College of Education
Department of Special Education
SPED 4020/5020, Significant Support Needs, Spring 2014
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Co-Facilitator: Scott Kupferman, Ph.D.
Office Location: Columbine 3118
Telephone: 719-255-4015
Email: skupferm@uccs.edu
Virtual Office: Blackboard IM (skupferm), Skype (scottk44), Facetime (skupferm@uccs.edu)
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Co-Facilitator: Wilson Buswell
Email: wilsonbuswelluccs@gmail.com
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Office Hours: Thursdays at 1:00pm to 2:00pm and by appointment
Class Day/Time: Thursdays at 7:30pm to 10:05pm
Class Location: Columbine 325
Total Credits: 3
Required Texts/Readings
Required Textbooks
Kluth, P. (2010). You’re going to love this kid: Teaching students with autism in the inclusive
classroom. Baltimore: Brookes Publishing.
Kluth, P. & Danaher, S. (2009). From tutor scripts to talking sticks: 100 ways to differentiate
instruction in K-12 classrooms. Baltimore: Brookes Publishing.
In addition to the two textbooks listed above, please select one of the following:
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Freaks, Geeks and Asperger Syndrome: A User Guide to Adolescence by Luke Jackson,
Publisher: Jessica Kingsley Publishers (October 2002)
Count Us In: Growing Up with Down Syndrome by Jason Kingsley, Mitchell Levitz,
Publisher: Harvest Books; 1 Reprint edition (March 5, 2007)
There's a Boy in Here by Judy Barron & Sean Barron, Publisher: Future Horizons (April 8,
2002)
Emergence: Labeled Autistic by Temple Grandin & Margaret M. Scariano, Publisher: Warner
Books (September 1, 1996)
Reflections from a Unicorn by Richard D. Creech, Publisher: R. C. Publishing (May 1992)
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My Left Foot by Christy Brown, Publisher: Vintage/Rand (December 6, 1990)
Other Readings
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Additional material posted in the course’s Blackboard website
Publication Manual of the American Psychological Association, Sixth Edition (ISBN: 978-14388-0562-2)
Other Equipment/Material Requirements
Consistent access to a UCCS email account and the course’s Blackboard website.
Course Format
This course consists of lectures, use of audio and visual media, readings from required text and
supplementary journal articles, classroom discussions, technology-mediated interactions, guest
subjects/speakers, student presentations, and in-class small group activities.
Course Description
The purpose of this course is to provide information, skills, and tools essential for the successful
education of students with significant support needs in inclusive settings. We will consider the
meaning of significant disability both historically and currently in our culture. We will explore
strategies that foster a student’s meaningful participation in heterogeneous classrooms and build a
foundation for preparing students for active lives in the communities in which they live. Specific
topics include: universal design, curriculum adaptations, assistive technology, augmentative
alternative communication, and friendship.
Course Objectives
Upon successful completion of this course, students will be able to:
1. Understand and articulate the historical, cultural, and political context in which people with
significant support needs are educated.
2. Create a strength-based profile that guides the individual education plan for a student with
significant support needs.
3. Understand the research and best practice strategies for creating successful inclusive
education.
4. Identify and describe various disabilities (that are considered to include significant support
needs) from both an autobiographical and professional perspective.
5. Identify and implement a wide range of educational strategies useful for teaching learners
with significant support needs in general education classrooms (creating flexible lesson
formats, adapting materials, using a range of assessments, etc.).
6. Describe and implement approaches used to collaborate with other professionals, students,
and families (collaborative teaching, co-teaching, use of communication tools).
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7. Identify and implement strategies useful in teaching the general education curriculum to
students with significant support needs in typical classroom settings.
8. Develop academic curricular adaptations that relate to the students’ Individualized Education
Plans.
9. Identify assistive technology tools that would be useful for specific learners
10. Identify, create, and implement Augmentative and Alternative Communication (AAC)
strategies and/or devices for use with a specific student.
NCATE Standards
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Standard 2: Assessment System and Unit Evaluation
Standard 3: Field Experiences and Clinical Practice
Standard 4: Diversity
Standard 5: Faculty Qualifications, Performance, and Development
Standard 6: Unit Governance and Resources
Technology Competencies
It is expected that students begin our program with foundational technology skills that include digital
word processing, digital and online formats (e.g. Blackboard) and using online research databases.
Knowledge of the use of technology-supported multimedia, such as PowerPoint and other
audio/video resources, is expected. Students who need assistance with building technological skills
should speak with their professor to learn about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as not
to miss announcements. If your UCCS email address is not your primary one, please have emails
from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation
Students are expected to maintain high standards of ethical and professional conduct. This includes
attending class, being adequately prepared, contributing to class discussions, submitting high caliber
work and representing your own work fairly and honestly. As an important member of a classroom
community, attendance and punctuality is mandatory. You must actively engage in class and group
work to maximize your learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to contribute
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intelligently to the discussion without silencing others. All written assignments must be computer
generated unless otherwise indicated by the professor. Professional behavior will be expected in your
future teaching/counseling career and is often the hallmark of career success.
Person First Language
Teacher candidates are expected to use person-first language when discussing or writing about
persons with disabilities. People with disabilities are a minority group that has historically
experienced prejudice and discrimination. As future teachers and citizens who foster equality among
all people we must be conscious of how our language shapes meaning and reifies stereotypes. For
example, the word handicap has historical origins related to begging. Further, phrases such as,
“wheelchair bound” and “confined to a wheelchair” paint a very restrictive vision of what it is like to
use a wheelchair. Instead people with disabilities more often refer to their wheelchair as tools of
liberation. Please be aware of your language and what meaning it is conveying.
Diversity Statement
The faculty of the College of Education is committed to preparing students to recognize, appreciate,
and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual
orientation and ability – while striving to provide fair and equitable treatment and consideration for
all. Any student who believes that he/she has not been treated fairly or equitably for any reason
should bring it to the attention of the instructor, Department Chair or the Dean of the College of
Education.
Accommodations
The College of Education wishes to fully include persons with disabilities in this course. In
compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to
ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability,
be excluded from participation in, be denied the benefits of, or be subjected to discrimination under
any program or activity…” If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact and register with the Disabilities
Services Office, and provide them with documentation of your disability, so they can determine what
accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability
Services office has been given to the professor by the student. Please contact Disability Services for
more information about receiving accommodations at Main Hall room 105, 719-255-3354 or
dservice@uccs.edu.
Military Students
Military students who have the potential to participate in military activities including training and
deployment should consult with faculty prior to registration for any course, but no later than the end
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of the first week of classes. At this time, the student should provide the instructor with a schedule of
planned absences, preferably signed by the student's commander, in order to allow the instructor to
evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities
to be excused absences, on par with those due to other unavoidable circumstances such as illness. If,
however, it appears that military obligations will prevent adequate attendance or performance in the
course, the instructor may advise the student to register for the course at another time, when she/he is
more likely to be successful.
Student Appeals
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used
for an appeal when a student is:
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Denied admission to professional education program
Denied permission to student teach or complete professional internship
Removed from a professional education program or internship
Denied permission to graduate due to missing requirements
Requesting an exception to specific policies, procedures, or requirements
Requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the
proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html.
UCCS Student Rights and Responsibilities
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code
http://www.uccs.edu/Documents/vcaf/200-019 StudentAcademic Ethics.pdf
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Confidentiality
Under no circumstances will students disclose individual student or teachers’ names during whole
class discussions. Please remember to respect the confidentiality of all participants, schools, and/or
organizations.
Authorship
All students should strive to create a research project that will result in a publishable manuscript (e.g.,
journal article, monograph) or a professional presentation at a local or state conference. At the end of
the semester, I will approach students that have projects that have the potential to be disseminated to
the larger professional community. While optional, these students will be encouraged to work
collaboratively with me (and other departmental faculty who may have contributed to your project) to
submit their manuscript to a professional journal or submit data for presentation at a professional
conference. APA 2010 guidelines will always be followed related to authorship and submission of
projects, in other words, authorship is determined by mutual agreement and level of contribution.
Requesting an Incomplete
An incomplete will be given under these circumstances only: (a) your assignment grade average to
date is 82% or higher and (b) personal situations clearly beyond your control prevent you from
completing the required work by the end of the semester.
If the instructor judges the situation does not meet these criteria, you will be given the grade you earn
and not an incomplete. If you are granted an incomplete, the course work must be completed within
12 months. Please keep in mind that the final grade (earned either by completing the course
requirements or by retaking the course) does not result in deletion of the incomplete grade symbol
from the transcript.
Assignments (Graded Activities)
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Learning Checks (10 points each, 100 points total)
Autobiography Activity (25 points)
AAC/AT Research Project (50 points)
Inclusive Lesson Plan (100 points)
Graduate Students Only: Inclusive Lesson Plan Reflection Paper (50 points)
Total Points: SPED 4020: 275 points
SPED 5020: 325 points
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Spring 2014 SPED 4020/5020 Course Schedule
Week
Date
Topics, Readings, Assignments, Deadlines
1
1/23
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2
1/30
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3
2/6
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4
2/13
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5
2/20
• Topics: The Role of the Teacher
• Readings: Chapter 3 (Kluth, 2010)
! Assignments: Learning Check
6
2/27
• Topics: Collaborating with Families
• Readings: Chapter 4 (Kluth, 2010)
! Assignments: Learning Check
7
3/6
• Topics: Collaborating and Cooperation in the Inclusive School
• Readings: Chapter 12 (Kluth, 2010)
! Assignments: Learning Check
8
3/13
• Topics: Friendships, Social Relationships, and Belonging
• Readings: Chapter 6 (Kluth, 2010)
! Assignments: Learning Check
Topics: Course and Syllabus Review
Historical Overview
Introductions
• Readings: None
! Assignments: None
Topics: Student Perspectives
Presuming Competence
• Readings: Scholarly Article (Biklen & Burke, 2006)
Scholarly Article (Bogdan & Taylor, 1989)
! Assignments: Learning Check
Sign up for an Autobiography
Topics: Understanding Inclusion in School and Society
Differentiated Instruction
Accommodations
• Readings: Chapter 2 (Kluth, 2010)
! Assignments: Learning Check
Topics: Universal Design for Learning
Assistive Technology/Augmentative Communication
• Readings: Scholarly Article (Spencer, 2011)
! Assignments: Learning Check
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Week
Date
Topics, Readings, Assignments, Deadlines
9
3/20
10
3/27
11
4/3
• Topics: Inclusive Pedagogy
• Readings: Chapter 10 (Kluth, 2010)
! Assignments: Learning Check
12
4/10
• Topics: Teaching Core Curriculum
• Readings: Scholarly Article (Collins, 2010)
! Assignments: Learning Check
13
4/17
• Topics: Teaching Strategies
• Readings: Chapter 11 (Kluth, 2010)
! Assignments: Learning Check
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4/24
• Topics: Differentiated Instruction
• Readings: All Chapters (Kluth & Danaher, 2009)
! Assignments: None
15
5/1
• Topics: Universal Design for Learning
• Readings: Scholarly Article (Dymond, et al., 2006)
! Assignments: AAC/AT Research Project
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5/8
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Final
Exam
5/15
• Topics: Understanding Student Needs
• Readings: Scholarly Article (Tullis, et al., 2011)
! Assignments: Autobiography Activity
UCCS Spring Break – No Class
Topics: Universal Design for Learning
Wilson’s Thoughts for the Road
• Readings: Scholarly Article (Renzaglia, et al., 2003)
! Assignments: None
Class will not meet, but assignment is due by 7:30pm in Blackboard
• Topics: None
• Readings: None
! Assignments: Inclusive Lesson Plan
Inclusive Lesson Plan Reflection Paper (Grad
Students Only)
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Alignment of Course Objectives, Standards, and Conceptual
Framework
Course Objective
Assignment,
Activity, or
Required
Reading(s)
CEC
Co
PBSCT
Co
General
COE
Conceptual
Framework
Understand and
articulate the historical,
cultural, and political
context in which people
with significant support
needs are educated.
#1 Reflection
#5 Inclusive Paper
GC1K3
CC5S1
GC7S3
8.1
Create a strength-based
profile that guides the
individual education plan
for a student with
significant support
needs.
#2 Disability Assignment
#4 UDL Plan
GC1K5
CC4S6
GC4S8
GC7S3
6.1
6.2
6.3
6.5
6(a)(i)
6(a)
2(i)
5(iii)
Understand the research
and best practice
strategies for creating
successful inclusive
education.
#2 Disability Assignment
#4 UDL Plan
CC9K2
GC1K5
GC1K8
CC4S1
CC5K5
CC5S1
CC5S3
6.1
5(i)(iii)
6(d)(iii)
6(d)(iv)
7(a)
1(ii)
1(iii)
1(iv)
Identify and describe
various disabilities (that
are considered to include
significant support
needs) from both an
autobiographical and
professional perspective.
Be able to describe
characteristics and best
practice support
strategies.
#1 Reflection
#2 Disability Assignment
CC2K2
CC1K5
CC4S3
GC4S11
CC5K5
CC5S1
GC7S5
5.1
5.5
6.2
6.3
4(c)(i)
5(a)(iv)
6(a)(i)
6(a)
2(ii)
2(iii)
5(iii)
Identify and implement a
wide range of
educational strategies
useful for teaching
learners with significant
support needs in general
education classrooms
(creating flexible lesson
formats, adapting
materials, using a range
of assessments, etc.).
#2 Disability Assignment
#3 AAC Project
#5 Inclusive Paper
GC1K8
GC3S1
CC4S1
CC1K5
GC4S4
GC4S7
GC4S11
CC5S4
CC5S12
GC5S3
CC7S10
CC7S11
3.4
3.5
3.6
4.4
5.3
3(h)
4(c)(iii)
4(e)
Develop academic
curricular adaptations
that relate to the
students’ Individualized
Education Plans and
allow them to access and
#2 Disability Assignment
#4 UDL Plan
GC3S1
CC4S1
CC4S3
GC4S7
GC5K2
GC5K3
6.5
5(a)(iv)
5(i)(iii)
1(i)
2(ii)
1(v)
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show competency in the
general education
curriculum.
Identify, create, and
implement Augmentative
Alternative
Communication
strategies and/or devices
for use with a specific
student.
CC7S7
GC7S2
#2 Disability Assignment
#3 AAC Project
GC4S7
CC6K4
CC6S1
CC6S2
GC6K2
GC6S5
GC7S4
GC8S4
7.1
7(a)
7(b)(i)
7(b)(ii)
References
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