Excellence ~Integrity ~ Caring
EDSP 517
Fall Quarter, 2009
Characteristics and Needs of Children with Moderate to Severe Disabilities
Instructor:
Phones:
Fax:
E-Mail Address:
Office Hours:
Software:
Prerequisite Course
Yeunjoo Lee (http://www.csub.edu/~ylee)
(661) 654-6478 (Office)
(661) 654-3029 (fax)
ylee@csub.edu
3:30-5:30 pm on Tuesdays and Wednesdays
3 - 4 pm on Thursdays
Livetext is software designed for instructional portfolios.
Candidates will be expected to post one assignment on Livetext
and the instructor will grade the assignment based upon an on-line
rubric. Information concerning Livetext can be found at
www.livetext.com. Do not purchase the software until after
speaking with the course instructor.
EDSP 501 Introduction to children and youth with exceptionality
Required Readings
Collins, B. (2007). Moderate and Severe Disabilities: A Foundational Approach. Upper Saddle
River, NJ: Pearson.
Berk, L. (2007). Chapter 1. History, Theory, and Research Strategies. In Development through
the Lifespan. (4th ed. p.3-43). Allyn & Bacon.
Marks, S., Shaw-Hegwer, J., Schrader, C., Longaker, T., Peters, I., Powers, F., & Levine, M.
(2003). Instructional management tips for teachers of students with Autism Spectrum
Disorder (ASD). Teaching Exceptional Children, 35, 50-54.
Candidate Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know
and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all students learn.
Professional Collaboration
Candidates will participate in action-oriented collaboration that will enable them to learn from
others and provide leadership in partnerships with all stakeholders.
Reflective Practitioner
EDSP 517 -1
Candidates are reflective, life long learners who apply problem solving and critical thinking
strategies and the respectful appreciation of differing points of view.
Ethical Professional
Candidates’ actions are based on accepted professional standards of conduct and reflect insight
and awareness with respect to diverse perspectives, opinions, obligations and ethical
responsibilities of the profession.
Student/Client Centered
Candidates, throughout their programs, will prioritize the needs of the students/clients they serve
by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful
interactions.
Professional Leader
Candidates, throughout their programs, will be strong, determined, professional leaders with a
clear instructional focus using effective communication skills and a willingness to take risks to
ensure the advancement, safety, and welfare of all students in our communities.
Professional Competence
Candidates will maintain high programmatic outcomes that reflect research-based practices,
principles of learning differentiation, and standards based instruction.
Course Objectives/Competencies (Matching CTC Standards)
In order to make explicit how this course attempts to address the education of the whole person,
the following objectives are coded as to which domains the objectives pertain to: C = cognitive;
A = affective; S = social and P = psychomotor. Some classes may not include all four domains.
Reference to CCTC Program Standards are noted following objectives.
The candidate will be able to:
1. Define and describe the unique learning characteristics of persons with moderate to severe
disabilities that are associated with the categorical terms of mental retardation, autism, deafblind, emotional disturbance, traumatic brain injury, and multiple disabilities (C, A, S, P).
Standard 12: Educating Diverse Learners with Disabilities
Standard 24: Positive Behavior Support
Standard 25: Communication and Social Network
Standard 27: Movement, Mobility, Sensory and Specialized Health Care
2. Demonstrate knowledge of the issues related to the assessment, placement, transition, and
instructional service delivery models in inclusive settings for persons with moderate to severe
disabilities (C, S).
Standard 10: Professional, Legal, and Ethical Practices
Standard 11: Educational Policy and Perspectives
EDSP 517 -2
Standard 12: Educating Diverse Learners with Disabilities
Standard 16: Effective Communication & Collaboration
Standard 22: Assessment and Evaluation of Students
Standard 17: Assessment, Curriculum and Instruction
Standard 23: Planning & Implementing Instruction
Standard 26: Curriculum
Standard 27: Movement, Mobility, Sensory and Specialized Health Care
CLAD Standard 13: Preparation to Teach English Learners
3. Discuss issues facing the families of persons with moderate to severe disabilities (C, A, S).
Standard 12: Educating Diverse Learners with Disabilities
Standard 16: Effective Communication & Collaboration
Standard 25: Communication & Social Networks
4. Demonstrate knowledge of and utilize a variety of resources regarding the use of technology
for communication, mobility, and personal care of children and youth with moderate to
severe disabilities (A, S, P).
Standard 15: Managing Learning Environments
Standard 23: Planning & Implementing Instruction
Standard 25: Communication and Social Networks
Standard 27: Movement, Mobility, Sensory, and Specialized Health Care
5. Incorporate research findings and theoretical knowledge into the practice of teaching of
persons with moderate to severe disabilities (C, A, S, P).
Standard 15: Managing Learning Environments
Standard 24: Positive Behavior Support
Standard 26: Curriculum
Standard 27: Movement, Mobility, Sensory, and Specialized Health Care
CLAD Standard 13: Preparation to Teach English Learners
6. Demonstrate knowledge of community-based instruction and transitional planning (C, S).
Standard 16: Effective Communication & Collaboration
Standard 17: Assessment, Curriculum and Instruction
Standard 23: Planning & Implementing Instruction
Standard 25: Communication & Social Networks
Standard 26: Curriculum
7. Demonstrate knowledge and understanding of basic principles and strategies of assessment,
including norm-referenced and criterion-referenced tests. In addition, candidates will be able
to use alternative assessment such as formative evaluation, work samples, portfolios,
curriculum-based, and ecological assessment (C, A, S, P).
Standard 10: Professional, Legal, and Ethical Practices
Standard 11: Educational Policy and Perspectives
Standard 12: Educating Diverse Learners with Disabilities
Standard 17 Assessment, Curriculum and Instruction
Standard 22: Assessment and Evaluation of Students
EDSP 517 -3
Standard 26: Curriculum
CLAD Standard 13: Preparation to Teach English Learners
8. Demonstrate appropriate use of principles and strategies for planning, providing Least
Restrictive Environment, recommending services, and implementing instruction including
the use of supplementary aids, services, and technology for individuals with disabilities (C,
S, P).
Standard 10: Professional, Legal, and Ethical Practices
Standard 15: Managing Learning Environments
Standard 17: Assessment, Curriculum and Instruction
Standard 23: Planning & Implementing Instruction
9. Demonstrate knowledge of the core curriculum scope and sequence, curriculum adaptation,
and instructional strategies for students with diverse needs (C, A)
Standard 10: Professional, Legal, and Ethical Practices
Standard 11: Educational Policy and Perspectives
Standard 12: Educating Diverse Learners with Disabilities
Standard 17: Assessment, Curriculum and Instruction
Standard 22: Assessment and Evaluation of Students
Standard 23: Planning & Implementing Instruction
Standard 26: Curriculum
CLAD Standard 7 Preparation to Teach Reading-Language Arts
CLAD Standard 13: Preparation to Teach English Learners
10. Develop an IEP/ ITP and lesson plans based on the assessment data (C, A, S, P)
Standard 23: Planning & Implementing Instruction
Standard 26: Curriculum
CLAD Standard 7 Preparation to Teach Reading-Language Arts
CLAD Standard 13: Preparation to Teach English Learners
General Information:
1. Assignments are due at midnight on the assigned due date. Late assignments will be
automatically lose 10% of its assigned credit. No assignments will be accepted one week
after assigned due dates.
2. If you have an emergency on the day of a test you will be allowed to make up that test on
a compromised day with the instructor.
3. All assignments are to be type-written and double spaced. Use a basic font, no larger
than 12. Handwritten papers will not be accepted.
4. Be aware that I do not assign extra work. You will receive the grade you have earned. I
do not assign bonus points, nor do I give you credit for how hard you try.
EDSP 517 -4
5. Students are expected to do all work assignments without unauthorized assistance and not
to give unauthorized assistance. Cheating is not limited to examination situations alone,
but arises whenever students attempt to gain an unearned academic advantage, i.e.
submission of the same, or essentially the same paper or assignment for credit in two
different courses without receiving approval. Plagiarism consists of the misuse of
published or unpublished works of another by claiming them as one’s own. It may consist
of handing in someone else’s work, copying or purchasing a composition, using ideas,
paragraphs, sentences, or phrases written by another, or using data and/or statistics
compiled by another without giving citation (See p.81-82 of the 2007-2009 catalog).
Violation to these policies may result in a failing grade or other consequences stated in
the CSUB Catalog.
Course Requirements:
1. Self-Introduction
 Post a self-introduction in the “Discussion” by Sept. 21.
 Your introduction should include
o Your name.
o Experience with students with disabilities.
o Current work place.
o One unique thing about yourself.
2. WebCT assignments
 You will need to complete a total of 5 WebCT assignments throughout this
quarter.
 The assignment will be in forms of online discussion, a review of websites, and/or
summary of readings.
 The assignment is posted in the WebCT main page.
 Please see Appendix A for online discussion guidelines.
3. Research Paper and handout
 Conduct research about a disability/syndrome and submit a report (e.g., Williams
Syndrome, Prader-Willie syndrome, Charger Syndrome, Fetal Alcohol Syndrome, Fragile
X Syndrome, Angelman syndrome, Tourette syndrome, Bi-Polar disorder, obsessive and
compulsive disorder, etc).
 The report SHOULD discuss (at least 3 full pages, double spaced)
a. Name of condition.
b. Etiology (i.e., cause).
c. Physiological Characteristics (if any).
d. Behavioral Characteristics (if any).
e. Degree of Cognitive Impairment (if any).
f. Prevalence
g. Treatment (e.g., medical, psychological, educational)
h. Prognosis
EDSP 517 -5
i. References (5 or more references. Websites are acceptable).

Handout: Prepare handouts on information that is resourceful and beneficial for other
members of the class. You are required to use Microsoft PowerPoint to create the
handout.
o
Handouts need to include a list of references that were utilized in the preparation
of your presentation.
o
Post your handouts to the WebCT Discussion.

This research paper is to be posted in LiveText. Students choosing not to post their
assignments will not pass the course.

Check Livetext for a scoring rubric.

Please see Appendix B for directions of how to submit a report to LiveText.
4. Two Tests
 You will take the tests via online.
 Test links will be open from 3 pm to midnight on the assigned dates. You will have 90
minutes to complete a test.
 If you cannot take tests on the assigned dates, please contact the instructor.
 Test questions will take many forms, but most will be multiple choices, true/false, fill-in
the black, and/or short answer.
 Each test is valued 40 points.
Test Number
Test 1
Test 2
Date
Oct.16 (F)
Nov.21 (Sa)
Grading Scale:
A = 94% (or higher)
B+ = 87-89%
B- = 80-82%
C = 73-76%
D = 69-60%
ASSIGNMENT
Self Introduction
WebCT Assignments
Research Paper and Presentation
Test #1
Test #2
Total
AB
C+
CF
Assigned Chapters
Week 1, 2, 3, 4, and 5
Week 6, 7, 8, 9, and10.
=
=
=
=
=
90-93%
83-86%
77-79%
70-72%
59% or below
Due Date
Sept.21 (M)
Oct. 21 (W)
Oct.16 (F)
Nov.21 (Sa)
EDSP 517 -6
POINTS
10
50 (10X5)
40
30
30
My Grade
CLASS SCHEDULE
This schedule is intended to be used as a guide and is subject to change.
Date
Week 1
Sep. 14-20
Week 2
Sep. 21-27
Topic/Readings
Assignment
Self-Introduction
Week 8
Nov. 2-8
Syllabus.
Chapter 1. Defining the term.
Chapter 2. Working with persons with significant cognitive disabilities.
Chapter 3. Working with families of children with moderate to severe
disabilities.
Typical and Atypical development (Berk, 2007)
Chapter 4. Providing an appropriate education for students with
moderate and severe disabilities.
Chapter 5. Identifying functional and age-appropriate skills.
Chapter 6. Teaching students with moderate and severe disabilities:
systematic instruction.
Chapter 6. Teaching students with moderate and severe disabilities:
systematic instruction.
Chapter 7. Teaching students with moderate and severe disabilities in
school settings.
Chapter 8. Teaching students with moderate and severe disabilities in
community settings.
Chapter 9: Working with students with the most challenging behaviors.
Autism: Characteristics and instructional methods.
Marks et al. (2003) and
http://www.nimh.nih.gov/publicat/autism.cfm#readNow )
Chapter 10. Supporting students with the most challenging behaviors.
Chatper 11. Planning for the life span.
Week 9
Nov.9-15
Chapter 12. Entering adulthood.
Chapter 13. Dealing with difficult issues.
WebCT
Assignment #4
Week 10
Chapter 14. Facilitating the future: self-determination.
Nov. 16-22
Final Week
WebCT
Assignment #5
Test #2
Week 3
Sep.28Oct.4
Week 4
Oct.5-11
Week 5
Oct. 12-18
Week 6
Oct.19-25
Week 7
Oct.26Nov.1
WebCT
Assignment #1
WebCT
Assignment #2
Test #1
Research Paper
Due
WebCT
Assignment #3
Excepts taken from the CSU Bakersfield Campus Catalog 2007-2009 (p.81-82)
RIGHTS AND RESPONSIBILITIES OF STUDENTS
Academic Integrity
The principles of truth and integrity are recognized as fundamental to a community of teachers
and scholars. The University expects that both faculty and students will honor these principles
EDSP 517 -7
and in so doing will protect the integrity of all academic work and student grades. Students are
expected to do all work assigned to them without unauthorized assistance and without giving
unauthorized assistance. Faculty have the responsibility of exercising care in the planning and
supervision of academic work so that honest effort will be encouraged and positively reinforced.
There are certain forms of conduct that violate the university’s policy of academic integrity.
ACADEMIC DISHONESTY (CHEATING) is a broad category of actions that involve fraud and
deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. PLAGIARISM is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the SUBMISSION OF THE SAME, OR ESSENTIALLY
THE SAME, PAPER or other assignment for credit in two different courses without receiving
prior approval from the instructors of the affected courses.
When a faculty member discovers a violation of the university’s policy of academic integrity, the
faculty member is required to notify the CSUB Dean of Student Life and CSUB Student Conduct
Coordinator and the student(s) involved. A course grade of ‘F’ may be assigned or another grade
penalty may be applied at the discretion of the course instructor. Additional academic sanctions
are determined by the student conduct coordinator. Academic sanctions may include disciplinary
probation, suspension, permanent expulsion from the university or from the California State
University system, administrative hold on the release of records, and withholding a degree.
Disciplinary probation shall be noted on the student’s formal academic record only for the
duration of the probationary period. Disciplinary suspension and expulsion are a part of the
student’s permanent record.
The student may pursue a formal hearing or make a settlement agreement with the student
conduct coordinator. CSUB Dean of Student Life and CSUB Student Conduct Coordinator shall
conduct an investigation, confer with the faculty member, students and any witnesses identified,
and review all evidence. The student is entitled to a formal hearing scheduled by the CSUB Dean
of Student Life and CSUB Student Conduct Coordinator, in which the evidence of the alleged
violation shall be presented before an impartial Hearing Officer (appointed by the President) and
the student shall be present to provide an explanation or defense. The Hearing Officer shall
submit a written report to the President containing the findings, conclusions, and
recommendations. Alternatively, a settlement agreement may be made with the CSUB Dean of
Student Life and CSUB Student Conduct Coordinator. The settlement agreement will specify the
academic sanctions, the length and terms of disciplinary probation or suspension, and the
conditions the student is expected to meet in order to remain in good standing (e.g., training or
regular meetings with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator).
All sanctions are reported to the instructor reporting the incident, the student’s Chair, and the
student’s Dean.
EDSP 517 -8
Any repeated violation of academic integrity shall result in more serious academic sanctions.
Normally, this will include suspension or expulsion from the university with a note on the
student’s permanent record.
Academic Freedom
Freedom to pursue truth and to achieve personal and intellectual development is essential to
CSUB’s community of scholars. The University is firmly committed to such freedom for both
students and faculty. Academic freedom is the University’s guarantee of freedom of expression
by all students and faculty under the First Amendment.
For the achievement of academic freedom, a necessary condition for such pursuit is an
acceptance of the spirit of inquiry and appreciation for diverse ideas, viewpoints, cultures, and
life-styles. Acceptance must be demonstrated not only in the classroom but in all other areas of
the campus. The achievement of academic freedom, however, must occur within a respect for
law and the protection of the opinions and dignity of others.
Civility and Respectful Conduct
The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the
development of students. Because of its importance, students are expected to exhibit respect for
the views of others, the professionalism of the instructor, and the goals of academic freedom
whenever they are in the classroom.
Faculty are obligated to recognize and respect student diversity, ideas, perceptions, and opinions.
At the same time, faculty have a fundamental responsibility to maintain the integrity of the
learning environment. When confronted by unreasonable disruption in the classroom, faculty are
expected to initiate actions to correct such conditions. Such actions may result in disciplinary
action ranging from removal from the classroom to formal disciplinary sanctions, including
probation, suspension, or expulsion.
PROFESSIONAL LIABILITY INSURANCE
As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students
in various fields, including the Credential Program to purchase Professional Liability Insurance
at the cost of $16 per Academic Year (or the designated current rate). This fee may be paid at
the Cashier’s window or online.
Holistic Scoring Rubric for Written Reports
The following holistic scoring categories will be used to evaluate and grade written products
submitted for completion of the course. Products reflecting a grade of (A or A-) equal a
Superior Performance indicating the product is comprehensive; product represents clear
evidence of logical analysis of information presented; product may contain minor
misconceptions or extraneous information that does not significantly detract from the overall
product; product is well organized using required headings and sub-headings, is paginated and
is easy to follow; all information is clearly stated; reasoning is sound and based on a thorough
understanding of the program, need, or concept; information is appropriate to the assignment.
EDSP 517 -9
Products reflecting a grade of (B+, B or B-) equal an Advanced Performance indicating the
product is generally comprehensive; product may lack a few significant details indicating some
misunderstanding; product presents general evidence of logical analysis; product contains
supporting information that is generally accurate, but may be incomplete or vague; product is
generally organized and easy to follow, but contains minor amounts of irrelevant information and
mechanical errors; product reflects a general understanding of the program, need or concept.
Products reflecting a grade of (C+, C, or C-) equal a Satisfactory Performance, indicating the
product is somewhat incomplete, lacks critical details or major points; limited evidence of logical
analysis; limited amount of supporting information is provided; inaccurate; irrelevant or biased
information is used; product is somewhat disorganized and hard to follow; Reasoning or
conceptualization is based on partial understanding or the program, need or concept; product
contains erroneous information.
Products reflecting a grade of (D+, D or D-) equal a Marginal Performance indicating the
product is mostly incomplete; product represents a very limited, if any, lack of logical analysis;
many inaccuracies or invalid ideas or recommendations exist; statements are unsupported or
product is extremely illogical; product is disorganized and considerable is needed to understand
it; product represents a marginal overall effort.
Products reflecting a grade of (F) equal an Unsatisfactory Performance indicating the product
exhibits major problems with conceptualization, organizational and mechanics; product does not
meet set requirements.
Appendix A
Online Discussion Assignment Guidelines
Protocols for Online Discussion








Postings should be evenly distributed during the discussion period (not concentrated all
on one day or at the beginning and/or end of the period).
Postings should be a minimum of one short paragraph and a maximum of two
paragraphs.
Avoid postings that are limited to 'I agree' or 'great idea', etc. If you agree (or disagree)
with a posting then say why you agree by supporting your statement with concepts from
the readings or by bringing in a related example or experience.
Address the questions as much as possible (don't let the discussion stray).
Try to use quotes from the readings that support your postings. Include page numbers
when you do that.
Build on others responses to create threads.
Bring in related prior knowledge (work experience, prior coursework, readings, etc.)
Use proper etiquette (proper language, typing, etc.).
Rubric for evaluating online discussions:
EDSP 517 -10
Timely discussion
contributions
Excellent (90-100%)
4 points
Timely and
substantive postings.
Great contribution to
discussion.
Good (80-89%) 3
points
Timely postings.
Adequate
contribution to
discussion.
Responsiveness to discussion
and demonstration of
knowledge and
understanding gained from
assigned reading
Adherence to on-line
protocols
very clear that
readings were
understood and
incorporated well into
responses
all on-line protocols
followed
readings were
understood and
incorporated into
responses
Criteria
Average (60-79%)
2 points
One or two late
postings.
Minimal
contribution to
discussion.
postings have
questionable
relationship to
reading material
Poor (50% or lower) 1
point
Late postings. No
contribution to
discussion.
not evident that
readings were
understood and/or not
incorporated into
discussion
1online protocol not 2-3 online protocols 4 or more online
followed
not followed
protocols not
followed
Appendix B
LiveText http://college.livetext.com/college/
Instructions for Submitting a Signature Assignment
EDSP 517
Developed by Yeunjoo Lee, Ph.D.
1. From the LiveText home page type in your username & password, then click the
Login Button
2. Click My Work on the left side of the screen.
3. On the My Work page
a. Click on CREATE
4. On the Materials>Create document page:
a. Under “1. Choose a folder,” select PROJECT California State
University, Bakersfield
b. Under “2. Choose a template,” select EDSP 517 signature assignment.
c. Give a title “EDSP517” (Note: It is extremely important that you use
this title.)
d. Click on CREATE DOCUMENT on the bottom of the page.
5. On the EDSP 301 Signature Assignment page:
EDSP 517 -11
a. Read “EDSP 517 Course description” “EDSP 517 Signature Assignment
Description” “CTC cross referenced standards with competencies” and “scoring
rubric.”
b. Click EDIT on the right side of the “insert your research paper here”
column.
c. Cut & PASTE your assignment into the blank space (after
removing any unwanted LiveText instructions)
d. Click SAVE
e. Click FINISH
6. After scrolling back up to the top of the screen: (if you do not follow this step,
your report will not be graded).
a. Click Submit for Review.
b. Type ylee in the dialogue box.
Now, you are done!
EDSP 517 -12