University of New Hampshire
Education Department
Special Education Program
SYLLABUS – Fall 2010
ED 952: Assessment, Curriculum, and Instruction that Promote Learning of Core
Academics from the General Education Curriculum in the General Education Classroom
Instructor: Cheryl M. Jorgensen, Ph.D.
Frequent Guest Presenter: Laurie Lambert, M. Ed., GSE, El. Ed., & IDD certification, Grad.
Cert. in Autism Spectrum Disorders
4 credits
DESCRIPTION
This course focuses on assessment (including alternate assessment) of students with intellectual
and developmental disabilities1 (IDD) and their educational environments; and the design of
curriculum, instruction, and communication supports that facilitate students’ successful inclusion
in general education classrooms and their learning of core academics (i.e., English language arts,
math, science, and social studies). The course will also provide an overview of research-based
practices for students with IDD including facilitating membership and participation,
collaborative teaming, the role of the Inclusion Facilitator as team leader, and writing standardsbased Individualized Education Programs. In order to complete the course requirements, enrolled
students will be required to work with one or more students with IDD who are included in
general education classrooms (or typical preschool programs) and with other members of their
educational teams.
Enrollment
This is a required course for students in the Intellectual and Developmental Disabilities (IDD)
certification program and an elective course for other students in Education or other majors.
Prerequisites
Preferred:
ED 754/854: Contemporary Issues in Developmental Disabilities
COMM SCIENCES & DIS 914: Graduate Seminar in Augmentative and Alternative
Communication
Teaching and Learning Styles
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Students with labels of autism, intellectual disability, cerebral palsy, and/or multiple disabilities that include
intellectual disability, abbreviated as IDD.
Learning experiences in this class will include:
• reading the professional literature in the field
• viewing and analyzing videotapes that depict typical routines and instructional situations
• conducting student observations and working with team members to design educational plans
• guided small group and whole class discussions
• personal reflection about these topics and course assignments
Each class will follow the same basic format, including: handing in and handing back
assignments; announcements and/or clarifying assignments; presentation of some didactic
information about the topic; in-class activities and discussions; viewing of videotapes or
listening to audiotapes; listening to and having dialogue with guest speakers; thinking and
writing about a topic or question; and reminders about due dates for assignments. Some class
presentations will be through live or archived webinars using WebEx technology so students will
need access to high speed internet in order to view these webinars.
ACCOMMODATIONS
The University is committed to providing students with documented disabilities equal access to
all university programs and facilities. If you think you have a disability requiring
accommodations, you must register with Disability Services for Students (DSS). Contact DSS
at (603) 862-2607 or visit them in MUB 118. If you have received Accommodation Letters
for this course from DSS, please provide me with that information privately so that we can
review those accommodations. Even if you don’t have a documented disability and think you
might benefit from accommodations, please discuss that with me.
COURSE REQUIREMENTS – 100 points total




Attend class meetings and actively participate in discussions and activities. Students who
miss a class should contact another class member to obtain the notes and get any
announcements. 10 points
Assigned reading. 5 points
Four required assignments for a total of 40 points
Other assignments for a total of 45 points
Note: More detailed information about each assignment will be presented in class.
ALL ASSIGNMENTS SHOULD BE E-MAILED TO CHERYL AND LAURIE ON THE DAY
THEY ARE DUE. IF YOU CREATE AN ASSIGNMENT USING “PAPER AND PENCIL”
PLEASE SCAN IT TO CREATE A PDF AND THEN EMAIL IT. PLEASE BE SURE THAT
YOU DO NOT USE ANY IDENTIFYING INFORMATION FOR STUDENTS OR PARENTS.
For students in the IDD certification program only: (no points)
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
Required:
o Familiarize yourself with the New Hampshire Curriculum Standards and Grade
Level Expectations in the four core academic areas;
o Read the New Hampshire Alternate Assessment Educator’s Manual
o Participate in Alternate Assessment portfolio development as a member of a
student’s IEP team

Optional: Attend an Alternate Assessment workshop sponsored by the NH Department of
Education
Reading:
Selected chapters from these books:
Jorgensen, C.M., Schuh, M., and Nisbet, J. (2006). The inclusion facilitator’s guide. Baltimore:
Paul H. Brookes Publishing Co.
Kluth, P. (2010). “You’re Going to Love This Kid!” Teaching students with autism in the
inclusive classroom. 2nd Edition. Baltimore: Paul H. Brookes Publishing Co.
Jorgensen, C.M., McSheehan, M., Sonnenmeier, R.M. (2010). The Beyond Access Model:
Promoting membership, participation, and learning for students with disabilities in the
general education classroom. Baltimore: Paul H. Brookes Publishing Co.
Other readings as assigned.
Technology:
Students will need to have high-speed internet access in order to view the class webinars. It is
recommended that students use a headset to obtain the best audio quality.
GRADING
The graduate school allows the following grades to be given: A, A-, B+, B, B-, C+, C, C-, D+, D,
D-, and F. Each instructor may construct his or her own grading system, using all or some of
these grading points.
GPA’s are not formally calculated for graduate students. Auditing students receive AU audit
credit, not grades. Only under special circumstances may a grade below a B- be counted towards
a graduate degree. Refer to the graduate catalog or your program advisor for more information
on grading policy at UNH.
Correspondence between total points earned and the grade are presented below.
A = 97-100
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AB+
B
BC+
C
CD+
D
DF
= 93-96
= 89-92
= 85-88
= 81-84
= 77-80
= 73-76
= 69-72
= 65-68
= 61-64
= 59-63
= fewer than 58 points
See the graduate catalog for descriptions of incomplete and withdrawal grades.
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