State University of New York
Graduate School of Education
SPED 564: Teaching Students with Developmental Disabilities in Inclusive Settings
FALL, 2013
Lecture Hall 011
Mondays 4:40-7:10 pm
Instructor:
Phone:
email:
Laurie Visgitus, MSEd.
777-2277 (SUNY-Mondays only)
321-1573 (Cell, Noon-8PM)
Office: Academic B room G12
(ground floor)
Hours: Mondays 3:15-4 PM and
after class until 8 PM
Text messages are fine
lvisgitu@binghamton.edu
Course Description
IDEA requires that all students be educated in the least restrictive environment, which the courts,
policy makers, and educational researchers have interpreted to mandate inclusive education for
students with developmental disabilities. This course introduces teachers to roles as team
member and support teacher for students with developmental disabilities. It provides rationales
and strategies for meaningful assessment and instruction in regular academic, special area, and
non-academic classes and settings, through team approaches to planning and instruction. This
course does not address academic remediation but focuses on assessment and intensive direct
instruction for basic motor, communication, social, and self-care skills. The course requires
field work as determined by students’ full or part time enrollment. Prerequisite: SPED 501,
SPED 526 or SPED 541 or equivalent.
Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Describe the student population considered to have “developmental disabilities."
Describe evolution of and current best practices in educating students with developmental
disabilities.
Define “least restrictive environment” and compare with the TASH definition of "inclusion."
Critically analyze implementation of LRE mandates for students with developmental disabilities.
Describe the importance of, team members for, and strategies for collaborative teamwork in
educational settings.
Outline long-term, annual, and daily planning strategies for inclusion of students with developmental
disabilities.
Set goals that are observable, measurable, appropriate for an individual with developmental
disabilities, and correspond with New York State Learning Standards.
Describe methods of “direct instruction” to teach meaningful motor, communication, social,
cognitive, and self-care skills, embedded in typical daily routines.
Outline methods to assess students with developmental disabilities and their environments for
abilities, needs, and opportunities, including Alternative Assessment methods.
Describes roles of parents, family members, and students without disabilities in assessment,
planning, and implementation of inclusive educational opportunities.
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11.
Use computer technology to access and use course materials and other resources effectively.
Classroom Environment
The Faculty and Staff in Binghamton’s Graduate School of Education are committed to serving
all enrolled students in an intellectually stimulating, respectful, and enjoyable class atmosphere.
In return I expect each of you to be respectful with your fellow students. If you have concerns
that this atmosphere is not being upheld, please contact me immediately.
Electronic Devices
In keeping with a respectful class environment, please turn off all electronic devices during class
time. If you have urgent circumstances, please talk with me before class.
Accommodations
If you have a disability and wish to request accommodations, please notify me before the second
class. You are also encouraged to contact the Office of Services for Students with Disabilities
(SSD) at 777-2868. Their office is at UU-119. SSD makes formal recommendations regarding
necessary and appropriate accommodations based on your specifically diagnosed disability.
Information regarding your disability will be treated in a confidential manner.
Academic Integrity
Binghamton University provides explicit guidelines in the Student Academic Honesty Code (see
the University Bulletin - Academic Policies and Procedures for All Students). Unless specified
otherwise in the syllabus, I expect the work you submit for grading to be yours and yours alone.
Not acknowledging another’s work with proper references, taking credit for someone else’s
work, letting your work appear in another student’s paper, or fabricating “results” are grounds for
failing the assignment and/or the course. The Academic Honesty Code specifically prohibits
“Submitting substantial portions of the same work for credit more than once, unless there is prior
explicit consent of the instructor(s) to whom the material is being or has been submitted.” If you
have any questions about what constitutes plagiarism or cheating, please ask me.
The Graduate School of Education outlines procedures if you have a grievance about a course
grade. The first step is to contact the instructor to discuss your concerns. If you have any
questions or concerns about how I have graded your work, please arrange to meet with me.
Required Reading
Downing, J. (2008). Including students with severe and multiple disabilities in typical
classrooms: Practical strategies for teachers (3rd ed.). Baltimore: Paul H. Brookes Publishing
Co.
VESID. (2010, December [or 2010 January/February]). Individualized education programs:
Developing high quality plans for students in New York State. Albany, NY: New York State
Education Department, Vocational and Educational Services for Students with Disabilities.
http://www.p12.nysed.gov/specialed/publications/iepguidance/IEPguideDec2010.pdf
[Note: I compared the two editions and found only one small change in content, on p.44.]
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2013-14 New York State Alternate Assessment administration and supplemental materials, pp.620 and Appendix B. http://www.p12.nysed.gov/assessment/nysaa/ Do not print Appendix B!
Research & Practice for Persons with Severe Disabilities (for list of articles, see Blackboard
Course Documents  Assignments)
TASH resolutions (1-6 listed below) at http://tash.org/advocacy-issues/
1. Inclusive Education: Quality Inclusive Education
2. Inclusive Education: Related Services
3. Human Rights: The Right to Communicate
4. Human Rights: Positive Behavior Supports
5. Restraint and Seclusion
6. Inclusive Education: Paraeducator Employment, Roles, Preparation and Supervision
Additional materials are posted on Blackboard (Bb). http://blackboard.binghamton.edu
If you have trouble with Blackboard, please call the Computer Help Desk at (607) 777-6420.
Recommended Textbooks
Doyle, M.B. (2008). The paraprofessional’s guide to the inclusive classroom: Working as a team
(3rd ed.). Baltimore: Paul H. Brookes. http://www.brookespublishing.com
Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention (3rd
ed.). Baltimore: Paul H. Brookes. http://www.brookespublishing.com
Other Recommended Reading
Giangreco, M.F. (1996). Vermont interdependent services team approach: A guide to
coordinating educational support services. Baltimore: Paul H. Brookes (out of print). Order from
CDCI Bookstore at http://www.uvm.edu/~cdci/ .
Giangreco, M.F., Cloninger, C.J., & Iverson, V.S. (2011). COACH: Choosing outcomes and
accommodations for children: A Guide to educational planning for students with disabilities (3rd
ed.). Baltimore: Paul H. Brookes. http://www.brookespublishing.com
Pickett, A.L., & Gerlach, K. (2003). Supervising paraeducators in educational settings: A team
approach (2nd ed.). Austin, TX: Pro-Ed.
http://www.proedinc.com/customer/ProductView.aspx?ID=2812&sSearchWord
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Assignments
1.
Class Participation (+/-) All students are expected to demonstrate professional
“dispositions,” which include attending all classes, reading assigned materials before class,
and actively participating in class discussions and projects. Quantity and quality of
participation will be considered in grading. If you expect to miss class, please notify me
prior to class. Being late or absent affects class, and full participation has proven necessary
to complete written assignments successfully.
In case of bad weather, please do not call the Education office to ask if the University has
closed. The BU Alert Line at http://www2.binghamton.edu/alert/index.html or 777-7700 has the
most current information about closings. If you must speak to someone in GSE, please call me.
Except for the RPSD commentaries, course content is needed to complete assignments, and
will be addressed in class. Detailed expectations and some examples are posted on BlackBoard.
2.
Essay on Inclusive Education (15 points, due 9/9)
3.
RPSD Commentaries (choose 2 @ 5 points each, due 9/23, 10/14, 10/28, 11/4, 11/11,
11/18)
Note: it is to your benefit to spread these out, so you can use feedback on your first
Commentary to improve your second.
4.
MAPS Meeting or COACH Parent Interview (20 points, due 9/30).
Assignments 5 to 8 focus on a student with developmental disabilities (as defined in class).
Note: This course does NOT address academic remediation, addressed in many other courses.
A student whose primary need is academic remediation will NOT be suitable for this project.
5.
Student Observation (recorded information needed for written assignments)
a. Student with Developmental Disability
i.
Student Description (due 9/30, by email, and submit with Assignment #6 on
10/21)
ii.
Assessment of Student Participation …. (submit with Assignment #6)
iii.
Log of Observations (submit with Assignment #8)
b. General Education Classroom and Routine
i.
Diagram and brief description of the classroom (submit with Assignment #6)
ii.
Outline of activity routine (submit with Assignment #6)
6.
Survey of General Education Environment (80 points, bring draft on 10/21, final due
11/4)
a. Student Description (revised from 9/30) and Assessment of Student Participation …
b. Diagram and brief description of physical aspects of the classroom
c. Outline of activity routine using the Component Analysis
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7.
Teaching Strategy/Ongoing Assessment (80 points, due 11/18)
a. Rationale
b. Strategy and data sheet
8.
Best Practices (80 points, due 12/9)
a. Log of Observations
b. Examples of Best Practices (add to this throughout the course)
c. Critique, with References
9.
Final Portfolio and Presentation to Class (15 points for parts b and c, both written, due on
the last class, 12/9)
a. Compile all assignments into a course portfolio (in a sturdy “container”).
b. Reflect on your dreams/nightmares essay and your experiences during the winter
session. Write a 1-2 page essay on your learning for your portfolio. (Note: This is not an
evaluation of the course, but reflection on yourself – your process, insights, questions or
concerns that you have resolved, or have not resolved.)
c. Identify one specific action you can take to support/promote inclusive education for
students with developmental disabilities. Write it as a commitment (one sentence).
d. Share the highlights of your experience and your commitment with the class on 12/9.
Time will be limited, so formal presentations (posters, powerpoint) are not expected.
Confidentiality. Information that identifies students or their families is strictly confidential,
ethically and legally. Under no circumstances is identifying information to be put into
papers or shared in class. Pseudonyms are required for families and are advisable for
school and staff.
Criteria for Grading Papers
All assignments will be typed, unless noted otherwise. Single space in forms on Blackboard;
essays will be double spaced, with 1" margins (to leave space for comments). Grading will reflect
evaluation of content (completion of assignment, focus and depth, accuracy, integration and
critical analysis of information); and writing style (organization, grammar, effective
communication, non-stigmatizing language). You may be asked to revise assignments prior to
being graded. I do not award full credit for revised assignments or raise grades on assignments I
have judged to be satisfactory. Please return your original with any revisions.
Grading
For a passing grade in the course, all assignments must be completed with a passing grade
(except the first RPSD commentary). Grading will correspond with the following:
A+ (97-100%) 290-300 points
B (84-86%) 250-259 points
A (94-96%) 280-289
B- (80-83%) 240-249
A- (90-93%) 270-279
C+ (77-79%)
B+ (87-89%) 260-269
C (74-76%)
IF YOU HAVE PROBLEMS WITH ANY ASSIGNMENT, PLEASE SEE ME.
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FALL 2013 CLASS SCHEDULE
Class
Date
8/26
9/2
9/9
9/16
9/23
9/30
10/7
10/14
10/21
10/28
11/4
11/11
11/18
11/25
12/2
12/9
Topic
Reading
Introductions, Course Expectations
Defining the Population
Vision of Inclusive Education
Review Inclusive Ed Essay
LABOR DAY – NO CLASS
NYSED Policy, IDEA, Case Law
Parent Perspectives
Strategies to Engage Parents
MAPS, COACH
Teams
Models of Inclusion
Curriculum
Routines as Curriculum
MOVE
Assessment, Goals, Instruction,
Adaptations
Ongoing Data Collection, Objectives,
NYS Alternate Assessment
Teaching Motor and Personal Care
Skills
Peer Review of Draft Assignment #6
Teaching/Supporting Communication
Teaching Social Skills
Positive Behavior Supports/FBAs
Community Based Instruction,
Transition Planning, Adult Options
Student Supports from Peers to
Paraprofessionals
TBD
Supporting Inclusive Education
Game: Making Change
Brief Project Evaluation
Course Evaluation
Downing Foreword
VESID IEPs, TASH 1
Downing 1-3
Downing 9-11
RPSD Topic 1
Rainforth Chapter on Bb
Downing – any 2 chapters
from 4-7
NYS Alternate Assessment
RPSD Topic 2
Slides on Bb
TASH 2
RPSD Topic 3
TASH 3, Downing App B,C
RPSD Topic 4
TASH 4,5
RPSD Topic 5
TASH 6
RPSD Topic 6
TASH 7, Downing 8
Assignment
Due
Bring copy of
syllabus &
Downing text
#2
#3
#4,5a(i)
#3,5
#6
#3
#3,
6 revisions
#3
#3,7
#8,9