Assessment & Instruction: Learners with Low Incidence

Disabilities SERP 515 Fall 2014

Instructor: Alison Zagona, Supervisor: Dr. Stephanie MacFarland
szm@email.arizona.edu; zagona@email.arizona.edu
Office Hours: by appointment via Elluminate/Skype

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).

2. acquire knowledge of common physical disorders and various etiologies that

cause physical and multiple disabilities. (CEC 2: CC2K1, CC2K2, GC2K1-GC2K6;
InTASC: 2)
3. learn and assess how physical impairments affect the child's development.
(CEC1, 2, 3: CC2K1, CC2K5, GCC2K6, GC2K2, GC2K3, GC2K4; GC3K1; InTASC 2,
6).
4. learn techniques of working as part of a collaborative team for educational
programming (e.g., active IEP objectives, best educational practices). (CEC 10:
CC10K1-CC10S4; InTASC 3, 7, 9,10).
5. demonstrate appropriate techniques of positioning, lifting and handling of a
variety of individuals having physical disabilities. (CEC 4: GC4K3, GC4S1,
GC4S7; InTASC: 2, 3)
6. demonstrate their ability to select appropriate technology, adapt and modify
materials as needed, and make use of a variety of techniques to maximize a
student's potential to learn in meaningful ways. (CEC 4, 7: GC4K3, GC4S1,
GC4S7, GC7S4; InTASC: 7, 8; ISTE: 1, 2).
7. demonstrate their knowledge of a variety of assessment and teaching
techniques to promote learning and skill development in academic and life
skills (e.g., school curriculum, eating, dressing, toileting). (CEC: 4, 5, 6 7, 8;
GC4K3, GC4S1, GC4S7; CC5S12; CC7S5; CC8S1-CC8S6, ICC6K4; InTASC: 6, 7,
8).
8. learn about health concerns and medical management such as medications
and their positive and negative effects on learning, seizure disorders, and
classroom emergencies. (CEC 2: CC2K3, GC2K5, GC2K6; InTASC:1, 2, 7, 9).
9. gain information on types of equipment, technology and assistive technology,
to use, make or order and become familiar with resource and support groups
for families and professionals. (CEC 4: GC4K3, GC4S1, GC4S7; InTASC: 3, 4, 5;
ISTE: 2, 3, 5).
10.acquire Knowledge and strategies to promote meaningful interactions between
individuals with physical disabilities and typical peers. (CEC 5: CC5K5; CC5S5;
CC5S7; GC5K3, GC5S1-GC5K4; InTASC: 2, 3; ISTE: 1, 2).
11.gain knowledge and acquire skills in effective use of emerging technologies in
professional growth and leadership. (CEC 9: ICC9S11, ICC9S12, GC9K2;
INTASC: 9, 10; ISTE: 4, 5).
Standards Abbreviation References:
CEC: Council for Exceptional Children (CEC) Content Standard
InTASC:
Interstate Teacher Assessment & Support Consortium
ISTE:
International Society for Technology in Education (National Education
Technology Standards for Teachers)

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

registered with the Disability Resource Center (520-621-3286;

drc.arizona.edu)
and notify the instructors their eligibility for reasonable
accommodations. We can
then plan how best to coordinate your accommodations.
4. Policies regarding expected classroom behaviors: Students are expected to
adhere to standards of appropriate online etiquette. Students are expected
to
use respectful, person-first language in their assignments, competency
evaluations, and final comprehensive projects.
5. Policies against plagiarism: All assignments must be the original work of the
student. Plagiarism is a willful act that will not be permitted. Each student is
expected to understand the meaning of plagiarism and demonstrate a high
level of academic integrity. Cutting and pasting directly off a website is
considered plagiarism. Simply changing a few words in a sentence or phrase
also constitutes plagiarism. All students are expected to be familiar with U of
A
policies, codes and procedures regarding academic integrity and conduct.
Instances of plagiarism or academic dishonesty will be subject to the policies
and procedures contained in the U of A, Dean of Students Policies, Codes, and
Procedures website: http://dos.web.arizona.edu/uapolicies/index.html Any
instance of plagiarism may result in an "F" for the course.
6. Policies against threatening behavior by students: Students are expected to
maintain professional communication within any written or verbal
communication with the instructors and other students. University policies
are
included at http://policy.web.arizona.edu/policy/threaten.shtml
7. Course content change policy: Information contained in the course syllabus, other
than the grade and absence policies, may be subject to change with
reasonable
advance notice, as deemed appropriate by the instructors.

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

assistance. Students will need to download a free copy of Acrobat Reader

http://get.adobe.com/reader/.
Submitting Assignments: All assignments will be submitted via the drop box in D2L.

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!

See video links

under content tab
for Unit 1 View 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: August 31- September 7

Best Practices and Syndrome Study
View it!
Reflect on it!

Unit 2 Overview
Essential Best
Practices in
Inclusive Schools
Batshaw Chapters,
13, 14, 15, 17, 18,
24
Review: Batshaw 1

See video links

under content tab
for Unit 2 View it!

Post to blog:
Myths of Down
syndrome and
What other
syndromes are
similar to Down
syndrome?

Do it!

Personal blog setup: Email

Instructors Link

Unit 3: September 7-14

Meaningful Assessment: The Ecological Model
Read it!
View it!
Reflect on it!
Do it!
Unit 3 Overview
Bryant Chapters 2,
3

See video links

under content tab
for Unit 3 View it!

A Case for Teaching

Functional Skills

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)

Unit 4: September 14-21

Family Collaboration and Ethical Considerations
Read it!
View it!
Reflect on it!
Do it!
Unit 4 Overview

Movie: Little Man

Post to blog:
Ethics Reflection

Post to blog:
Syndrome Study

Batshaw Chapters
7, 30, 37, 39
Review Batshaw
Chapters 4, 5

Read it!

#1

Unit 5: September 21-28

Assistive Technology
View it!
Reflect on it!

Do it!

Unit 5 Overview
Batshaw Chapters
3, 6
Bryant Chapters 2,
5
Review Bryant 1, 2

See video links

under content tab
for Unit 5 View it!

Post to blog:
Factors to consider
when selecting AAC
devices and symbol
systems

Post to blog:
Adaptations
Framework chart

Unit 6: September 28-October 5

Assistive Technology and Spotlight on Deafblindness
Read it!
View it!
Reflect on it!
Do it!
Unit 6 Overview
Bryant Chapters 6,
7
Additional Readings
on D2L

See video links

under content tab
for Unit 6 View it!
The case against
AT

Post to blog:
Travel Through
Time: Considering
Adaptations and AT
for Helen Keller

Post to blog:
Adaptation
Sales Pitch

Unit 7: October 5-12

Related Services and Spotlight on Spina Bifida
Read it!
View it!
Reflect on it!
Do it!
Unit 7 Overview
Batshaw Chapter
31, 33

See video links

under content tab
for Unit 7 View it!

Post to blog:
Priorities when
facilitating an IEP

Post to blog:
Favorite Links

Martin Chapter 3- 6

Unit 8: October 12-19

Facilitating Collaborative Teams and Integrated Services
Read it!
View it!
Reflect on it!
Do it!
Unit 8 Overview
Batshaw Chapters
26, 27
Orelove Chapter 1
Promising Practices

See video links

under content tab
for Unit 8 View it!

Post to blog:
Integrated services
for Johnnycontinuation of Unit
7 reflection

Post to blog:
Integrated Services
Activity

Read it!

Unit 9: October 19-26

Midterm Check-in and Midterm Exam
View it!
Reflect on it!

Unit 9 Overview
Adaptation Project
Directions
Can Do Profile

See video links

under content tab
for Unit 9 View it!

Adaptation Project
Progress

Do it!
Midterm Exam

Unit 10: October 26- November 2

Health Concerns and Medical Management and Spotlight on CP
Read it!
View it!
Reflect on it!
Do it!
Unit 10 Overview
Batshaw Chapters
25, 27
Review 24 and 26

See video links

under content tab
for Unit 10 View it!

Post to blog:
Characteristics of
cerebral palsy and
possible
adaptations

Quiz

Unit 11: November 2-9

Self Reliance Skills
View it!
Reflect on it!

Read it!
Unit 11 Overview
Bryant 8

See video links

under content tab
for Unit 11 View it!

Post to blog:
Case Study

Snell & Delano 10

Do it!
Increasing
independence with
toilet training
*Submit to
dropbox*

Unit 12: November 9-16

Instruction in Positioning, Transfers, and Equipment
Read it!
View it!
Reflect on it!
Do it!
Unit 12 Overview
Batshaw pp. 436446
Bryant Chapter 4

See video links

under content tab
for Unit 12 View it!

Post to blog:
Hand Over Hand
and Hand Over
Hand

Quiz

Unit 13: November 16-23

Respectful and Instructionally Relevant Feeding
Read it!
View it!
Reflect on it!
Do it!
Unit 13 Overview
Batshaw 8 and 9

See video links

under content tab
for Unit 13 View it!

Post to blog:
What do we know
about feeding?

Ways to Use HUH

Unit 14: November 23- November 30

Summary and Wrap Up

Unit 13 Quiz

Read it!

View it!

Reflect on it!

Do it!

Unit 14 Overview

See video links

under content tab
for Unit 14 View it!

Post to blog:
Facilitating an IEP:
Collaboration and
Communication

Continue work on
Final Project and
Prepare for the
Final Exam

November 30- December 10

Adaptation Projects and Preparation for Final Exam
Final Project Due December 10th, 2014 by 11:59pm
Final Exam to be completed by December 16, 2014 at 11:59pm

EVALUATION METHODS AND GRADING SCALE

Evaluation Methods: For each unit, reflections will be graded using a rubric
that will be available to the student at the beginning of the unit.
Required Assignments
Unit Assignments
12 quizzes or assignments (10 points
possible)
13 reflection posts on D2L (15 points
possible)
Exams (2)
Midterm: To be completed by October 26,

Points

Points
Possible

120
315
195

20

2014 11:59 pm

Final Exam: To be completed by

December 16, 2014 11:59 pm

Final Project Due December 10, 2014 by 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