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 COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER, 1999
SPEC 4051
SYSTEMATIC INSTRUCTION I: PLANNING INSTRUCTION
3 SEMESTER HOURS

REQUIRED TEXTBOOK(S)

To be determined

COURSE DESCRIPTION

Prerequisites: SPEC 3010. Co-requisite: SPEC 4070.

A study of procedures necessary to carefully plan and sequence instruction for individuals who require extensive and pervasive supports throughout the life cycle. Focus is placed on selecting and planning for use of effective intervention strategies and planning the use of appropriate materials.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

The following College of Education Conceptual Framework Principles will be addressed in this course:

Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 2: The teacher understands how children learn and develop and provides learning opportunities that support their intellectual, communication, academic, social, motor, vocational and/or adaptive development.

Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and medial communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

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 10: The teacher fosters relationships with school colleagues, families, businesses, and agencies in the larger community to support students' learning and well-being.

EDUCATIONAL OUTCOMES

1. An understanding of central concepts, tools of inquiry, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers.
2. An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational, and/or adaptive development.
3. An understanding of how persons differ in their approaches to learning and how to create intervention opportunities that are adapted to diverse consumers.
4. Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities.

COURSE OBJECTIVES

At the conclusion of this course, students will:

1. demonstrate the ability to describe characteristics of individuals with severe disabilities and discuss the heterogeneous group represented by those labels.(Principle 2, Outcome 2)

2. differentiate between appropriate curricula for students with mild disabilities and appropriate curricula for students with severe disabilities. (Principle 1 & 2, Outcome 1 & 2)

3. plan methods for assessing student learning needs through processes of authentic assessment, use of task analyses, and curriculum based assessment procedures. (Principle 1 & 2, Outcomes 1 & 3)

4. compare and contrast the levels of learning in order to sequence instruction, describe components of IEP's and identify appropriate teaching procedures. (Principle 2, Outcomes 2 & 4)

5. describe methods of examining a variety of environments to determine skills necessary for student access. (Principle 1, Outcome 3)

6. describe, develop, and evaluate instructional materials and methods for learners with severe disabilities. (Principle 1, 3, & 4, Outcomes 2 & 3)

7. identify methods of adapting tasks, curricula, and/or the presentation of tasks for individuals with severe disabilities. (Principle 3, Outcome 3)

8. discuss current research and trends in the education of persons with severe disabilities (e.g. best practices, inclusion, multicultural education, self-determination, and person centered approaches). (Principle 1 & 5, Outcome 1)

9. discuss recommended practices of vocational (including supported work, competitive employment strategies, job coaches, etc.), domestic, community, and leisure/recreation programs for people with severe disabilities. (Principle 2, Outcome 2)

10. explain the concept of transitions as they relate to individuals with severe disabilities, describe transition teaching, and use a person-centered approach to develop a transition plan for one student. (Principle 8 & 10, Outcomes 2 & 4)

11. identify community resources and discuss the importance of inter-agency and family communication and planning for individuals with severe disabilities. (Principle 10 & 6, Outcome 4)

12. describe implications for learning when students have medical needs including the required supports for seizure management, tube feeding, clean intermittent catheterization, oxygen use, and CPR, as well as other health impairments. (Principle 2 & 3, Outcomes 2 & 3)

13. describe research validated procedures for instruction and appropriate use of

methods of systematic instruction (Principle 2, 3, 4, 5, & 6, Outcomes 2, 3, & 4)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

Professional performance in written and oral expression will be expected in all activities. Errors in that performance will be penalized and result in lowered grades.

1. Students will successfully complete 2 exams and a comprehensive final

exam (Objectives 1, 2, 5, 8, 9, 10, 12)

2. Students will complete an assessment plan (Objective 3 & 5)

3. Students will complete a paper describing IEP components, teaching

strategies, and curriculum sequencing (Objective 3, 4, 6, 7, 11)

Performance assessment instruments will be provided to students describing specific requirements for activities 2 & 3.

COURSE EVALUATION

1. Exams (Objectives 1-5)

Exam 1: (date) 20% of grade

Exam 2: (date) 20% of grade

Final Exam: (date and time as scheduled) 25% of grade

2. Assessment Plan (Objectives 3 & 5) 15% of grade

3. Paper 20% of grade

Final Grading Scale:

90% - 100% A

80% - 89% B

70% - 79% C

60% - 69% D

Below 60% F

ATTENDANCE POLICY

The university attendance policy will be strictly adhered to in this course.

INSTRUCTOR

Name, Office Number, Office Hours, Telephone Number

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 plagiarized work and the penalties for such actions. The penalty for plagiarism 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.

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.

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