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DEPARTMENT OF SPECIAL EDUCATION
SPEC 4030
Curricular Planning for Individuals with Severe Disabilities
Three Credit Hours
REQUIRED TEXTBOOK(S)
Ford, A.; Schnorr, R.; Meyer, L.; Davern, L.; Black, J. & Dempsey, P. (Eds.) (1989) The
Syracuse community-referenced curriculum guide . Paul H. Brookes Publishing Company.
COURSE DESCRIPTION
Prerequisite: SPEC 3010 and satisfactory completion of the junior core.
A study of the philosophic and practical basis of curriculum design for individuals who require extensive and/or pervasive supports thoughout the life cycle. This curricular approach results in a meaningful and functional curriculum and supportive learning environment.
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES
Principle 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Principle 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
EDUCATIONAL OUTCOMES
Outcome 1. An understanding of the central concepts, tools of inquiry, and structures of special education and the ability to implement strategies that make these aspects of subject matter meaningful for students.
Outcome 3. An understanding of how students differ in their approaches to learning and how to create intervention opportunities that are adapted to diverse consumers.
COURSE OBJECTIVES
The student will,
1. write performance objectives. (Principle 1; Outcome 1)
2. write IEPs as a curricular tool. (Principles 1,3,7,8; Outcomes 1 & 3)
3. use the task analysis process to isolate, sequence, and describe all the essential components of a task or performance. (Principles 1, 3; Outcomes 1, 3)
4. identify student assessments that will assist in the development of an appropriate individualized curriculum. (Principles 1, 3; Outcomes 1, 3)
5. develop authentic assessments that will assist in the development of an appropriate individualized curriculum. (Principles 1, 3, 7, 8; Outcomes 1, 3)
6. use Bloom's taxonomy of educational objectives to plan scope and content of an appropriate individualized curriculum. (Principles 1, 3, 7; Outcomes 1, 3)
7. identify and describe a variety of curriculum "domains" useful in the development of an appropriate individualized curriculum. (Principles 1, 3, 7, 10; Outcomes 1, 3)
8. identify activity-based instructional arrangements appropriate for the delivery of an appropriate individualized curriculum. (Principles 1, 3, 7; Outcomes 1, 3)
9. use curriculum matrixing to infuse the IEP objectives of a student with severe disabilities into the general education environment. (Principles 1, 3, 7, 10; Outcomes 1, 3)
COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS
I. Activities/Assignments (group and individual):
Each student will be assigned to a group for specific assignments. Activities are used to assess application of skills targeted in course content. Students are required to participate in all group activities. If you are absent when the group receives the assignment or if you are absent during any time that the group works on an assign you will NOT receive any credit (grade/points) for that assignment. See the Course Schedule for due dates. Activity assignments will NOT BE ACCEPTED LATE.
Individual Assignments Points Group Assignements Points
Performance Objectives 15 (Obj.1,2,3,5) Task Analyses 15 (Obj.1,3)
Performance Assessment 10 (Obj.1,2,4,5) IEP(s) 2 @20 40 (Obj.1,2,4-7)
Performance Assessment 20 (Obj.1,2,4,5) TOTAL 100
Examinations (3): THREE examinations are scheduled to assess knowledge of information from the required text and class lecture notes. See the Course Schedule for specific chapters and dates. (Objectives 1-9)
Final Examination: Final examinations are regularly administered for all classes according to an established schedule at the end of each quarter. See Course Schedule for date and time. The final examination is used to assess each student's cumulative acquisition of knowledge and skill application of course content. (Objectives 1-9)
II. General Requirements:
1. Each class member is responsible for all readings in the text, lecture notes, handouts, videos, class discussion and class and individual assignments.
2. If a student cannot be present for an examination he/she must notify the instructor beforehand to arrange for rescheduling (final examinations may not be rescheduled). The rescheduled examination will include an additional essay or oral component or different test form altogether. Failure to notify the instructor of an absence prior to a scheduled examination will result in loss of the opportunity to take the examination. Documentation of illness or emergency conditions is required.
3. Each student is responsible for all information on the course syllabus.
4. Each student is responsible for all information on the course schedule.
5. Assignments are NOT accepted late.
COURSE EVALUATION
Three examinations @ 50 points each 150
(Make-up exams allowed only with PRIOR instructor approval)
Group participation Pass/Fail
(Fail will lower the Final Grade by one letter grade)
Group and individual aassignments 100
Final Exam 100
TOTAL 350
Final grades will be earned using the following criteria:
Points Grade Points Grade
350-315 = A
314-280 = B
279-245 = C
244-210 = D
209-Below = F
ATTENDANCE POLICY
Attendance is required at all class sessions. Absence does not excuse the student from responsibility for all class work and assignments. The University policy regarding absences states, "absences exceeding 20% of the course will result in a grade of F (p. 79)."
SPECIAL NEEDS STATEMENT
ADA ADDRESSED: Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.
DIVERSITY STATEMENT
The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.
DEPARTMENTAL PLAGIARISM POLICY
The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagarized work and the penatilities for such actions. The penality for plagarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.
APA STYLE
The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated.
Procedures for APA style are found in: American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.
| Submitted by: | Chief Compiler: | Date: |
| Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102 |
Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167 |
February 1, 1999 |
Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist
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