(EDS 620) Syllabus of Record: Programs for Severe Cognitive Impairment Course Description: Advanced study in special education. Unit Mission, Philosophy, Values: Our Mission: “Teaching, Leading and Learning in a Democratic Society” The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society. Philosophy: Student Potential, Ethical Implications Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders a) to enhance the academic and personal potential of their students b) to evaluate the social and ethical implications of educational policies and practices. Values: “Expertise, Equity, Liberal Education, Social Responsibility” The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve. Standards and Assessments Unit Standards: Michigan Department of Education (MDE), National Council for the Accreditation of Teacher Education (NCATE) Standards for Advanced Programs Preparing Teachers: National Board for Professional Teaching Standards (NBPTS); Council for the Social Foundations of Education (CSFE); College of Education Research Standards. Specialty Program Standards: Council for Exceptional Children 4. Instructional Strategies 6. Language 7. Instructional Planning 9. Professional and Ethical Practice Course Standards: National Board for Professional Teaching 1. Teachers are Committed to Students and Their Learning A. Teachers Recognize Individual Differences in Their Students and Adjust Their Practice 3. Teachers are Responsible for Managing Student Learning A. Teachers Call on Multiple Methods to Meet Their Goals D. Teachers Regularly Assess Student Progress E. Teachers Are Mindful of Their Principal Objectives 4. Teachers Think Systematically About Their Practice and Learn from Experience A. Teachers Are Continually Making Difficult Choices That Test Their Judgment Common Course Assessment: Language Report Major Topics School participation, placement options, and support Medical issues and physical restrictions Family and professional partnerships Alternative assessments Ecological inventories Functional assessment and management of problem behaviors Individualized Educational Program (IEP) development Instructional program design Functional curriculum Adaptive behavior skills Communication skills Language arts skills Social skills, self-determination, and self-advocacy Academic interventions and accommodations Transition and vocational preparation Community resources and agencies Course Knowledge Base Agran, M., Snow, K., & Swaner, J. (1999). Teacher perceptions of self-determination: Benefits, characteristics, strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34, 293-301. American Association on Mental Retardation. (2003). Expert consensus guildeline series. Treatment of psychiatric and behavioral problems in mental retardation. American Journal on Mental Retardation, 105, 78-98. Baker, B.L., & Blacher, J. (2002). For better or worse? Impact of residential placement on families. Mental Retardation, 40, 1-13. Batshaw, M.L., & Shapiro, B.K. (1997). Children with disabilities (4th ed.). Baltimore: Brookes. Beirene-Smith, M., Ittenbach, R., & Patton, J. (2002). Mental retardation. Upper Saddle River, NJ: Merrill/Prentice Hall. Blacher, J. (2001). Transition to adulthood: Mental retardation, families, and culture. American Journal on Mental Retardation, 106, 172-188. Browder, D.M., & Cooper-Duffy, K (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” Journal of Special Education, 37(3), 157 – 161. Brown, P. (2000). Linking transition services to student outcomes for students with moderate/severe mental retardation. Career Development for Exceptional Individuals, 23, 39-55. Chapman, D.A., Scott, K.G., & Mason, C.A. (2002). Early risk factors for mental retardation: Role of maternal age and maternal education. American Journal of Mental Retardation, 107, 46-59. Cipano, E.C., & Spooner, F. (1994). Curricular and instructional approaches for persons with severe disabilities. Boston: Allyn and Bacon. Coots, J., Bishop, K., & Grenot-Scheyer, M. (1998). Supporting elementary age students with significant disabilities in general education. Education and Training in Mental Retardation and Developmental Disabilities, 33, 317-330. Coucouvanis, A., Polister, B., Prouty, R., & Lakin, C. (2003). Continuing reduction in populations of large state facilities for persons with intellectual and developmental disabilities. Mental Retardation, 41, 61-70. Crane, L. (2002). Mental retardation: A community integration approach. Belmont, CA: Wadsworth/Thompson Learning. Devine, M.A., & Lashua, B. (2002). Constructing social acceptance in inclusive leisure contexts: The roleof individuals with disabilities. Therapeutic Recreation Journal, 36, 65-83. Dinerstein, R.D., Herr, S. S., & O’Sullivan, J.L. (1999). A guide to consent. Washington, DC: American Association on Mental Retardation. Downing, J.E., & Eichinger. (2003). Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36(1), 26-31. Everman, D., & Zhang, D. (2000). Person-centered planning: Characteristics, inhibitors, and supports. Education and Training in Mental Retardation and Developmental Disabilities, 35, 36-43. Gallagher, P., Floyd, J., Stafford, A., Taber, T., Brozovic, S., & Alberto, P. (2000). Inclusion of students with moderate or severe disabilities in education and community settings: Perspectives from parents and siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35, 135-137. Hamill, L., & Everington, C. (2002). Teaching students with moderate to severe disabilities: An applied approach for inclusive environments. Upper Saddle River, NJ: Merrill/Prentice Hall. Heller, T., Factor, A., Hsich, K., & Sterns, H. (2002). Later-life planning: Promoting knowledge of options and choice-making. Mental Retardation, 38, 395-406. Hunt, P., & Goetz, L. (1997). Research on inclusive educational programs, practices, and outcomes forstudents with severe disabilities. Journal of Special Education, 31, 3-29. Kahng, S., Iwata, B.A., & Lewin, A.B. (2002. Behavioral treatment of self-injury. American Journal on Mental Retardation, 107, 212-221. Kennedy, C.H., & Niederbuhl, J. (22001). Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. Exceptional Children, 64, 277-289. Lakin, K.C., Prouty, R., Polister, B., & Coucouvantis, K. (2003). Twenty years of growth in Medicaid, home and community based services, recipients, and costs: June, 1982 to June 2002. Mental Retardation, 41, 394-397. McDonnell, J. (1998). Instruction for students with severe disabilities in general education settings. Education and Training in Mental Retardation and Developmental Disabilities, 33(3), 199-215. McDonnell, J.J., Hardman, M.L., & McDonnell, A.P. (2003). An introduction to persons with moderate and severe disabilities: Educational and social issues. Boston: Allyn and Bacon. O’Reilly, M.F., Lancioni, G.E., & Kierans, I. (2002). Teaching leisure skills to adults with moderate mental retardation: An analysis of acquisition, generalization, and maintenance. Education and Training in Mental Retardation and Developmental Disabilities, 35, 250258. Palmer, D., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parent views on inclusion for their children with severe disabilities. Exceptional Children, 67, 467-484. Polister, B., Lakin, L., Smith, J., Prouty, R., & Smith, G. (2002). Institutional residents continue to decrease as community setting residents grow at an accelerating pace. Mental Retardation, 30, 488-490. Ryndak, D.L., & Alper, S. (2003). Curriculum and instruction for students with significant disabilities in inclusive settings. Boston, MA: Allyn and Bacon. Schalock, R., Baker, P., & Croser, D. (2002). Embarking on a new century: Mental retardation at the end of the 20th century. Washington, DC: American Association on Mental Retardation. Scheuermann, B., & Webber, J. (2002). Autism: Teaching does make a difference. Belmont, CA: Wadsworth/Thomson Learning. Seltzer, M.M., Krauss, M.W., Hong, J., & Orsmond, G.I. (2001). Continuity or discontinuity of family involvement following residential transitions of adults who have mental retardation. Mental Retardation, 39, 181-194. Smith, J.D. (2000). Looking backward, looking forward: Mental retardation and the question of equality in the new millennium. Mental Retardation, 38, 457-459. Snell, M.E., & Brown, F. (2000). Instruction of students with severe disabilities (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Story, K., Bates, P., & Hunter, D. (2002). The road ahead: Transition to adult life for persons with disabilities. St. Augustine, FL: Training Resource Network. Taylor, S.J. (2001). The continuum and current controversies in the USA. Journal of Intellectual Disability Research, 27, 15-33. Thompson, T., & Gray, D. (1994). Destructive behavior in developmental disabilities: Diagnosis andtreatment. Thousand Oaks, CA: Sage Publications. Wehmeyer, M.L., & Bolding, N. (2001). Enhanced self-determination of adults with intellectual disabilityas an outcome of moving to community-based work or living environments. Journal of Intellectual Disability Research, 45, 371-383. Wehmeyer, M.L., Lance, G.D., & Bashinski, S. (2002). Promoting access to the general curriculum for students with mental retardation: A multi-level model. Education and Training in Mental Retardation and Developmental Disabilities, 37, 223-234.