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COLLEGE OF
EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPRING, 1999
SPEC 5160
SERVING YOUNG CHILDREN WITH LOW INCIDENCE DISABILITIES
THREE SEMESTER HOURS
REQUIRED TEXTBOOK(S)
To be determined
COURSE DESCRIPTION
An overview of young children with low incidence disabilities (e.g. deaf blindness, severe multiple disabilities), their unique service delivery needs, behavioral and instructional supports and coordination of services. Trends and recommended practices will be discussed.
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES
Principle 1: Graduates are committed to their roles as helping professionals.The graduate will demonstrate knowledge in the areas of development across the lifespan, disorders, disabilities, diagnosis, program planning, intervention and management.
Principle 4: Graduates are members of learning communities.The graduate will use his or her knowledge base to establish and maintain relationships with professional colleagues, families, and agencies.
EDUCATIONAL OUTCOMES
Outcome 2: The ability to plan intervention based upon knowledge of empirical research, individual consumers, and the community.
Outcome 3: Competence in self-evaluation of the effects of his/her choice and actions on others (consumers, family members, and other professionals in the learning community) and a commitment to actively seek out opportunities to grow professionally.
Outcome 4: The fostering of relationships with professional colleagues, families, businesses and agencies in the larger community to support consumers' progress and well-being.
COURSE OBJECTIVES
At the conclusion of this course, students will:
1. collaboratively work with other team members and direct service providers in everyday programming, in seeking out specialized knowledge in aspects related to serving young children with low incidence disabilities (e.g., nutrition and feeding strategies, use of assistive technology, handling procedures, health appraisal procedures) and for resource development (Principles 1, 4; Outcomes 1,4);
2. apply concept of family guided services for young children with low incidence disabilities (Principle 1, 4; Outcome 4);
3. evaluate effectiveness of resources available to families within the community, state and electronically (Principle 1; Outcome 3);
Developing Professionals for Service
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5. design responsive physical and social environments including the use of space, time, peers, materials, and adults in facilitating development and maximizing child development (Principles 1, 4; Outcome 3).
COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS
1. Successfully complete 2 exams and a comprehensive final exam (Objectives 1-5);
2. Participate in development and evaluation of a resource portfolio (Objectives 1, 3);
3. Observe a child with a low-incidence disability within the natural environment and engage in dialogues with family and careproviders regarding priorities and concerns (Objective 2, 4);
4. Review 5 special topic videos relating to practices for children with low incidence disabilities (Objectives 1, 2); and
5. Design a responsive and appropriate environment for child observed that facilitates social interaction with peers (Objective 5).
COURSE EVALUATION
1. Exams (Objective 1-5) 25%
2. Projects:
Resource Portfolio 25%
Child and Family Study 20%
Video Reviews 10%
Peer Responsive Environment Plan 20%
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
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.
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.
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. 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 |
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