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Serp 515 Online Syllabus Fall 2014
Serp 515 Online Syllabus Fall 2014
Serp 515 Online Syllabus Fall 2014
COURSE DESCRIPTION
This course focuses on students, ages 3-22, who have physical or multiple
disabilities including dual sensory impairments and intellectual impairments. Course
content covers basic anatomy and neurology, physical conditions and their
etiologies, and educational considerations for interventions. Special techniques of
positioning and handling, feeding, lifting and toileting are addressed. Assessment
and instruction are covered in the development of adaptations and use of assistive
technology to support learning in the student's school, home, and community. A
collaborative team approach is emphasized throughout the course and various
professionals who are typically representative of a collaborative educational team
will contribute to the course. Instructional strategies related to the implementation
of the techniques and adaptations learned in this course emphasize integrating
individuals of all ages with multiple disabilities into typical learning environments.
Critical skills related to emerging technologies needed for 21 st century learning and
teaching will be modeled and embedded within assignments and inquiries.
PURPOSE OF COURSE
Participants in this course should have some experience working with children
and/or adults with physical or multiple disabilities. Course content will be beneficial
for parents, teachers, paraprofessionals, therapists, and anyone expecting to
positively affect the quality of lives of people with these disabilities. Students will
learn of nationally recognized practices and means of implementing these practices.
Given the complexity of the needs of students with physical and multiple
disabilities, including dual sensory impairments, a collaborative team model is vital
for assuring that all their needs are met following best educational practices.
PREREQUISITE COURSES
None, though SERP 400, SERP 500 or SERP 421/521 is recommended for those
students without experience with individuals with physical and multiple disabilities.
COURSE OBJECTIVES
Students will be expected to:
1. acquire a basic knowledge of typical growth and development. (CEC 2: CC2K1:
InTASC: 1).
READINGS
Required Readings:
Batshaw, M.D. (Ed.). (2012). Children with Disabilities (7th ed.). Baltimore: Brookes
Publishing Company.
Bryant, D.P. (2012). Assistive Technology for People with Disabilities (2nd ed.).
Upper
Saddle River: Pearson.
Martin, N.R.M. (2010). Supporting the IEP Process: A Facilitators Guide (1st ed.)
Baltimore: Brookes Publishing Company.
Recommended Reference:
American Psychological Association. (2009). Publication manual of the American
Psychological association (6th ed.). Washington, DC: American Psychological
Association.
required
required
required
recommended
POLICIES
1. Absence policy: All holidays or special events observed by organized religions
will be honored for those students who show affiliation with that particular
religion. Absences pre-approved by the UA Dean of Students (or Deans
designee) will be honored.
2. Assignment policy: Assignments will be time sensitive; they will be available for
a limited amount of time in which the students can complete them. All
assignments are due by 11:59 PM on the dates indicated. Any assignment
turned
in late without prior approval from an instructor may be reduced by
25% of the total points possible.
3. Students who require accommodations for disabilities: Students with disabilities,
who anticipate issues related to the format or requirements of this
course, must
contact the instructors to discuss ways to ensure full participation in
the course.
If formal, disability-related accommodations are necessary, students
must be
REQUIREMENTS
Participation: Students are required to complete weekly reflections in the discussion
section of the course. If extenuating circumstances keep you from completing
assignments, please contact both instructors. The instructors may administratively
drop students who do not log on to the class for two consecutive weeks. If students
have trouble with access, or have problems with logging on and participating in the
class, students must write to both instructors and get in touch with the appropriate
support at the 24/7 help desk at http://the247.arizona.edu
Virtual Meetings: Virtual meetings may occur throughout the semester, scheduled
by the instructors. These meetings will be scheduled around course content and
may provide access to guest speakers.
Computer literacy: Students are expected to understand the functions of their
computer system (e.g. programs, saving, retrieving, printing) and are expected to
have working knowledge and skills within the D2L environment. If students have
difficulty with the D2L site, students are encouraged to check out the help pages
within D2L or contact the free D2L helpdesk: http://help.d2l.arizona.edu for
COURSE OUTLINE
Unit 1: August 25- August 31
Content: Introduction
View it!
Reflect on it!
Read it!
Syllabus, Course
Procedures, Unit 1
Overview
Ch. 14 (only pp.
231- 234) Batshaw,
M. (2012) Children
with Disabilities
Read it!
Do it!
Introduce yourself
and describe your
experiences with
persons who have
significant
disabilities. See
specific questions
to answer under
the Discussion
tab on D2L.
Unit 1 Quiz
Unit 2 Overview
Essential Best
Practices in
Inclusive Schools
Batshaw Chapters,
13, 14, 15, 17, 18,
24
Review: Batshaw 1
Post to blog:
Myths of Down
syndrome and
What other
syndromes are
similar to Down
syndrome?
Do it!
Post to blog:
The importance of
meaningful
assessment and
the ecological
model.
To D2L dropbox:
Student Selection
and Schedule
Post to blog:
Ecological
Inventory for
Megan (making
coffee)
Post to blog:
Ethics Reflection
Post to blog:
Syndrome Study
Batshaw Chapters
7, 30, 37, 39
Review Batshaw
Chapters 4, 5
Read it!
#1
Do it!
Unit 5 Overview
Batshaw Chapters
3, 6
Bryant Chapters 2,
5
Review Bryant 1, 2
Post to blog:
Factors to consider
when selecting AAC
devices and symbol
systems
Post to blog:
Adaptations
Framework chart
Post to blog:
Travel Through
Time: Considering
Adaptations and AT
for Helen Keller
Post to blog:
Adaptation
Sales Pitch
Post to blog:
Priorities when
facilitating an IEP
Post to blog:
Favorite Links
Martin Chapter 3- 6
Post to blog:
Integrated services
for Johnnycontinuation of Unit
7 reflection
Post to blog:
Integrated Services
Activity
Read it!
Unit 9 Overview
Adaptation Project
Directions
Can Do Profile
Adaptation Project
Progress
Do it!
Midterm Exam
Post to blog:
Characteristics of
cerebral palsy and
possible
adaptations
Quiz
Read it!
Unit 11 Overview
Bryant 8
Post to blog:
Case Study
Do it!
Increasing
independence with
toilet training
*Submit to
dropbox*
Post to blog:
Hand Over Hand
and Hand Over
Hand
Quiz
Post to blog:
What do we know
about feeding?
Unit 13 Quiz
Read it!
View it!
Reflect on it!
Do it!
Unit 14 Overview
Post to blog:
Facilitating an IEP:
Collaboration and
Communication
Continue work on
Final Project and
Prepare for the
Final Exam
Points
Points
Possible
120
315
195
20
2014 11:59 pm
40
20
50
50
TOTAL
405
Grading Scale:
90-100%
80-89%
70-79%
60-69%
0-59%
A
B
C
D
F