NEW YORK UNIVERSITY
Department of Teaching and Learning
Programs in Special Education
Syllabus: SPCED-GE. 2052.Sec 001 : Education of Students with Severe and Multiple Disabilities vers 1.0 (Dist 2/2/15)
Mondays 4:55 – 6:45 TISCH LC 1 42
Professon : Barbara Schwartz, Ph.D.
Contact: Tel 212-998-5527 E-Mail: [email protected]
Office: East Building/ 239 Greene St. Room 506
Office Hours: TUES & WED – 3:30 – 5:30 PM
(Please schedule individual appointment)
Mailbox: East Building – 6th Floor
GUIDING PRINCIPLE IN THE IMPLEMENTATION OF EDUCATION FOR ALL CHILDREN:
“…The risk lies in whether the academic skills selected will have a meaningful connection to the student’s life, and ,
when taught, whether the skills will be mastered to a point that contributes to competence ” (Martha Snell, 2008)
COURSE OVERVIEW: This course presents issues related to individuals with severe or multiple disabilities across the lifespan in order
to encourage students to become reflective decision makers within their own future classrooms. Class content addresses students with
significant intellectual disabilities, severe physical impairments and those with multiple areas of impairment; their unique educational
and psychosocial issues; and accommodations and modifications (through low-tech and hi-tech solutions) for curriculum, home, and
community environments.
Specific Course Competencies (CC): This course will provide students with key policy issues relevant to providing educational
services to students with severe disabilities. As a result of participating in this course students will:
CC1.
CC2.
CC3.
CC4.
Understand key policy issues relevant to providing education services to students with severe and multiple disabilities.
Understand principals of Self-Determination/Person Centered Planning as it related to enhancing participation in home and community; issues of transition
Understand elements involved in assessment & planning/adapting curriculum activities for participation utilizing principles of universal design.
Familiarity with primary learning needs in diverse curricular areas (academics, functional academics, independence, communication, learning strategies,
expanded core curriculum, vocational/career)
CC5. Understand the complex issues/supports/services and educational options relating to students with multiple and severe disabilities with intense focus on
individuals with a diagnosis of Autistic Spectrum Disorders/ASD.
CC6. Understand use of assistive technology (AAT) and augmentative and alternative communication (AAC) within the classroom curriculum, including
environmental adaptations and augmentative alternative communication strategies
Any student attending NYU who needs a reasonable accommodation based on a qualified disability
(a chronic, psychological, visual, mobility and/or learning disability, or is deaf or hard of hearing )
is required to register with the Henry and Lucy Moses Center for Students with Disabilities (CSD)
at 726 Broadway 2nd Floor212 998-4980, www.nyu.edu/csd
1
Attendance Policy:
Attendance is expected in this course. Material is presented in class that is unavailable in assigned readings, so it is highly
recommended that you attend every class. There are no texts or notes than can substitute for the discussion and interaction that will
take place in class. Please be on time for class. You are responsible for turning in assignments when they are due and for knowing
information announced in class, whether or not you were in class on any particular day. It is your responsibility to obtain handouts,
assignments, and information you missed when absent.
Late Work:
• It is expected that you will submit papers via ASSIGNMENTS on CLASSES. By submitting them in that format I can provide you
comments on your paper and return it with feedback.
• All papers and projects are due at the beginning of class on the date they are due, unless you have made other arrangements with
me before the due date.
• You will lose one letter grade for every day that a written assignment is late, including weekend days. UNLESS this is an
arrangement we have agreed upon.
• Always keep a copy of any paper or assignment that you turn in. DO NOT leave a paper in my mailbox, outside my office door, or
under my door
Academic Integrity
The following is adapted from the NYU Steinhardt Student’s Guide (p. 24) and from the Policies and Procedures of the NYU Expository
Writing Program (available from http://www.nyu.edu/cas/ewp/html/policies___procedures.html): The relationship between students and
faculty is the keystone of the educational experience in the Steinhardt School at New York University. This relationship takes an honor
code for granted. Mutual trust, respect, and responsibility are foundational requirements. Thus, how you learn is as important as what
you learn. A University education aims not only to produce high quality scholars but also to cultivate honorable citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral presentations, to writing term papers. It
requires that you recognize and acknowledge information derived from others, and take credit only for ideas and work that are yours.
Plagiarism is one of the gravest forms of academic dishonesty in university life, whether intended or not, is academic fraud. In a
community of scholars, whose members are teaching, learning, and discovering knowledge, plagiarism cannot be tolerated. Plagiarism
is failure to properly assign authorship to a paper, a document, an oral presentation, and/or other materials, which are not your original
work. You plagiarize when, without proper attribution, you do any of the following:
• Copy verbatim from a book, an article, or other media;
• Download papers from the Internet;
• Purchase documents;
• Report from others’ oral work;
• Paraphrase or restate someone else’s facts, analysis, and/or conclusions;
• Copy directly from a classmate or allow a classmate to copy from you.
2
For a very helpful self-test on what constitutes plagiarism, please visit Self-Test on Plagarism. (Also available on the CLASSES site).
REQUIRED READINGS
TEXT:
Downing, June E. (2008) Including Students with Severe and Multiple Disabilities in Typical Classrooms (3rd Edition).
Baltimore, Md.: Paul H. Brookes Pub. Co.
Additional Readings Through CLASSES – (Links will be provided NYU libararies.
CLASSES site for required readings
All references to articles in the syllabus are available through NYU Libraries
Angell, Maureen E;Stoner, Julia B;Fulk, Barbara M
(2010)From Adults With Physical Disabilities on Fostering Self-Determination During the School
Advice
Year Teaching Exceptional Children; Jan/Feb 2010; 42, 3; pg. 64 - 75 .
DeThorne, L.S., Hengst, J. Fisher , K. & King A. (2014). Keep your eye on the prize: Implementing AAC within the broader context of communicative
competence. Young Exceptional Children. 17, 39 -50.
King.A/, & Fahal (2012) Supporting Social Competence in Children who use Augmentative and Alternative Communication. Teaching Exceptional Children 45
(1), p 42-49.
Lee, Suk-Hyang; Palmer, Susan B; Turnbull, Ann P; Wehmeyer, Michael L. (2006) A Model for Parent-Teacher Collaboration to Promote Self-Determination in Young
Children With Disabilities Teaching Exceptional Children 38.(3) pp 36-41.
Luckner, L, Slike , S. and Johnson, H. (2012) Helping Students Who Are Deaf or Hard of Hearing Succeed Teaching Exceptional Children. 44(4), p 26-34.
https://getit.library.nyu.edu/go/9350731?umlaut.institution=NYU
Mithaug, D. (2002) “ Yes Means Success” Teaching Children With Multiple Disabilities to Self-Regulate During Independent Work. Teaching Exceptional Children. 35
(1), pp 22- 27.
More, C.& Travers, J. (2013) What’s App With That? Selecting Educational Apps for Young Children With Disabilities Young Exceptional Children 16:15-32.
Schirmer, B. S. and Schaffer, L.. (2010) Guided Reading Approach Teaching Reading to Students Who Are Deaf and Others Who Struggle TEACHING Exceptional
Children https://getit.library.nyu.edu/go/9350729?umlaut.institution=NYU
Wehmeyer, M. (2005) Self-Determination and Individuals with Severe Disabilities: Re-examining Meanings and Misinterpretations Research & Practice for Persons
with Severe Disabilities 30 (3), 113-120. https://getit.library.nyu.edu/go/9351238?umlaut.institution=NYU
3
TEACHING STRATEGIES:
The collaborative learning model will be used which emphasizes cooperative efforts among students and the professor.
During class sessions learning groups will be used to solve problems, pose questions or discuss materials covered in class
and readings assigned for class. As noted below their will be in class opportunities to share and discuss readings.
COURSE REQUIREMENTS and ASSIGNMENTS
Attendance & Participation
Requirements/Expectations
DUE DATE: Ongoing
ASSIGNMENT #1
What does it mean to be an
individual with a Severe Disabilities:
SEE CLASSES for RUBRIC
Due: FEB 16
ASSIGNMENT #2:
Developing Action Plans - From
Person Centered Plans
SEE CLASSES for RUBRIC
Due: March 9
Assignment # 3:
Using AAC and Technology
SEE CLASSES for RUBRIC
Due: April 13
ASSIGNMENT # 4:
Becoming Familiar with Autism
Spectrum Disorders Intervention
Models :
• Floor Time (Greenspan)
• ABA (Lovas) & VBA & Intervention
(Carbonne)
Description
Students are expected to be engaged learners. – You will periodically submit a “Participant”
sheet
Students will write up responses to questions embedded in the syllabus about the reading(s) for week
that will be used during class discussions. These responses will be handed in at selected class
meetings. You must submit a minimum of 3. No late responses will be accepted.
Students are to inform instructor of absence prior to or on day of class (more than 2 absences without
permission will result in lowering of grade by a full level, i.e. A to B)
Technology in class is permitted ONLY for note-taking; grade reduction for other uses.
%
15
Write a reaction to this issue that reflects your reading of the story by H.G. Wells Land of the Blind and
Unforgotten-TwentyFive-Years-After-Willowbrook (and either Larry Sellman (Collector of Bedford
Street) or Norman Kunc. Your paper of NO MORE than 4 pages must address this issue in the context
of the “Rights of individuals with disabilities as indicated in the “UN Convention on the Rights of Persons
with Disabilities”
(LINKS for various documents in CLASSES)
You will create an Action Plan/ Person Centered Plan based on MAPs (e.g. Relationships, Friends,
Dreams/Futures, etc.) . A series of possible “children/individuals” will be provided for you – or you may
bases this on a child you have known. These Action Plans & MAPs will be incorporated into your Final
Curriculum Planning Project
10
Becoming Familiar with Commonly Used Apps used by District #75
(Guidelines to be presented in Class)
5
Presentations on ASD interventions: (will be done individually or in pairs)
Requirements :
• Each individual must present some aspect of the topic; you are free to decide how to organize your
presentation.
• Presentations must be at least 15 minutes long; you will be evaluated on your clarity, visual aids,
organization and response to questions.
• You may use notes during your presentation, but please, no direct reading off of slides (we can do
20
4
15
• TEACCH (Schopler),
• Medication/Nutritional Interventions
• Relational Developmental
Intervention/RDI (Gutstein)
• Pivotal Response Training/PRT
(Koegel)
• Early Start Denver Model (Rogers)
Due : April 24 or May 3
FINAL PROJECT Developing Classroom Plans that
are supported by Action Plans and
MAPs .
COMPLETE RUBRIC WILL BE
PLACED ON CLASSES
Description
that ourselves). If you read directly from your slides, your group will automatically lose 2 points!
• You will lead a discussion on an intervention that has been used with students with ASD. Your
presentation must be research based, and you must use at least 4 research articles.
• At least 3 days before your presentation, you must post 1 article and focus questions. Students
will be asked to write up their responses to your questions.
This course is designed to support you in your development of understanding of strategies to support
individuals with severe and multiple disabilities in community and educational settings. In your future
career some of you will be involved with developing educational programs that will incorporate
individuals with severe and/or multiple disabilities in your classrooms. For others, this course is an
opportunity to understand the broad parameters of these disabilities, however you may have limited
engagement with individuals with such disabilities.
%
35
Plan effective inclusive curriculum to include individuals with severe and multiple disabilities in a setting
similar to your student teaching setting or your own classroom you will be using your MAPs as part of
the planning. These plans will describe the use of AAC, Assistive Technology, differentiated instruction,
strategies to monitor progress and implement an assessment. Specific attention will be focused on
strategies that provide for full social inclusion. "
100 pts
5
SPCED – 2052 SYLLABUS – Spring 2014
Week by Week Syllabus – Topics – Readings and Assignments
Date
Topic
Questions to Guide Readings
Assigned Readings, Related Assignments
NYS Regulations Defining individuals with Severe Disabilities (Section 100.1 of the Regulations of the Commissioner of Education)
“Students with severe disabilities” refers to students who have limited cognitive abilities combined with behavioral and/or physical
limitations and who require highly specialized education and/or social, psychological, and medical services in order to maximize
their full potential for useful and meaningful participation in society and for self-fulfillment. Students with severe disabilities may
experience severe speech, language, and/or perceptual-cognitive impairments and challenging behaviors that interfere with
learning and socialization opportunities. These students may also have extremely fragile physiological conditions and may require
personal care, physical/verbal supports, and assistive technology devices.
Date
Week 1
Topic
Course Overview –
Review of Syllabus
People First Language
Intro. to Person Centered Planning
& Making Action Plans (MAPs)
Questions to Guide Readings
Assigned Readings & Related Assignments
QUESTIONS to GUIDE READINGS:
1. Person centered planning and
educational planning?
2. What do you know about it?
IN CLASS READING
Russell, C. L. (2008). How are your person first skills? A selfassessment. Teaching Exceptional Children, 40(5), 40-43.
Retrieved from (WILL READ IN CLASS)
http://ezproxy.library.nyu.edu:2072/docview/201087848?accoun
tid=12768
1/26
CC:
1.0,
2.0
AND
Week 2
2/2
CC:
1.0,
2.0
WATCH – Willowbrook – Unforgotten You
Tube - Unforgotten
Setting the Stage –
“Nothing about us without
us” & Self-Determination
o History
o Laws
o Characteristics of
Individuals with SMD
QUESTIONS to GUIDE READINGS:
1. What has happened historically to
guide where we are today?
2. What is self-determination?
3. What are some of the traits of a selfdetermined person?
4. Name and describe 3 issues that
adults identified as supportive or
frustrating during their school years.
Read
TEXT:
Downing Foreward & Preface (pages ix – xiv)
CLASSES
•
The following are in Week 2 Readings in Preparation
For Assignment #1 (Due 2/16) – What does it mean
to be an individual with severe and multiple
disabilities?
•
•
6
See Resources Week 2 – Readings on Self-Determination.
UN Convention on rights of Individuals with
Disabilities
H.G. Wells – Land of the Blind
Date
Topic
Week 3
Including students with SMD in
Inclusive Schools (or Not):
General Approaches &
Strategies
2/9
2/16
Week 4
2/23
CC:
1.0,
2.0,
6.0
PRESIDENT’S DAY NO CLASS
Social Issues in Supporting
SMD in Educational
Settings:
Self- Determination : In
class reading “ Look
Ma’...No Hands—Teaching
Self-Determination Skills”
Questions to Guide Readings
QUESTIONS to GUIDE READINGS:
1. What are the models that are
provided for consideration?
2. Which of these models have you
seen in the schools in which you
have/or currently working?
3. Why would they work/ or not work
with SMD
Assigned Readings, Related Assignments
Read:
TEXT:
Downing –
•
•
Chapter 1 Rationale for Inclusion
Chapter 2: Instruction in the General Education Environment
Assigned Work Due:
What are 3 issues that emerge of the challenges for the educator of
working with individuals with SMD
Written Assignment
SEE CLASSES ASSIGNMENT SECTION
Assignment #1: What does it mean to be a Person with Severe and Multiple Disabilities)
QUESTIONS to GUIDE READINGS
1. Why is self-determination such a
critical concept in developing
curriculum planning for individuals
with disabilities.
2. What is the role of peers in
developing classroom planning?
Read:
TEXT:
Downing Chapter 8 :Important Role of Peers in Inclusive Education
CLASSES (See complete reference above )
Angell, Maureen E;Stoner, Julia B;Fulk, Barbara M (2010) Advice From
Adults With Physical Disabilities on Fostering Self-Determination
During the School Year
Lee, S.; Palmer, S. B; Turnbull, A.; Wehmeyer, M. (2006) A Model for
Parent-Teacher Collaboration to Promote Self-Determination in Young
Children With Disabilities
Peer Relationship
Wehmeyer, M. (2005) Self-Determination and Individuals with Severe
Disabilities
Week 5
3/2
Alternative Assessment -
DEBRA JOHNSON guest lecture
CC:
3.0, 4.0
Week 6
Becoming Familiar with
Individuals with
CC: Severe/Multiple Disabilities:
1.0, 3.0, People with Multiple and
4.0, 5.0 Severe Disabilities: Navigating
3/9
Read:
TEXT:
Downing Chapter 3: First Steps Determining Individual Abilities and
Supports
QUESTIONS to GUIDE READINGS
1. What are the characteristics that fit
across disability classifications.
7
SEE CLASSES for READINGS –
•
•
Disability Classification & Definitions:
Cho, & Palmer (2008) Fostering Self-Determination infants and
Toddlers with Visual Impairments and Blindness. Young
Exceptional Children 11 (4) p 26-34.
Date
DUE
3/9
Week 7
3/16
CC:
2.0, 3.0,
4.0, 5.0
Week 8
3/23
Topic
Questions to Guide Readings
a new world of individuals with
Multiple & Severe Disabilities
2.
ASSIGNMENT #2
MAKING ACTION PLANS – Using Person Centered Planning
INDIVIDUALs with Autism
CLASS WILL TAKE PLACE AT YAI,
NOTE :
This class will meet during the
NYU Spring BREAK in lieu of
class on Monday April 6
(Passover Observance & NYC
DOE Spring Break
460 West 34th Street, 12 Floor
(near 10th Avenue),
(GUEST SPEAKERS)
Assigned Readings, Related Assignments
:
Educational Planning:
General Approaches
Autism Spectrum Disorders –
Handouts: Individuals with Autism Spectrum Disorders – Carol
Stein-Schulman
Read:
TEXT:
Downing –
IF you are ESEE /SEEC –
•
•
Chapter 4: The Preschool Student
Chapter 5: The Elementary School Student
IF you are CSEC & SECH
•
•
Chapter 5: The Elementary School Student
Chapter 6: The Middle or Jr. High School Student
CLASSES (Readings from Classes see Week 8)
Mithaug, D. (2002) “ Yes Means Success” Teaching Children With Multiple
Disabilities to Self-Regulate During Independent Work.
Week 9
3/30
Specialized Approaches:
1) Daily Planning
2) Task Analysis
QUESTIONS to GUIDE READINGS
1) Have you seen any specialized
strategies used for students with more
significant disabilities, if so what have you
found most effective.?
2) Were there specialized approaches
8
DUE: Choose presentation topic FOR ASSIGNMENT # 4
of Spectrum Disorders: Educational Interventions
(FROM NYC DOE) D 75 - Organizing the Day - Intro to
Adaptive and Assistive Technology
Parette, Howard P, Jr;Blum, Craig (2014) Jan/Feb 2014; 46, 3; Using Flexible
Participation in Technology-Supported, Universally Designed Preschool
Activities.
Date
Topic
3) Self-Regulation
Questions to Guide Readings
that you would find of use for your current
or prior classrooms?
3) Have you ever implemented a task
analysis to help a student? If so why?
Assigned Readings, Related Assignments
Barbara R. Schirmer and Laura Schaffer (2010)
Guided Reading Approach Teaching Reading to Students Who Are
Deaf and Others Who Struggle TEACHING Exceptional Children
https://getit.library.nyu.edu/go/9350729?umlaut.institution=NYU
John L. Luckner, Samuel B. Slike and Harold Johnson (2012)
Helping Students Who Are Deaf or Hard of Hearing Succeed
TEACHING Exceptional Children. 44(4),
https://getit.library.nyu.edu/go/9350731?umlaut.institution=NYU
Mithaug, D. (2002) “ Yes Means Success” Teaching Children With
Multiple Disabilities to Self-Regulate During Independent Work
Ault, M., & Griffen, A. (2013) Teaching with a System of Least
Prompts an easy method for monitoring progress Teaching
Exceptional Children; 45 (3)
Fraser, Dawn (2013) TIPs Activity Common Core Teaching
Exceptional Children; 45: 6 , 6-13
4/6 NO CLASS NYC DOE SPRING BREAK
Week
10
Using Adaptive & Assistive
Technology
CLASSES READING
ASSIGNED READINGS:
DeThorne, L.S., Hengst, J. Fisher , K. & King A. (2014). Keep your
eye on the prize: Implementing AAC within the broader context of
communicative competence. Young Exceptional Children. 17, 39 -50.
doi: 10.1177/1096250613485453
D 75 Vimeo resources
4/13
King, & Fahal (2012) Supporting Social Competence in Children who
use Augmentative and Alternative Communication. Teaching
Exceptional Children 45 (1), p 42-49.
https://getit.library.nyu.edu/go/9351238?umlaut.institution=NYU
More, C.& Travers, J. (2013) What’s App With That? Selecting
Educational Apps for Young Children With Disabilities Young
Exceptional Children June 2013 16:15-32.
9
Date
4/13
Topic
Questions to Guide Readings
ASSIGNMENT #3
AAC - Recommended to be used by NYC DOE D 75
Week 11
Presenting on ASD
Models of Services
Week 12 Presenting on ASD M
4/27 Models of Services.
4/20
Week 13
5/4
Week 14
5/11
MAY 11
Assigned Readings, Related Assignments
ASSIGNMENT # 4 DUE
Working on Effective Teams
to Support Individuals with
Disabilities
Questions to Guide Readings:
Pulling it All Together: What
it means for your future
work.
Identify 3 of the 12 questions raised &
discussed by Downing that you
believe will impact your future work.
Be prepared to write on these in class
1. How do the practices in this chapter
compare with those you have seen in
your current or prior student teaching
settings?
2. Which of these practices would you
select to work on when you have you
have your own classroom?
Reading you identify will be submitted on
Assignments & the Posted to CLASSES
Reading you identiy will be submitted on
Assignments & the Posted to CLASSES
Read:
TEXT:
Downing – Chapter 9: Working Collaboratively
Read:
TEXT:
Downing –
Chapter 11 : Some Common Concerns & Responses
Final ASSIGNMENT Due :
PLANNING CURRICULUM TO INCLUDE A CHILD WITH SMD: A) USING ACTION PLANS THAT SUPPORT SELF
DETERMINATION AND B) STRATEGIES TO ENGAGE/SUPPORT LEARNING
10