University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2157 (Fall 2015)
Subject Area - Course Number: SPECED 322
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Introduction to Cognitive Disabilities
25-Character Abbreviation:
Intro to CD
Sponsor(s):
Sharon Kolb
Department(s):
Special Education
College(s):
Education
Consultation took place:
NA
Programs Affected:
Yes (list departments and attach consultation sheet)
Departments:
Special Education BSE Cross Categorical
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
will be at future meeting
SPECED 205; passing two sections of the PPST or two sections of the CORE
test, or appropriate scores on the ACT, GRE, OR SAT
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Education
Instructor:
Sharon M. Kolb
Dept/Area(s): Special Education
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in
providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
3
Total contact hours:
Total lecture hours:
48
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
Revised 10/02
No of credits in major:
1 of 9
48
No of times in degree:
Revised 10/02
No of credits in degree:
2 of 9
Proposal Information: (Procedures for form #3)
Course justification:
The Department of Special Education will be requiring all students to take courses in all emphasis
areas. All students seeking cross-categorical licensure will be required to take this course: SPECED
322 Introduction to Cognitive Disabilities
Relationship to program assessment objectives:
This course meets the standards outlined by the WI DPI and Council for Exceptional Children as outlined
in the syllabus attached.
Budgetary impact: Replaces SPECED 476 course
Course description: (50 word limit)
This course is designed to introduce students to the field of cognitive disabilities/mental
retardation/intellectual disabilities. Students will be presented with information on the causes and
characteristics; eligibility requirements; current cultural and historical views of intellectual
disabilities; and social, emotional, medical, physical, educational, and life-span considerations for
individuals with cognitive disabilities.
If dual listed, list graduate level requirements for the following: NA
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
See attached syllabus.
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two
pages in length.)
American Association on Intellectual & Developmental Disabilities. (2010). Intellectual Disability: Definition,
Classification, and Systems of Supports, 11th Edition. Washington, DC: American Association on Intellectual &
Developmental Disabilities.
American Association on Intellectual and Developmental Disabilities. (2009). FAQ on intellectual disability.
http://www.aamr.org/content_104.cfm
Alexander, D. (1998). Prevention of Mental Retardation: Four Decades of Research. Mental Retardation and
Developmental Disabilities Research Reviews. 4: 50-58.
The Arc of the United States. (2001). Preventing Mental Retardation: A Guide to the Causes of Mental Retardation and
Strategies for Prevention. Silver Spring, MD.
Developmental Disabilities Assistance and Bill of Rights Act of 2000. PL106-402.
http://www.acf.hhs.gov/programs/add/DDACT2.htm
Revised 10/02
3 of 9
Larson, S.L. et al. (2000). Prevalence of mental retardation and/or developmental disabilities: Analysis of the 1994/1995
NHIS-D. MR/DD Data Brief. Minneapolis, MN: Institute on Community Integration, University of Minnesota.
McConnell, D., Llewellyn, G., & Bye, R. (1997). Providing services to parents with intellectual disability: Parent needs
and service constraints. Journal of Intellectual and Developmental Disability, 22(1), 5-17.
Tymchuk, A.J., Lakin, K.C. & Luckasson, R. (2001). The Forgotten Generation: The Status and Challenges of Adults
with Mild Cognitive Limitations. Baltimore: Paul H. Brookes Publishing Co.
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the
“Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and
the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):
See attached syllabus
University of Wisconsin-Whitewater
Department of Special Education
INTRODUCTION TO COGNITIVE DISABILITIES
SPECED 322
Fall 2015
Instructor: Sharon M. Kolb, Ph.D.
Office: Winther 5041
Winther 3010
Phone: (262) 472-4831
E-mail: kolbs@uww.edu
M,W 1-4
Course Time:
Room:
Credits: 3
Office hours:
Course Description:
This course is designed to introduce students to the field of cognitive disabilities/mental
retardation/intellectual disabilities. Students will be presented with information on the causes and
characteristics; eligibility requirements; current cultural and historical views of intellectual
disabilities; and social, emotional, medical, physical, educational, and life-span considerations for
individuals with cognitive disabilities.
PREREQ: SPECED 205, GPA 2.75, 2 portions passed of the PPST
Required Course Text:
Beirne-Smith, M., Ittenbach, R.F., & Patton, J. R. (2006). Mental retardation. (7 th ed.). Merrill Prentice
Hall, New Jersey.
Recommended Supplementary Text: (Available for purchase at the UWW Bookstore
Algozzine, B & Ysseldyke, J. (2006). Teaching students with mental retardation. A practical guide for
every teacher. Corwin Press; CA
Course Objectives
Revised 10/02
4 of 9
1. To develop a systematic readiness for subsequent courses in the department of special education,
more specifically, cognitive disabilities via the active construction of meaning/knowledge, and
through reflective practices.
2. To promote the ability to make connections with prior general education courses by evaluating
beliefs and assumptions about education and identifying how those beliefs have developed.
3. To examine, compare, and apply theoretical model to the education of individual with cognitive
disabilities.
4. To identify, examine, and consider the impact of a variety of factors (e.g., race, culture,
socioeconomic status, gender, sexuality, addiction, chronic illness, abuse, homelessness, etc.) on
how individuals are labeled as cognitively disabled, how they are valued by society (past and
present), and how they are educated.
To become an educated consumer of professional journals related to the education and well-being of
individuals with disabilities
Department of Special Education Assessment System
Please note that the topic and assignment schedule reflects the Wisconsin Teacher Standards (WTS)
and Council of Exceptional Children (CEC)/NCATE Standards. Please refer to the Department of
Special Education website at http://academics.uww.edu/speced/ This site further explains the
portfolio assessment system and includes the 10 evaluation rubrics which correspond with each of
the WTS/CEC/NCATE Standards.
Teaching Standards: http://www.dpi.state.wi.us/dpi/dlsis/tel/pi34.html#teacherstandards3402
PI 34.02 Teacher Standards. To receive a license to teach in Wisconsin, an applicant shall complete an
approved program and demonstrate proficient performance in the knowledge, skills and dispositions under
all of the following standards:
(1) The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches
and can create learning experiences that make these aspects of subject matter meaningful for pupils.
(2) The teacher understands how children with broad ranges of ability learn and provides instruction that supports
their intellectual, social, and personal development.
(3) The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning
and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
(4) The teacher understands and uses a variety of instructional strategies, including the use of technology to
encourage children’s development of critical thinking, problem solving, and performance skills.
(5) The teacher uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and self-motivation.
(6) The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and
technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
(7) The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the
community, and curriculum goals.
(8) The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the pupil.
(9) The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on
pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow
professionally.
(10) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to
support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Recommended Course Readings/Bibliography
Revised 10/02
5 of 9
American Association on Intellectual & Developmental Disabilities. (2010). Intellectual
Disability: Definition, Classification, and Systems of Supports, 11th Edition. Washington,
DC: American Association on Intellectual & Developmental Disabilities.
American Association on Intellectual and Developmental Disabilities. (2009). FAQ on
intellectual disability. http://www.aamr.org/content_104.cfm
Alexander, D. (1998). Prevention of Mental Retardation: Four Decades of Research. Mental
Retardation and Developmental Disabilities Research Reviews. 4: 50-58.
The Arc of the United States. (2001). Preventing Mental Retardation: A Guide to the Causes
of Mental Retardation and Strategies for Prevention. Silver Spring, MD.
Developmental Disabilities Assistance and Bill of Rights Act of 2000. PL106-402.
http://www.acf.hhs.gov/programs/add/DDACT2.htm
Larson, S.L. et al. (2000). Prevalence of mental retardation and/or developmental
disabilities: Analysis of the 1994/1995 NHIS-D. MR/DD Data Brief. Minneapolis, MN:
Institute on Community Integration, University of Minnesota.
McConnell, D., Llewellyn, G., & Bye, R. (1997). Providing services to parents with
intellectual disability: Parent needs and service constraints. Journal of Intellectual and
Developmental Disability, 22(1), 5-17.
Tymchuk, A.J., Lakin, K.C. & Luckasson, R. (2001). The Forgotten Generation: The Status
and Challenges of Adults with Mild Cognitive Limitations. Baltimore: Paul H. Brookes
Publishing Co.
UNIVERSITY POLICIES
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves
with University policies regarding Special Accommodations, Misconduct, Religious Beliefs
Accommodation, Discrimination and Absence for University Sponsored Events. (For details, please refer
to the University Handbook at www.uww.edu/uwwhdbk/ or the Undergraduate and Graduate
Timetables; the "Rights and Responsibilities" section of the Undergraduate Bulletin; the Academic
Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the
"Student Academic Disciplinary Procedures" [UWS Chapter 14]; and the "Student Nonacademic
Disciplinary Procedures" [UWS Chapter 17]).. Please notify this instructor by the end of the second
session if a seminar must be missed due to religious reasons. This will allow ample time to adjust a
lesson if needed.
Reasonable Modifications Procedures
If, as a student, you require "reasonable modifications" to any aspect of this course (e.g., lecture, readings,
evaluation), please discuss your needs with the instructor within the first two weeks of class. Every effort
will be made to accommodate your needs and to maintain your confidentiality.
Special Education Portfolio Assessment System
Please note that the topic and assignment schedule reflects the Wisconsin Teacher Standards (WTS),
Council of Exceptional Children (CEC)/NCATE Standards. Assignments have been identified as possible
artifacts of performance that will be graded according to the Department of Special Education Assessment
System. Please refer to the Department of Special Education website at http://academics.uww.edu/speced/
This site further explains the portfolio assessment system and includes the 10 evaluation rubrics
which correspond with each of the WTS/CEC/NCATE Standards.
Revised 10/02
6 of 9
Attendance and Participation
Attendance, involvement in class discussions, initiative in sharing experiences and information, evidence
of having completed reading prior to class, and professional conduct will be taken into account in
calculating your final grade. I expect you to attend all classes for the duration of the semester; attendance
also refers to punctuality. University sponsored absences must be indicated to this instructor with an
official activity schedule BEFORE the absence. Absolutely no make-up work for missed discussions
unless you have contacted me prior to the absence. If you are absent for a university-sponsored activity,
you will have until the next scheduled meeting to turn in any in-class activities you missed (credit for
missing assignments will not be issued if you turn it in later than the following scheduled meeting). Late
assignments will not be accepted without my prior approval. If you cannot attend class, you are
responsible for getting notes and handouts from a classmate. Please plan your emergencies carefully.
Your final course grade will drop one entire letter grade regardless of points earned if you have three or
more absences.
Wisconsin Teaching Standards: PI 34.02 Teacher Standards. To receive a license to teach in
Wisconsin, an applicant shall complete an approved program and demonstrate proficient
performance in the knowledge, skills and dispositions under all 10 of the WTS. Wisconsin
Teaching Standards
Course Requirements
Analysis of Journal Article (20 points) – Each student will be responsible for analyzing a
journal article for assumptions and frameworks (as discussed in readings and in class) and writing a 12 page typed response to that article. You will share your analysis with the class orally.
Course Performance Artifact WTS/CEC/NCATE Standards #1,2,3. Suggested journals are:
1.
(Note: if you are unsure of journal appropriateness, please seek my assistance) Exceptional Children, The Journal of
the Association for Persons with Severe Handicaps, Mental Retardation, Education and Training in Mental Retardation
Journal of Special Education, Remedial and Special Education
2. Checks for Understanding (10 points each x 12 total quizzes = 120)– Interactive quizzes to
assess your understanding of each chapter’s content. Dropbox quiz scores before noon on the
posted class due date. Points will be lost for late entries. Note: It is important that you save an
electronic copy of the quiz grade for your records. Access via Prentice Hall Companion Website:
www.prenhall.com/beirne-smith
3. Video Case Studies and Process Groups Discussions (10 points each x 7 studies = 70) –
Online video case studies of individuals with cognitive disabilities showing a variety of age
groups, abilities, and perspectives. Dropbox your individual activity response to this instructor
and bring a copy to class to share with your small group. Each process group will discuss their
responses and collaboratively write their group reaction. You must be in class and participate in
the process group to receive all 10 possible points. Access via Prentice Hall Companion
Website: www.prenhall.com/beirne-smith
4. CD Fact Sheet – (20 points)
A. CD Fact Sheet and Class Presentation
Students will prepare a fact sheet regarding some aspect of cognitive disabilities (with
instructors approval) and present this information to the class. Please post electronic fact
sheet in the Discussion Box “CD Fact Sheets” for classmates to access.
Revised 10/02
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ALL WRITTEN ASSIGNMENTS MUST ADHERE TO THE AMERICAN PHYCHOLOGICAL
ASSOCIATION (APA) GUIDELINES.
Assignments
1. Analysis of Response to Article
2. Checks for Understanding (10 points each) x 12
3. Video Case Studies (10 points each) x 7
4. CD Fact Sheet
5.Final Case Study Reflection
Total
Point Value
20
120
70
20
20
250
Final course grades will be assigned as follows: It is your responsibility to check your grade
status on D2L. If you have any questions or concerns regarding your grade or
assignments, please schedule an appointment with me immediately.
93% and above = A
90 = A88 = B+
82 = B
80 =
78 =
72 =
70 =
BC+
C
C-
68 = D+
62 = D
60 = D59% and less = F
TOPIC AND ASSIGNMENT SCHEDULE
Date
Topics and Activities
Assignments Due______
Assigned Readings
Sept. 8
Course Structure, Review of Syllabus, COE & SPECED
Web sites, demonstration of how to
access on-line quizzes
Sept. 15
Quiz
Cognitive Disabilities and Historical Perspectives
Ch. 1
Ch. 1
Ch. 2
Ch. 2
Ch. 3
Ch. 3
Supports-based orientations
Sept. 22
Quiz
Definitions, Labels, and Classifications
Definitional Perspectives
Incidence & Prevalence
Sept. 29
Quiz
Assessments and Adaptive Behavior
Theories of Intelligence and Adaptive Behavior
Video
Case Study
Influential Scales
Assessment Process
Cultural Implications and Impact on Disability
Oct. 6
Quiz
Individual Rights and Critical Legislation
Ch.4
Ch. 4
Legal Precedents to Lifespan Issues
Oct. 13
Quiz
Revised 10/02
Cognitive Disabilities: Biological Aspects
Genetic, Chromosomal, Other Congenital Factors
8 of 9
Ch. 5
Ch. 5
Video Case Study Prader-Willi Syndrome
Journal Article Analysis
Oct. 20
Quiz
Cognitive Disabilities: Psychosocial Aspects
Ch. 6
Ch. 6
Individual and Environmental Aspects and Interventions
Video Case Study Early Intervention
Oct. 27
Quiz
Learners with Mild CD
Nov. 3
Quiz
Ch. 7
Ch. 7
Demographic, Learning and Educational Characteristics
Video Case Study
Impact of Culture on eligibility
Mild CD
Learners with Severe CD
Ch. 8
Ch. 8
Functional Behavioral Communication
Video
Physical and Emotional Health, and Educational
Severe
Case Study
CD
Characteristics
Nov. 10
Quiz
Educational Programming during the School Years
Ch. 10
Ch. 10
Educational Programming and IEP’s
Curricula Decisions: Transition Planning and
Vocational Training Options
Ch. 11
Ch. 11
IEP Implementation
Adulthood and Community Life
Ch. 12
Assessment, Program Planning and Placement Options
IEP Development and Curricular Orientations
Nov. 17
Quiz
Nov. 24
Video
Case Study
Dec. 1
Family Perspectives, Reactions and Dynamics
Ch. 13
Early Childhood Education and Family Involvement
Ch. 9
Ch. 9
Assistive Technology
Ch. 14
Ch. 14
Quiz
Dec. 8
Quiz
Definitions, Policies, and Modifications
Video
Case Study
Assistive
Technology
Dec. 15
Final Exam and Course Evaluations
Study Reflection
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Case