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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER, 1998
SPEC 4052
SYSTEMATIC INSTRUCTION II
3 SEMESTER HOURS

REQUIRED TEXTBOOK(S)

Snell, M. E. (Ed.), (1993). Instruction of Students with Severe Disabilities.

(4th ed.). New York, NY: Macmillan Publishing Company.

COURSE DESCRIPTION

Prerequisites: SPEC 3010 and SPEC 4051. Co-requisite: SPEC 4170.

A continuation of SPEC 4051 with an emphasis on delivering and evaluating planned instruction for individuals who require extensive and pervasive supports throughout the life cycle

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.

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 knowledge of effective teaching skills (Principle 2; Outcome 2 ) # describe the use of assessment information to monitor student progress as related to IEP objectives (Principle 8; Outcome 2)

3. describe, develop, and evaluate instructional materials and methods for learners

with severe disabilities. (Principle 1, 3, & 4, Outcomes 2 & 3)

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

5. 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)

6. 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)

7. 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)

8. 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.

Performance assessment instruments will be provided to students describing specific requirements for activity 2.

COURSE EVALUATION

1. Exams

Exam 1: (date) 25% of grade

Exam 2: (date) 25% of grade

Final Exam: (date and time as scheduled) 30% of grade

2. 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

Instructor: Susan Worth

Office: Ed. Center Room 169

Office Hours will be posted on office door and may change weekly

Department Telephone Number: 333-5932

E-mail: sworth@valdosta.edu

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.

Tentative Course Outline for SPE 4052

(shortened for completion the last half of Fall, 1998,

class length was doubled)

Additional reading may be distributed in class and covered on examinations.

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