Department of Special Education and Communication Disorders
Fall 1999
SPEC 4090
Teaching Social/Community Living Skills
Two Credit Hours

REQUIRED TEXTBOOK(S)

COURSE DESCRIPTION

Prerequisite: SPEC 3010 Co-requisite: SPEC 4010 A study of effective metholologies that result in positive increases in social behavior and community living of students with disabilities. Focus is on defining, assessing, effective teaching, and generalization of social and commuity living skills.

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 2.The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal 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 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.

EDUCATIONAL OUTCOMES

Outcome 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.

COURSE OBJECTIVES

The student will,

1. define social interactions and explain various components of the definition of this term. (Principles 1, 2; Outcome 2)

2. describe three facets of assessment of social skills and the support of social interaction measures (4) as indicators of development of social competence for individuals who require extensive and/or pervasive supports thoughout the life cycle. (Principles 1, 2, 8; Outcome 2)

3. describe aspects/components of effective intervention procedures for teaching social skills/interaction competence in community settings for individuals who require extensive and/or pervasive supports thoughout the life cycle. (Principles 1, 2, 3; Outcome 2)

4. use a functional routine for conducting a social skills task analysis. (Principles 2, 8; Outcome 2)

5. write instructional plans that use multiple intervention strategies to develop social skills in community settings. (Principles 1, 2, 3, 4, 5, 7; Outcome 2)

6. write instructional plans that use multiple intervention strategies to teach social interaction skills in community settings. (Principles 1, 2, 3, 4, 5, 7; Outcome 2)

7. write instructional plans that use multiple intervention strategies to teach students how to increase social relationships in community settings. (Principles 1, 2, 3, 4, 5, 7; Outcome 2)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

I. Activities/Assignments:

Group (1) and Individual Assignments (4): Each student will be assigned to a group for specific assignements. Assignments are used to assess application of skills targeted in conrse content. Students are required to participate in all group assignments. Groups will be given assignments each class session to be submitted at the next class session for a group grade. The final group project is a term project. In addition, each student's "level of participation" will be evaluated by his/her peer group members. Students are required to participate in all group activities. (Group assignments cannot be made-up. This means if you are absent any time the group works on the assignment you will receive NO CREDIT for the assignment).

Individual Assignments Group Assignment

Social Skills Task Analysis (Obj. 4) Social Skills Matrix (Obj. 3)

Lessons Plans (2) (Obj. 5 & 6)

Social Initiation Strategy Script (Obj. 7)

Examinations (4): FOUR 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 -7)

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 the entire course content. (Objectives 1 -7)

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. Assignments are NOT accepted late.

COURSE EVALUATION

Examinations (4 @ 50) 200

Individual assignments (4 @ 25 points)

Group project (1@ 50 points) 150

Group participation Pass/Fail

(Fail will lower the Final grade by one letter grade)

Final examination 100

Total 450

Final grades will be earned using the following criteria:

Points Grade

450-405 A

404-360 B

359-315 C

314-270 D

269 & 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)."

INSTRUCTOR

Office Number: Office Phone: (912) 333-5932

Office Hours:

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 226-A. 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 Homepage.

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 otherwisestated. Procedures for APA style are found in: American Psychology Association. (1994). Publication manual ofthe American Psychological Association (4th ed.). Washington, DC: Author.