Oakland University
Special Education 550: Overview of Autism Spectrum Disorder
Winter 2014
General Course Information
Name of Course:
Overview of Autism Spectrum Disorders
Course Number:
SE 550
Semester:
Winter 2014
Type of Course:
Online
Course Dates:
Monday, January 6, 2014
Class ends April 25, 2014
Instructor:
Sandi Laham (laham@oakland.edu)
Best Way to Reach:
via email at laham@oakland.edu
Reply Time:
72 hours
Course Description: The course provides an overview to the autism spectrum disorder, its
identification and etiology and its impact on the lives of those who
experience it.
Characteristics and etiologies of autism spectrum
disorders, including Aspergers, throughout the life span are reviewed.
An overview of instructional methodologies, legal issues and
collaboration with families and other professionals are introduced
Required Texts:
A practical guide to autism: What every parent, family member, and
teacher needs to know (2009) by Fred R. Volkmar & Lisa A Wiesner.
ISBN: 978-0-470-39473-1. For information about about the book and
its
purchase,
go
to:
http://www.wiley.com/WileyCDA/WileyTitle/productCd0470394730.html
The autistic brain: Thinking across the spectrum (2013) by Temple
Grandin and Richard Panek. ISBN: 987-0-547-63645-0
Ten things your student with autism wishes you knew (2006) or Ten
things you child with autism wishes you knew (2012) by Ellen
Notbohm.
Book assignment will be differentiated based on learner
profile assignment. Do not buy in advance. To learn more about the
author and books, go to http://www.ellennotbohm.com/ .
Please note that all books are available from Amazon.com and may be
purchased in hard copy or ereader.
Optional Texts:
Unstrange minds: Remapping the world of autism. Roy Richard
Grinker, 2007. ISBN – 13: 978-0-465-02763-7. For information
about the book and author, go to http://www.unstrange.com/
Born on a blue day: Inside the extraordinary mind of an autistic savant
Daniel Tammet, 2007. ISBN: 1416535071. To hear an interview with
the author, go to
http://www.npr.org/templates/story/story.php?storyId=6860157
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About the Course Content
The course -- Introduction to Autism Spectrum Disorder -- provides an overview to the
autism spectrum disorder, its identification, etiology, and best practices in programs and
services for students identified as autistic.
The focus of this course is on the development of critical thinking skills regarding the
identification, programs and services for students identified as experiencing autism
spectrum disorder.
The course content is organized into five modules, one of which is the course syllabus. The
modules are designed to develop a broad knowledge base regarding disorder and best
practice intervention. Subsequent courses will expand upon this knowledge base as well as
develop skills to address issues in communication, educational strategies, behavior
management and consultation.
Course Goals
• To provide an introductory overview to the autism spectrum disorder, its identification
and etiology and best practices in programs and services for students identified with
autism spectrum disorders.
• To develop critical thinking skills regarding identification, programs and services for
students identified as experiencing autism spectrum disorder.
• To develop a knowledge base regarding disorder and best practice intervention. Best
practice knowledge base will be expanded upon and skills developed in subsequent
course work in communication, educational strategies, behavior management and
consultation.
Course Objectives
• To develop understanding and knowledge of autism spectrum disorders including
identification, incidence and etiology.
• To understand the history of the disorder in terms of its identification and intervention
• To develop a working knowledge base of program quality indicators in serving students
with autism spectrum disorders
• To develop verbal fluency in best educational practices based on the program quality
indicators.
• To develop critical thinking skills in looking at current services models for students with
autism spectrum disorders in light of best practices
CAUTIONARY NOTE
This course will provide a thorough grounding in the
characteristics of autism spectrum disorder and introduce the learner to best practices in
serving persons with autism spectrum disorder. In depth understanding, knowledge and
skills in best practice techniques, methods and strategies will be developed in subsequent
course work. Differentiation in readings and some assignments is to accommodate for
different background with the topic.
Course Topics:
Introduction to SE 550(orientation to course)
The Who of ASD: Voices of Individuals with ASD
The Where of ASD: Incidence/Data on ASD
The What of ASD: Definition & Identification of
The How of ASD: Etiology
The Why of ASD: Best Practices
Revisiting Who: Impact of ASD
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Requirements:
Synchronous chats: Four synchronous (real time) one-hour chats will
take place. All students are expected to participate in the chats. All
chats are recorded. Dates of chats are:
Wednesday, January 15, 2014
7:00 to 8:00 pm
Wednesday, February 5, 2014
7:00 to 8:00 pm
Wednesday, March 5, 2014
7:00 to 8:00 pm
Wednesday, April 9, 2014
7:00 to 8:00 pm
Weekly Discussion Boards: Weekly participation in discussion boards
aligned with course content.
Weekly Readings: See attached schedule for initial readings. Please
note that the Ten Things books will be differentially assigned based in
part on your Learner Profile and in conversation with the instructor.
Online Content:
Online text to accompany the course topics.
Consider these as your instructor’s ‘lectures’ on the topics.
Learner Profile: Description of your experience and application of the
course content, learning style and experiences with online learning.
Due January 13, 2014
My ASD Image (Five Key Words): Your incoming understanding of
the nature of autism and/or what you envision when you think about
a person on the spectrum. Due January 21, 2104
Media Voices:
Online research for examples of individuals with
ASD and/or media articles on ASD and/or research on ASD with
critique of the example. Three media voices required.
Data on ASD research assignments regarding the rate of ASD, the
process of determining ASD eligibility and program/service options.
Please note that these assignments are differentiated based on the
learner profile.
Case Study: Getting to understand a person with ASD: Report of first
person experience, reading, case study on individual with ASD.
Please note that this assignment may be strongly suggested based on
the learner profile and experiences with individuals on the spectrum.
My ASD Definition-Updated(Five Key Words Revisited): Your exiting
understanding of autism.
Summative Project: Integration of course content into a format
usable for the learner. Must summarize across key course content,
have targeted impact/outcome for defined audience, must not be
busy work to do or busy work to grade.
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Course Calendar:
Week
Dates
1
1/6 –
1/12
2
1/131/19
3
1/201/26
4
5
6
7
Context
Syllabus
Reading
Requirement
Discussion
Learner Profile
All about me
The Autistic
Brain(AG) Chp 1
Your ASD Image
(Five Key Words)
Strangers in a Strange
World
ASD
Voices
Articles from
Instruction
Media voice #1
Five Key Words +
Explanation
1/272/2
ASD
Voices
Articles from
Instructor
2/32/9
Practical
Guide/
Autistic
Brain
Practical
Guide/
Autistic
Brain
Practical
Guide/
Autistic
Brain
Practical Guide
to Autism(PG)
Chp 1
AG Chp 2
PG Chp 2
AG Chp 3
Media voice #2
Media Voice #1–
Commentary
Data on ASD
TBD
2/102/16
2/172/22
2/223/2
9
3/23/9
10
3/103/16
11
3/173/23
12
3/243/30
13
3/314/6
14
4/74/13
15
4/144/20
Online
Content
ASD
Voices
8
16
Topic
Who
Where
When
What is
PG Chp 7
AG Chp 4
Winter Recess
What is
How
Why
Who
Practical
Guide
PG Chp 8
Case Study/First
Person Experience
Media Voice #2 Commentary
Practical
Guide/
Autistic
Brain
Practical
Guide/
Autistic
Brain
Practical
Guide/
Autistic
Brain
Practical
Guide
PG Chp 3
AG Chp 5
Case Study/First
Person Experience
TBD
PG Chp 9
AG Chp 6
Case Study/First
Person Experience
TBD
PG Chp 4
AG Chp 7
Data on ASD
TBD
PG Chp 5
Media voice #3
Media Voice #3 Commentary
Ten
Things/
Autistic
Brain
Ten
Things
Ten Things
AG Chp 8
Ten Things
4/214/26
learning
TBD
Update: ASD
Image
Five Key
Words/Comparative
Analysis
Final Exams
management
system:
Oakland
University
uses
(http://www2.oakland.edu/elis/teachingtools.cfm)
as
it’s
-4-
Moodle
online
Learning Management System (LMS). For e-learning student online
orientation, go to http://www2.oakland.edu/elis/SO_index.cfm .
Minimum computer requirements: See information at Oakland University’s e- learning
technical support http://www2.oakland.edu/elis/WSO_techreq.cfm
Technical
requirements:
Firefox browser
http://www.mozilla.com/en-US/).
recommended.
(available free of charge at
High speed internet connection
Unsure about online learning?: Oakland University provides students with an online
orientation to e-learning. There you’ll find information about online
courses, the technical requirements for online learning and how to log
into the system (called Moodle). The site also has a demonstration
class and a self assessment to determine if e-learning is for you. For
more information about online learning at Oakland University, go to
http://www2.oakland.edu/elis/SO_index.cfm.
Disability Support Services:
Disability Support Services are available to ensure that
students with disabilities participate fully in university life. To learn
about their services, go to http://www.oakland.edu/dss/. If you have
a
documented
disability
and
wish
to
discuss
academic
accommodations, please contact the instructor as soon as possible at
laham@oakland.edu. Information regarding
Grading:
To qualify for a graduate degree, a student must have an overall
average of at least 3.00 in all courses taken at Oakland University as a
graduate student. No grade below 2.00 may be applied toward a
graduate degree. Many programs have more stringent grade
requirements for credit and retention. Specific information may be
found under the appropriate program area of the graduate catalog.
The graduate grading system, implemented fall 1984, is described
below.
•
The basic graduate grading system at Oakland University is a
32-point system of numerical grades of 0.0 and 1.0 through 4.0 by
tenths and non-numerical grades of W, I, P, U, S, R, and Z.
•
The first two weeks of a semester (one week in the spring and
summer sessions) are a ‘‘no-grade’’ period for dropping and adding full
semester courses. (For ‘‘first-half” or ‘‘second-half’’ courses, this
period is the first week of the appropriate ‘‘half-term.’’) Courses
dropped during these periods are not indicated on the student’s
transcript.
The meanings of non-numeric grades are as follows:
•
The W (Withdraw) grade is assigned by the registrar if a
student withdraws officially from a course or all courses between the
end of the no-grade period and the last day for withdrawal specified in
the Schedule of Classes each term.
•
The I (Incomplete) grade is temporary and may be given only
after the cut-off date for use of the “W” grade. It is used in the case of
severe hardship beyond the control of a student that prevents him or
her from completing course requirements. Course work to remove an
“I ” grade must be completed during the first eight weeks of the next
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semester (fall or winter) for which the student registers unless a
student-initiated extension is approved by the instructor and the Office
of Graduate Study. If course requirements are not completed within
one year and no semester has been registered for, the “I” grade shall
become permanent. A student who wishes to receive an Incomplete
grade in a course must present a Student Request for Incomplete (I)
Grade form to the instructor by the day of the scheduled final
examination. This form, which indicates the instructor’s willingness or
unwillingness to grant the “I” and the schedule he or she sets for
completing the term’s work, is available in department offices.
•
The P (Progress) grade is a temporary grade that may be given
only in a course that cannot be completed in one semester or session.
Prior approval must be obtained from the appropriate committee on
instruction and the Office of Graduate Study for each course in which
‘‘P’’ grades are to be assigned. The ‘‘P’’ grade is given only for
satisfactory work. ‘‘P’’ grades must be removed within two calendar
years of the date of assignment; otherwise the ‘‘P’’ converts to a
permanent ‘‘I’’ which remains on the transcript. This rule does not
apply to doctoral dissertation work.
•
The grade of ‘‘S’’ is given in certain selected courses and is
meant to imply 3.0 or better. Courses in which S/U grading is used
must be approved by the appropriate committee on instruction and the
Vice Provost for Research and Graduate Study, who will notify the
registrar.
•
The grade of ‘‘U’’ is given to graduate students only when a
course is graded S/U and implies a non-passing grade of less than
3.00.
•
The grade of ‘‘R’’ is a temporary grade assigned by the registrar
in the absence of a grade from the instructor or in the case of the
award of an inappropriate grade.
•
The final grade of ‘‘Z’’ is assigned upon registration for a course
as an auditor. The student’s declaration of intention to audit is
required at the time of registration, and it is understood that no credit
for the course is intended that term. An audit registration for a course
is permitted only during the late registration period each term.
Permission of the instructor to audit and admission to the university
are both required before such a registration will be permitted. Regular
tuition and fees apply to all courses.
All grades and marks assigned will appear on a student’s transcript.
However, only numerical grades are used in computing the student’s
grade point average.
Plagiarism Policy: From Oakland University
All members of the academic community at Oakland are expected to
practice and uphold standards of academic integrity and honesty. An
instructor is expected to inform and instruct students about the
procedures and standards of research and documentation required of
students in fulfilling course work. A student is expected to follow such
instructions and be sure the rules and procedures are understood in
order to avoid inadvertent misrepresentation of his work. Students
must assume that individual (unaided) work on exams and lab reports
and documentation of sources is expected unless the instructor
specifically says that is not necessary.
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* ACADEMIC INTEGRITY MEANS REPRESENTING ONESELF AND ONE'S
WORK HONESTLY. MISREPRESENTATION OF ONE'S WORK IS
CHEATING AND TAKES TWO FORMS. THE FIRST OF THESE IS
CLAIMING CREDIT FOR IDEAS AND WORK WHICH ARE ACTUALLY NOT
ONE'S OWN AND THEREBY TRYING TO GET A GRADE ONE HAS NOT
ACTUALLY EARNED. THE SECOND IS SUBMITTING WORK FOR A
COURSE ONE IS PRESENTLY TAKING WHICH ONE HAS ACTUALLY
COMPLETED FOR A COURSE TAKEN IN THE PAST OR IS, IN FACT,
ALSO COMPLETING FOR ANOTHER PRESENT COURSE. UNDER SOME
CIRCUMSTANCES, AN INSTRUCTOR MIGHT PERMIT A STUDENT TO
SUBMIT FOR A PRESENT COURSE WORK COMPLETED FOR A PAST
COURSE OR ANOTHER PRESENT COURSE, BUT THE INSTRUCTOR'S
PERMISSION MUST BE RECEIVED BEFORE A STUDENT DOES THIS.
THE FOLLOWING DEFINITIONS ARE EXAMPLES OF ACADEMIC
DISHONESTY:
1. Cheating on examinations by
a. using materials such as books and/or notes when not authorized
by the instructor,
b. by taking advantage of prior information not authorized by the
instructor regarding questions to be asked on the exam,
c. copying from someone else's paper,
d. helping someone else copy work or
e. other forms of misrepresentation.
Students would be well advised to be careful to avoid the appearance
of cheating.
Wording in upper case is entirely new wording and represents the
principal change proposed by the Committee. The previous wording of
this paragraph is as follows: Academic integrity means representing
oneself and one's work honestly; misrepresentation is cheating since it
means a student is claiming credit for ideas or work that is not actually
his and is thereby trying to get a grade that is not actually earned.
The following definitions are examples of academic dishonesty:
2. Plagiarizing from work of others. Plagiarism is using someone else's
work or ideas without giving the other person credit; by doing this, a
student is, in effect, claiming credit for someone else's thinking.
Whether the student has read or heard the information he uses, the
student must document the source of information. When dealing with
written sources, a clear distinction would be made between quotations
(which reproduce information from the source word-for-word within
quotation marks) and paraphrases (which digest the source
information and produce it in the student's own words). Both direct
quotations and paraphrases must be documented. Just because a
student rephrases, condenses or selects from another person's work,
the ideas are still the other person's, and failure to give credit
constitutes misrepresentation of the student's actual work and
plagiarism of another's ideas. Naturally, buying a paper and handing it
in as one's own work is plagiarism.
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3. Cheating on lab reports by
a. falsifying data or
b. submitting data not based on student's own work.
4. Falsifying records or providing misinformation regarding one's
credentials.
If a student feels that practices by the instructor are conducive to
cheating, he may convey this information either directly to the
instructor or to the PACE Director. Instructors are expected to bring
evidence of plagiarism, cheating on exams or lab reports, falsification
of records or other forms of academic misconduct before the Academic
Conduct Committee of the University Senate for determination of the
facts in the case and a if warranted, assessment of penalty. If
academic misconduct is determined the Committee assesses penalties
ranging from academic disciplinary reprimand (which is part of the
student's confidential University file), to academic probation to
suspension or dismissal from the University.
GUIDELINES FOR INSTRUCTORS
Instructors have at least three roles to play in maintaining proper
standards of academic conduct:
1. To assist their students in recognizing the way in which general
standards apply in context of a particular course or discipline.
2. To take practical steps to prevent cheating and to detect it when it
occurs.
3. To report academic misconduct to the PACE Director.
Go to http://www.oakland.edu/?id=18235&sid=406 for detailed
information with regard to the plagiarism policy of Oakland University.
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