Summer Session, 2008
SPED 510: Teaching Students With Autism Spectrum Disorders
Course Instructors: Liz McKendry Anderson, EdD-C
Polly Godwin Emmons, M.S.Ed
Class Dates:
May 20, 22, 27, 29; June 3, 5, 10, 12, 17, 19, 24, and 26 (evenings)
Office Hours:
Thursdays 7:45 – 8:45 pm, or by appointment, room TBA
Phone:
Liz – 777-3890 (office)
765-4585 (cell phone)
Polly – 242-8073 (cell phone)
Email:
Liz – eanders@binghamton.edu
Polly – Pemmons234@aol.com
Course Rationale:
Current research studies have shown that the incidence of Autism in 1 out of 150
children. As a result, the likelihood of a teacher having a student with an Autism
Spectrum Disorder is growing. This course is designed to help educators broaden and
deepen their understanding of students with this classification. Many teachers are finding
it challenging to meet the diverse behavioral and educational needs of this population,
particularly in inclusive settings. This course is intended to strengthen the relationship
between theory and practice in working with individuals with Autism Spectrum
Disorders. While this course will provide a historical overview and theoretical framework
for our current understandings of Autism Spectrum Disorders, emphasis will be placed on
practical strategies for use in a school and community settings.
Prerequisite: None
Course Objectives:

To familiarize students with an historical and cultural overview of Autism
Spectrum

To introduce students to the philosophies and issues in teaching and learning
within the context of current theories and trends

To raise students’ awareness and implementation of research-based instructional
strategies

To engage students in a critical examination of the impact of diagnostic issues as
they relate to classroom structure and instructional application
Student Learning Outcomes:

Students will develop an understanding of the historical significance of ASD
including knowledge of evolving theories and trends

Students will demonstrate knowledge of the diagnostic features, characteristics,
and co-morbid conditions for students with ASD

Students will recognize the variety of learning styles of students with ASD as well
as the impact of ASD on learning

Students will demonstrate an understanding of instructional strategies that address
many of the unique challenges for a student with ASD such as social skills,
communication and learning within inclusive settings
Classroom Environment:
The Faculty and Staff in the School of Education are committed to serving all enrolled
students in an intellectually stimulating, safe, respectful and enjoyable class atmosphere.
In return, we expect that each of you will honor and respect the opinions and feelings of
your fellow students. If you have any concerns that this atmosphere is not being upheld,
please see one of us immediately.
Accommodations:
If you have a disability and wish to request accommodations, please notify us by the end
of the first week of class. You are also encouraged to contact the Office of Services for
Students with Disabilities (SSD) at 777—2868. Their office is at LH – B51. The SSD
office makes formal recommendations regarding the necessary and appropriate
accommodations based on your specifically diagnosed disability. Information regarding
your disability will be treated in a confidential manner.
Required Texts:
Thompson, T. (2007). Making sense of autism. Baltimore: Brooks Publishing
Smith Myles, B. (2005) Children and youth with Asperger’s Syndrome: Strategies for
inclusive setting.s Thousand Oaks, CA: SAGE Publication
Students will choose one of the following books depending on certification area of
interest:
Childhood Certification (Grades 1 – 6):
Clark, J. (2005). Jackson whole wyoming. Shawnee Mission, KS: Autism Asperger
Publishing Company
Secondary Certification (Grades 7 – 12):
Hoopman, K. (2003). Haze. London: Jessica Kingsley Publishing
Other Readings:
Additional course materials will be distributed in class.
Instructional Methods and Activities:
1. Traditional Methods – Assigned readings, seminal documents, current research,
lecture/discussion, student presentations, and guest speakers
2. Active Learning - Cooperative groups, small group presentations/discussions,
problem-solving activities, and reflective writing
Course Requirements:
The methods, evaluation, and criteria for grade assignments are:
 Class Participation/Discussion
 Two Facilitations of In-Class Discussion/Activities (20 pts each)
 Two Topical Essays on a Critical Issue (10 pts. each)
 Final Reflective paper
10%
40%
20%
30%
Class Participation (10%): Graduate students are expected to attend every class, come
prepared and actively participate in class discussions and projects. Quality as well as
quantity of participation will be considered in grading. Reading assigned material is
necessary both to participate in small group work and to complete written assignments
successfully. Lateness and absences affect class, and will affect your grade. If a crisis
prevents you from attending class, please contact us prior to class.
Facilitation of In-Class Discussion/Activities (40%):
In small groups, students will be responsible for facilitating two class
discussion/activities on current issue/trend related to individuals diagnosed on the autism
spectrum. A sign-up sheet and a rubric will be distributed during the first week of class.
Topical Essay on a Critical Issue (20%): Students will be asked to identify two critical
issues related to the education of students on the autism spectrum. Students will then be
asked to locate an outside article(s) that relate to this topic and write an essay. A rubric
for this assignment will be distributed in class.
Final Reflective Paper (30%): Students will be asked to reflect on their past and current
understanding of individuals with Autism Spectrum Disorders and professional growth
during this course as well as goals for on-going professional development. A rubric for
this paper will be distributed the second week of class. Students will be asked to share
their reflections on the final night of class.
A working schedule for course readings and assignments will be distributed the first night
of class.