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 COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPRING, 1999
SPEC 5170
LINKING ASSESSMENT TO SERVICE DELIVERY
FOUR SEMESTER HOURS

REQUIRED TEXTBOOK(S)

Bailey, D. B. & Wolery, M. (1992). Teaching infants and preschoolers with disabilities. NewYork: Merrill.

COURSE DESCRIPTION

A thorough study of the philosophical and practical base of effective assessment and intervention for young children with disabilities. Topics include eligibility evaluation, programmatic assessment, IFSP/IEP development, intervention planning and implementation in various service delivery settings, family participation, and progress monitoring.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 1: Graduates are committed to their roles as helping professionals.The graduate will understand how to create environments that encourage positive, social interaction, self-motivation, and active engagement in learning and/or treatment. The graduate will reflect the knowledge of multicultural and individual differences and approaches to learning.

Principle 2: Graduates are capable of excellence in their professional practice. The graduate will develop intervention opportunities that are adapted to diverse consumers.

Principle 3: Graduates think systematically about their practice, use research and technology, and contribute to the knowledge base. The graduate will team with other professionals to enhance collaborative contributions to the knowledge base of special education.

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.The graduate will model and promote ethical and legal behavior.

EDUCATIONAL OUTCOMES

Outcome 1: The ability to create environments that encourage positive social interaction, self

motivation, and active engagement in learning through an understanding of individual and group motivation and behavior.

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.

Developing Professionals for Service

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. identify and explain the various service delivery models that reflect family systems theory and determine appropriate models for children and families based on individual decisions (Principle 1, Outcome 2);

2. apply an understanding of developmental/intervention theory and effective research practices to making instructional decisions (Principle 1, Outcome 2);

3. identify purposes of assessments, types of assessments, characteristics of effective assessment, limitations of different assessment approaches, and ways of involving families in the assessment process (Principles 2, 3, Outcome 1);
4. recognize and identify signs of temperament, emotional stress, child abuse, and neglect in young children and follow appropriate procedures for reporting to the necessary authorities (Principle 2, Outcome 4).
5. develop individual intervention plans (IFSP and IEP) that reflect legal requirements and considerations of family and child goals, resources, concerns and priorities, daily environments, and the results of the assessment (Principles 2, 3, Outcome 2);

6. develop planning and intervention strategies conducive to fostering independence, initiative, and problem-solving in individual and small group instruction (Principles 2,3, Outcomes 1, 2);

7. select curriculum objectives based on accurate analysis of child strengths and needs and systematically matching them to appropriate instructional strategies and settings and phases of learning (acquisition, fluency, maintenance, and generalization) (Principle 2, Outcome 2);

8. develop and implement activity plans that integrate goals and intervention strategies across disciplines

(Principles 1, 2, 3,4, Outcomes 1, 2, 3, 4);

9. develop and implement plans for systematic instruction where needed to assist children in learning specific behaviors and knowledge to facilitate functioning in current and future environments (Principle 2, Outcome 2);

10. plan for and use systematic data collection related to the participation and learning of children within routines and activities (Principle 2, Outcome 2);

11. design, implement and evaluate positive and effective behavior management programs for young children (Principles 2, 4, Outcomes 2, 4).

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Successfully complete a midterm and a comprehensive final exam (Objectives 1- 10)

2. Complete two hours of laboratory activities each week including observations of

young children with disabilities and journal reflections on the observations

collected within a portfolio for review (Objectives 1-10)

3. Laboratory activities include:

a. careprovider dialogue on concerns, priorities, resources, daily schedule and

routines, child and family preferences

b. systematic analysis of behavior in natural environment(s)

c. curriculum based assessment (appropriate to child?s program)

d. norm referenced evaluation (appropriate to needs of child)

e. IEP/IFSP development or review

f. special instruction plans (for infant/toddler) or lesson/activity plans (for

preschoolers) including careproviders and peers, large and small group

g. progress monitoring system across day and activities

h. communication system for team members

i. video tapes of 4 intervention activities (peer supported, small group, large

group, careprovider/child dyad)

j. environmental arrangements supportive of embedded interventions

k. evaluation of program effectiveness to ensure quality of services for children and families

COURSE EVALUATION

1. Exams (Objective 1-10)

2. Portfolio with laboratory assignments (Objectives 1-10)

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 Martha L. Venn Ph.D.

Office Number Rm 76 Education Center

Office Hours TBA

Telephone Number (912) 259-2539 or (912) 333-5932 Main Office

E-mail Address mlvenn@valdosta. edu

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.

Tentative Course Syllabus

 Developing Professionals for Service

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