(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
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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
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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
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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
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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.
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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.
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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.