Course Prefix/Number: EEX 6992
Course Title: Nature of Severe and Profound Disabilities: Theory and Practices
Course Credit Hours: 3 sh
Instructor Name and Contact Information: Dr. Bob Markowitz, Associate Professor, Division
of Teacher Education, Bldg. 85, Room 119; Phone: (850) 474-2158; Email:
rmarkowitz@uwf.edu
Prerequisites or Co-Requisites: None
Course Description: This course offers an historical overview of theory and teaching
applications for students with severe and profound disabilities (SPD) including major theories
and trends. It addresses causes and characteristics associated with severe/profound/multiple
disabilities. Frameworks for the design of programs, curricula and Individual Education Plans
(IEP) for individuals with SPD are provided. Emphasis is placed on intervention strategies to
include appropriate learning goals, teaching approaches, and environmental arrangements.
Additional topics include inclusion in schools and communities; selection, use, and simple
design of adaptive equipment and assistive technology devices; and individualized transition
educational plans (ITEP).
Student Learning Outcomes: Upon completion of this course, students will be able to:
1.
Identify learning and behavior characteristics and educational needs of K-12 individuals
with severe, profound, and multiple disability conditions.
2.
Analyze historical, legal, and philosophical perspectives and current issues, trends and
best practices in special education and disability services designed for individuals with
severe disabilities.
3.
Select, prioritize, and integrate appropriate curriculum goals and objectives; and apply
curriculum models to address state content standards and meet the academic learning
and functional skill needs of individuals with severe disabilities.
4.
Analyze individualized education plans (IEPs) and individualized transition educational
plans (ITEPs) for individuals with severe and profound intellectual/physical disabilities
incorporating accurate present levels of performance, programs and services, learning
objectives, access to general education and use of assistive technology.
5.
Design and implement age-appropriate and functional learning activities to deliver a
standards-based academic curriculum (literacy, mathematics and content areas).
6.
Design and implement age-appropriate and functional learning activities to deliver a
functional curriculum (communication, self-care skills, socialization and friendship
development, community involvement, and self-determination).
7.
Design, manage, and adapt learning environments (settings, schedules, materials) to
promote access to the general educational curriculum, accommodate and/or modify
individual and group learning needs; facilitate inclusion in school and community
settings.
8.
9.
10.
11.
12.
13.
14.
Acquire knowledge of services, procedures, and policies that support transition from
secondary school settings to postsecondary and work settings, as well as transition to
participation in all aspects of community life.
Discuss the legal, ethical, social, and cultural issues in curriculum development including
IDEA provisions for individualized programs and NCLB mandates for proficiency in
academics, competing curriculum models, cultural components of curriculum and
multicultural education.
Select and utilize low tech and high tech assistive technology devices and services for
individuals with developmental disabilities to facilitate participation in, and performance
of, activities in home, school and community settings. Select strategies for integrating
communication instruction into educational settings.
Develop integrated instruction and therapy to develop motor skills and use management
strategies (positioning/handling techniques, therapeutic interventions,
prosthetic/orthotic/adaptive equipment) to facilitate movement, learning and
communication.
Discuss issues related to environmental arrangements (accessibility and engagement),
functional adaptations (response and task modifications), and health/safety management
(health care plans, universal health precautions, administration of medication and other
medical procedures, emergency response plans.)
Plan instructional programs to reflect individual educational goals and state academic
content standards and use a variety of instructional methods to achieve stimulus control
through modeling and prompting as well as response contingency through reinforcement
and error correction.
Collect and analyze data to make data-based decisions to evaluate individual learning
progress and the effectiveness of instructional programs. Interpret, analyze, and apply
the results of formal and informal assessment for students with severe/profound
disabilities.
Topics Covered:
Learning/behavioral characteristics of severe/profound K-12 individuals
Historical/legal/philosophical perspectives in special education and disability services
Individuals Disabilities Education Act (IDEA)
Section 504 of Rehabilitation Act of 1973
Americans with Disabilities Act (ADA)
Individualized Education Plans (IEPs)
Individualized Transition Educational Plans (ITEPs)
Age-appropriate and functional learning activities
Designing, managing and adapting learning environments
Transition from secondary school settings to post-secondary and work settings
Legal, ethical, social and cultural issues in curriculum development
Low tech and high tech assistive technology devices and services
Integrated instruction and therapy
Accessibility and engagement
Response and task modifications
Health care plans
Universal health precautions
Administration of medication and other medical procedures
Emergency response plans
Instructional methods to achieve stimulus control through modeling
Evaluation of individual learning progress
Effectiveness of instructional programs
Required Text: Collins, B. (2007). Moderate and Severe Disabilities: A Foundational
Approach. Columbus, OH: Prentice Hall, Merrill.
Other required readings provided by instructor
Grading/Evaluation:
Discussion Postings (6 @ 10 pts. each)
Article Reviews (4 @ 20 pts. each)
Case Study
Task Analysis Project
Agency Matrix
Module Quizzes (12 @ 10 pts.)
Final Exam
Grading Scale
90-100
80-89
70-79
60-69
0-59
60
80
50
100
20
120
50
A
B
C
D
F
References/Bibliography:
Algozzine, B. (2003). Scientifically based research: Who let the dogs out? Research and
Practice for Persons with Severe Disabilities, 28(3), 156-160.
Browder, D. M. and Cooper-Duffy, K. (2003). Evidenced-based practices for students with
severe disabilities and the requirement for accountability in "No Child Left Behind". The
Journal of Special Education, 37(3), 157-163.
Collins, B., David, L., Gast, D. L., Ault, J., and Wolery, M. (1991). Small group instruction:
Guidelines for teachers of students with moderate to severe handicaps. Education and
Training in Mental Retardation.
Copeland, S. R. and Hughes, C. (2000). Acquisition of a picture prompt strategy to increase
independent performance. Education and Training in Mental Retardation and
Developmental Disabilities, 32(5).
Downing, J. (2002). Including students with severe and multiple disabilities in typical
classrooms: Practical strategies for teachers (2nd ed.). Baltimore, MD: Paul H.
Brookes.
Kennedy, C. and Horn, E. (2004). Including Students with Severe Disabilities. Boston: Allyn
and Bacon.
McLeskey, J. and Landers, E. (2006). Classic articles in special education: An Exploratory
investigation. Remedial and Special Education, 27(2), 68-76.
Norman, J. M., Collins, B. and Schuster, J. (2001). Using an instructional package including
video technology to teach self-help skills to elementary students with mental retardation.
Journal of Special Education Technology, 16(3).
Orelove, F. P., Sobsey, D., and Silberman, R. (2004). Educating children with multiple
disabilities: A transdisciplinary approach (4th ed.). Baltimore, MD: Paul H. Brookes.
Ryndak, D. L., and Alper, S. (2003). Curriculum and instruction for students with significant
disabilities in inclusive settings. Boston: Allyn and Bacon.
Ryndak, D. L. and Fisher, D. (Eds.) (2003). The foundations of inclusive education: A
compendium of articles on effective strategies to achieve inclusive education (2nd ed.).
Baltimore, MD: Paul H. Brookes.
Taylor, R., Richards, S. and Brady, M. (2005). Mental Retardation: Historical Perscpective,
Current Practices and Future Directions. Boston: Allyn and Bacon.
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of
West Florida, we commit ourselves to honesty. As we strive for excellence in performance,
integrity—personal and institutional—is our most precious asset. Honesty in our academic work
is vital, and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge
not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share
community resources in ways that are responsible and that comply with established policies of
fairness. Cooperation and competition are means to high achievement and are encouraged.
Indeed, cooperation is expected unless our directive is to individual performance. We will
compete constructively and professionally for the purpose of stimulating high performance
standards. Finally, we accept adherence to this set of expectations for academic conduct as a
condition of membership in the UWF academic community.
The Student Code of Conduct sets forth the rules, regulations and expected behavior of
students enrolled at the University of West Florida. Violations of any rules, regulations, or
behavioral expectations may result in a charge of violating the Student Code of Conduct. It is
the student’s responsibility to read the Student Code of Conduct and conduct himself/herself
accordingly. You may access the current Student Code of Conduct at
http://www.uwf.edu/judicialaffairs.
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact Barbara Fitzpatrick, Director of Disabled
Student Services (DSS), dss@uwf.edu, (850) 474-2387. DSS will provide the student with a
letter for the instructor that will specify any recommended accommodations.