$described$by$the$

student’s$family;$c) family$inventory$(provide$as$much$information$as$possible$from$the$family's$point$of$

view)$that$describes:$$i) activities$in$which$the$family$participates$across$domains$(e.g.,$domestic,$leisure,$

work,$academic);$ii) the$student’s$access$to$and$participation$in$those$activities;$and$iii) the$family's$perceptions$of$the$activities$that$are$priorities$for$instruction$this$year;$

d) peer$inventory$(develop,$complete,$describe,$and$list$priorities);$e) community$inventory$(develop$and$conduct$across$domains$within$a$oneCmile$radius$of$

the$student’s$home$and$list$priorities);$f) general$education$settings$inventory$(develop$and$complete$for$all$general$education$

environments,$including$at$least$settings,$teaching$styles,$rules,$and$instructional$configurations;$list$priorities);$

g) general$education$curriculum$content$inventory$(complete$for$at$least$one$general$education$teacher$of$the$appropriate$grade$level,$using$the$state$general$education$standards;$list$priorities);$

h) annual$goals$in$inclusive$contexts$(write$5$annual$goals;$describe$the$negotiation$process$used$with$your$team);$

EPH 4033.F15 4

i) a$twoCpage$written$rationale$for$each$goal$(include$a$reflection$of$information$from$the$inventories$AND$an$explanation$of$how$meeting$each$goal$during$the$academic$year$will$increase$the$student’s$participation$across$contexts$and$quality$of$life$at$home,$school,$and/or$community);$

j) shortCterm$objectives$in$inclusive$contexts$(write$one$set$[i.e.,$3$to$5]$of$shortCterm$objectives$for$each$of$2$annual$goals$selected);$and$

k) one$lesson$plan$for$the$appropriate$grade$level$that$incorporates$the$UDL$principles,$accommodations$and/or$modifications$(including$the$use$of$assistive$technology$devices$and$supports)$for$your$student’s$annual$goals.$

$3) Each$team$will$present'the'results'of'their'curriculum'content'identification'study$to$the$

class.$During$the$presentation$the$team$will$describe$their$student,$the$identified$priorities,$and$the$negotiated$annual$goals.$Given$this$information,$each$team$will$implement$their$lesson$plan$with$the$entire$class$as$their$culminating$experience,$demonstrating$the$accommodations/modifications$for$their$student’s$participation.$The$class$implementation$will$be$worth$20'points$from$the$instructor;$team$members$also$will$participate$in$an$evaluation$of$their$team$members’$contribution$to$the$presentation$for$an$additional$5'points.$

$4) Complete$a$file$of$PERSONAL'notes'on'class'reading'assignments$–$note$that$computer$

generated$notes$will$NOT$be$accepted.$At$the$time$of$each$exam,$files$will$be$submitted,$reviewed$by$the$instructor(s),$and$assigned$points.$The$notes$should$be$on$5'X'8'index'cards$with$the$author(s)$and$year$to$identify$the$reading.$Your$UFID$#$should$be$in$the$top$right$corner$of$each$card.$$The$cards$for$a$reading$on$a$research$study$should$contain$information$related$to$the$article’s)purpose,)the)nature)of)the)study,)the)rationale,)and)its)relationship)to)the)class.$The$cards$for$a$reading$that$is$not$a$report$on$a$research$(e.g.,$chapter,$white$paper)$should$contain$information$related$to$the$article’s)purpose,)the)issues)and)topics)being)discussed,)the)rationale,)and)its)relationship)to)the)class.$A$total$of$40'points'will$be$possible$for$reading$notes.$

$5) Reflections'(20'Points):$There$will$be$opportunities$for$reflection$on$course$readings,$

discussions,$and$topics$throughout$the$semester.$$Six$reflection$assignments$are$required$and$due$periodically$throughout$the$semester.$$Guidelines$for$each$reflection$topic$will$be$provided$in$class$prior$to$the$due$date.$$

$6) Course'attendance'and'appropriate'participation$is$required.$On$randomly$selected$

sessions,$students$will$receive$0,$1,$or$2$points$for$constructive,$contentCrelated$participation$in$class$activities$for$a$total$of$20'points.$

$Meeting)the)Pre?professional)Florida)Educator)Accomplished)Practices)(FEAPs))

In)this)course,)one)or)more)assignments)have)been)selected)as)“Key)Tasks”)that)will)assess)your)

mastery)of)knowledge,)skills,)and/or)dispositions)that)the)State)of)Florida)requires)of)all)entry?level)

educators.)These)assignments)were)specifically)selected)as)Key)Tasks)because)they)align)with)the)6)

Florida)Educator)Accomplished)Practices)(FEAPs).)

$Your)mastery)of)each)Indicator)will)be)measured)by)your)performance)on)a)Key)Task.)To)pass)this)

EPH 4033.F15 5

course,)you)must)successfully)complete)all)Key)Tasks)and)receive)a)rating)of)“Developing,”)

“Accomplished,”)or)“Exceptional.”)No)exceptions)will)be)made)to)this)rule,)even)if)you)do)not)plan)to)

practice)in)Florida)after)graduation)or)do)not)apply)for)state)certification.)$Students)who)receive)an)“Unsatisfactory”)rating)will)be)offered)a)chance)to)redo)the)Key)Task)or,)in)

some)cases,)to)complete)a)comparable)task)assigned)by)the)instructor.)Students)who)do)not)complete)

their)makeup)work)satisfactorily)will)receive)a)failing)grade)at)the)instructor’s)discretion.))

$The)rating)guide)framework)below)will)be)used)to)evaluate)your)performance)on)tasks)assessing)

specific)FEAP)Indicators)covered)in)this)course.)The)language)of)each)FEAP)Indicator)completes)the)

statements.)For)more)information,)please)visit)the)Educator)Assessment)System)Student)Portal)at:)

https://my.education.ufl.edu/.)

$Competency'4:'Foundations'of'Applications'of'Differentiated'Instruction'Teachers$will$have$a$broad$knowledge$of$students$from$differing$profiles$in$order$to$understand$and$apply$researchCbased$instructional$practices$by$differentiating$process,$product,$and$context.$Teachers$will$engage$in$the$systematic$problem$solving$process.'

Performance$Indicator$ Reading/Activity/Assessment$

(4.18)$Implement$appropriate$and$allowable$instructional$accommodations$as$specified$in$the$Individual$Education$Plan$or$504$Plan$when$differentiating$instruction$for$students$with$disabilities.$

Based$on$class$discussion$and$written$notes$from$multiple$readings,$students$will$present$a$case$study$describing$the$identified$priorities,$and$the$negotiated$annual$goals.$Students$will$implement$a$lesson$plan$with$the$class,$demonstrating$the$accommodations/modifications$used$during$instruction.$

(4.19)$Modify$assessment$and$instruction$for$students$with$significant$cognitive$disabilities$while$maintaining$high$expectations$for$achievement$that$reflect$appropriate$levels$of$access$to$general$education$instruction.$$$

Based$on$class$discussion$and$written$notes$of$multiple$readings,$students$will$complete$a$curriculum$content$identification$study$that$includes$a$lesson$plan$for$the$appropriate$grade$level$that$incorporates$principles$of$Universal$Design$for$Learning$and$accommodations/modifications$(including$the$use$of$assistive$technology$devices$and$supports)$for$the$student’s$annual$goals$

$The$rating$guide$framework$below$will$be$used$to$evaluate$your$performance$on$tasks$assessing$specific$Florida$Reading$Endorsement$Competency$Indicators$covered$in$this$course.$$The$language$of$each$indicator$completes$the$statements.$$For$more$information,$please$visit$the$Educator$Assessment$System$Student$Portal$at:$https://my.education.ufl.edu/.$$$

Accomplished$The$candidate$demonstrates$knowledge$of$how$to$implement$instructional$accommodations$and$modify$assessment$for$students$with$significant$cognitive$disabilities.$$The$candidate$is$prepared$to$apply$this$skill$in$a$practical$setting.$$$

Unsatisfactory$The$candidate$demonstrates$little$knowledge$of$how$to$implement$instructional$accommodations$and$modify$assessment$for$students$with$significant$cognitive$disabilities.$

$Course$Grading$The$following$summarizes$the$MAXIMUM$number$of$points$available$for$each$component$of$the$course.$

EPH 4033.F15 6

$ $ Exam$1$ $ $ $ $ $$40$points$$ $ Exam$2$ $ $ $ $ $$40$points$$ $ Exam$3$ $ $ $ $ $$40$points$$ $ Curriculum$content$identification$study$$ $ $ Written$project$ $ $ $$40$points$$ $ $ Team$evaluation$for$written$project$10$points$$ $ $ Class$implementation$of$a$lesson$ $$20$points$

Team$evaluation$of$lesson$plan$$Implementation$ $ $ $$$$5$points$

Class$Readings$File$ $ $ $ $$40$points$Reflections$ $ $ $ $ $$20$points$

$ $ Class$Participation$ $ $ $ $$20$points$$ $ Total$ $ $ $ $ $ 275$points$$Approximate$equivalents$of$the$following$percentages$will$be$used$for$determining$letter$grades$for$the$course$at$the$semester’s$end.$Depending$upon$the$overall$class$performance,$these$ranges$may$be$modified$upward$or$downward:$$$ $ A$ =$94%$or$Better$ $ (257$C$275$points)$$ $ B+$=$89%$C$93%$ $ (244$C$256$points)$$ $ B$ =$84%$C$88%$ $ (231$C$2243$points)$$ $ C+$ =$79%$C$83%$ $ (215$C$230$points)$$ $ C$ =$74%$C$78%$ $ (202$C$214$points)$$ $ D+$=$69%$C$73%$ $ (188$C$201$points)$$ $ D$ =$64%$C$68%$ $ (176$C$187$points)$$ $ E$ =$less$than$64%$ $ (

EPH 4033.F15 7

NOTE$THAT$IT$IS$NOT$DEPARTMENT$POLICY$TO$GIVE$GRADES$OF$“I”$OR$“X”.$$Office$Hours$by$Appointments$Office$hours$are$by$appointment$only.$Before$or$after$class$is$not$the$best$time$to$try$to$meet$with$the$instructors;$however,$it$is$best$to$schedule$an$appointment.$$Changes$This$syllabus$is$subject$to$change$with$the$progression$of$the$semester.$$$

EPH 4033.F15 8

Tentative(Timeline:(EPH(4033(Section(1970(

Week( Date( Topic( Readings/(Handouts(( Assignments(

1( 8D25(

(

Welcome/Introduction/

Syllabus/overview/

Student/population/and/curriculum/

• Definition/of/severe/multiple/disabilities/• Learning/characteristics/of/children/with/

multiple/and/severe/disabilities/

• Purpose/of/education/• Definition/of/curriculum/

• Syllabus/• Person>First/Handouts//

• Watch/TED/Talk/by/Stella/Young/

• https://www.ted.com/talks/stella_young_i_m_not_your_inspi

ration_thank_you_very_much/

2( 9D1(

(

VISIT(TO(SIDNEY(LANIER((10AM(–(12PM)( / Reflection(#1(on(your(visit(due(

by(midnight(the(day(of(class(

3( 9D8( Legal,/national,/and/educational/trends/

Contributing/variables/

• Legal/issues/• Efficacy/concerns/• National/and/state/trends/(standards>

based/reform;/accountability/&/

assessment)/

WFC/Ch/1/ (

A:/Ferleger,/2008/ B:/Ryndak/et/al.,/

2012/

C:/Brown/et/al.,/

2008/

D:/Jorgensen,/

2005/

4( 9D15( Contributing/variables/(cont’d)//

• Advocacy/• Teacher/preparation//• Alternate/assessment/• School/reform//• Legal,/national,/and/educational/trends//• Systems/Change/

Browder/&/Cooper>Duffy,/2003;/

Fisher/&/Meyer,/2002/

Reflection(#2(Due(by(midnight(

the(day(before(class(

A:/Lowry/et/al.,/

2007/

B:/Hanson/et/al.,/

2001/

C:/Blanchett/et/al.,/

2005/

D:/Holahan/&/

Costenbader,/

2000/

5( 9D22( Effects/on/instructional/contexts/and/

curriculum/content//

Framework/for/educational/services/

• Multi>tiered/Systems/of/Support/(i.e.,/PBS;/RtI)//

• Principles/of/UDL/• Inclusive/Education/• Accommodations/Modifications/• Collaborative/Teams/

Ryndak/et/al.,/2007;/Ryndak/et/al.,/2013/ /

A:/Fuchs/&/Fuchs/

2008/

B:/Fuchs/et/al.,/

2010/

C:/Sailor/et/al.,/

2006/

/

D:/Snell/2006/

EPH 4033.F15 9

Week( Date( Topic( Readings/(Handouts(( Assignments(

6( 9D29( Constituencies/and/their/role/in/the/education/

process/

• Organizations//• Districts//• Schools//• Teams/• Team/members/

WFC/Ch/3;// DETERMINE(PROJECT(GROUPS//

Review/position/statements/from/

professional/organizations://

TASH,/CASE,/CEC>ETADD,/SAFE;/

Position/statements/on/teacher/

preparation:/TASH,/NASDSE,/CEC/

/

Panel/members/will/be/present/

for/class/on/this/day./Come/

prepared/with/questions.(

A:/Hunt/et/al.,/

2003/

B:/Soodak/&/Erwin/

2000/

C:/Hunt/et/al.,/

2004/

D:/Kim/&/Turnbull,/

2004/

Natural/support/network/

• Home/school/collaboration;/family/inventory/

• Roles/of/community/members;/community/inventory;/community>based/instruction/

A:/Dyches/et/al.,/

2004/

B:/Ryndak/et/al.,/

2000;//

C:/Stoner/et/al.,/

2005/

D:/Giangreco/et/al.,/

2010/

7( 10D6( • Exam(#1( Class(Reading(File(Due(8( 10D13( CONDUCT(A(FAMILY(INVENTORY(

• Roles/of/peers/and/classmates;/peer/inventory/

• Outcomes/for/students/without/disabilities/

WFC/Ch/4/ Review/inventory/before/class/

and/assign/team/member/roles/

/

Families/will/be/present./

/

Class(will(take(place(at(the(East(

Campus(Building(

/

See/Canvas/for/directions./

A://Causton>

Theoharis/&/

Malmgren,/2005;/

Gilberts/et/

al.,2001/

B://Copeland/et/al.,/

2004;/Kishi/&/

Meyer,/1994/

/

C:/Han/&/Chadsey,/

2004;/Ryndak/et/

al.,/2010a/

D://Carter/et/al.,/

2005a;/Ryndak/et/

al.,/2010b/

9( 10D20( Gathering/general/education/information//

• General/education/settings/inventory//• General/education/curriculum/content/

inventory/

• Learning/theories;/relation/to/context/and/content//

Gathering/information/on/transition/

WFC/Ch/10;/

Jorgensen/et/al.,/2007;!Reflection(#3(Due(by(midnight(

the(day(before(class/

A:/Shogren/&/

Plotner,/2012/

B:/Test/et/al.,/2005/

C:/Kliewer,/2008/ D:/Carter/et/al.,/

2005b/

EPH 4033.F15 10

Week( Date( Topic( Readings/(Handouts(( Assignments(

10( 10D27( Collaborative/teams/and/related/services/in/

general/education/contexts/

• Meaningful/assessment;//• Alternate/assessment/• PBS/(FBA/&/BIP)/• Discrepancy/analysis/• Assistive/technology/devices/and/supports/

WFC/Ch/9;/

Smith>Bird/&/Turnbull,/2005;/

Edyburn,/2003/

Kagohara/et/al.,/2013(

Complete/the/general/education/

settings/inventory/and/General/

Education/Curriculum/inventory/

http://www.cpalms.org/Public//

11( 11D3( Exam(#2( ( CLASS(READING(FILE(DUE(

12( 11D10( Identifying/and/blending/this/year's/general/

education/&/functional/needs//

• Identifying/locations/for/instructions/• Developing/short/term/objectives/

WFC/CH/6;/Ryndak,/Morrison,/&/

Sommerstein,/1999;/

Complete/the/community/

inventory/and/peer/inventory/

Chung,/Carter,/&/

Sisco,/2013;/

Hunt/et/al.,/2003;/

/

Janney/&/Snell,/

1997/

Stormont,/Lewis,/&/

Smith,/2005/

13( 11D17( Planning/&/implementing/instruction/

• Academics/and/data/collection/• Embedded/instruction/(Activity/vs./skill/instruction)/&/ABA/strategies/

• Instruction/through/simulation/vs./natural/settings/

• General/case/instruction;/generalization;/maintenance/

WFC/Ch/7;/Johnson/et/al.,/2004;/Hudson/

et/al.,/2013/

Develop/IEP/Goals/for/Project/

A:/WFC/Ch/8;/

Giangreco/et/al.,/

2001/

B:/WFC/Ch/11;/

Giangreco/et/al.,/

1999/

C:/Minondo/et/al.,/

2001;/Grisham>

Brown/et/al,/2000/

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EPH 4033.F15 11

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