Course Syllabus for Autism Spectrum + Inclusion ED 6386LC 01 Spring 2012

Transcription

1 Course Syllabus for Autism Spectrum + Inclusion ED 6386LC 01 Spring 2012 Course Instructor Gail Roeshman, M.Ed. gailroesh@gmail.com or groeshman@uarts.edu Cell phone: Course Description: Including students effectively in learning is improved by a better understanding of the challenges they face. Participants increase knowledge in some of the theories, literature and research in the autism spectrum and how this impacts inclusionary practice. In this course we will consider a range of practical approaches and interventions that enable children on the autism spectrum to access learning, participate actively, experience success and gain independence. Course Text: There is no required text to purchase for this course, however there is a free download that will serve as our text for this class: The National Autism Centers Evidence Based Practice & Autism in the Schools: A guide to Providing Appropriate Interventions to Students with Autism Spectrum Disorder. The link for this publication can be found by going to Go down about ¾ of the page to find access to the link under this paragraph: New! Evidence-Based Practice and Autism in the Schools Educator Manual from the National Autism Center (2010). The manual outlines the current state of research findings, professional judgment and data-based clinical decision making, values and preferences of families, and capacity building. Each chapter sets a course for advancing the efforts of school systems to engage in evidence-based practice for their students on the autism spectrum. Free download (pdf)" In addition, participants will be provided with references readings and links to follow in order to fully participate in class discussions and homework/final submissions. Recommended text & websites include: 1. Kluth, P. (2010). You re going to love this kid. Baltimore: Paul H Brooks Publishing Company. 2. Wrightslaw: Autism, Autism Spectrum Disorder (ASD), Pervasive Developmental Disorder (PDD), Asperger Syndrome (AS) Additional links will be provided during the course.

2 Course Objectives: 1- Students will be able to describe & define Autism Spectrum Disorder and distinguish characteristics between Autism, Asperger s and PDD-NOS (DSM- IV). 2- Students will recognize and identify characteristics of students that demonstrate social skill deficits, and discuss appropriate interventions to support these students. 3- Students will be able to describe and distinguish various behavioral challenges and sensory integration disorders and recognize how SID plays a role in behavior. 4- Students will be able to compare and evaluate a variety of current best practice intervention for students with ASD, and describe those interventions. 5- Students will examine and summarize how special education law is relevant to students with ASD. 6- Students will be able to outline and create a model for inclusive education for students with ASD, and evaluate appropriate placement options for students on the spectrum. Course Requirements: Read all links posted on weekly lesson tab; Demonstrate active participation through posting on our discussion board. Demonstrate an understanding of the needs of students with learning disabilities and Autistic spectrum disorder through submission of journal reflections, on time. Ask questions! Contact your instructor if you require any accommodations. Grading & Assignments: Grades will be based on attendance in terms of participation on our discussion board & submission of homework/final by due dates posted. : Students are required to demonstrate active participation through posting on our discussion board: since this is an online course, the discussion board becomes the heart of the class. You are required to post at least four times on each weeks discussion board, one original post and three responses to classmates. Please post early so everyone has a chance to respond to your posts! : Each week you will be given links that highlight our topic of discussion. Your journal reflections should summarize the information in these links and allow you to formulate relevant points that link this information to inclusion. You will submit a one page reflective writing to complete this assignment. Final: Your final will consist of a case study, an analysis of a child with autism which will require you to demonstrate your understanding of course content by synthesizing all you have learned and applying that knowledge in submission of your case study analysis.

3 Grading & Assignments: Lesson Assignment Point Value Week 1 Autism Pretest 20 Week 2 Week 3 Week 4 Week 5 Week 6 Autism Posttest 20 Final Final 120 Grading: 900-0: A : B : C : D 500-0: F Course Outline: 0 possible total points Week Topic Links Reading & Discussion Homework Week 1 2/7-2/13 Week 2 2/14-2/20 Defining and diagnosing ASD Social Skills Reading: NAC Evidenced Based Practice: pgs In order to understand and discuss the Autistic Spectrum Disorder, we look to the Diagnostic Manual to begin our discussion. Please review the links and read in the NAC guide (assigned pages), then weigh in on our discussion board. Dr. Jed Baker talks about social skills Love on the spectrum, NYT Dr. Temple Grandin discusses autism Submit pretest My experiences with students diagnosed with autism. Using these weeks video clips, select one and describe how you can apply this information in a classroom setting. videos for modeling social skills A key hallmark that most all individuals with autism share are impaired social skills, which is coupled with many other issues that are individual specific. What are social skills, how do you define that? There are two video clips to view this week, one with Dr. Temple Grandin, the second with Dr. Jed Baker One bold spokeswoman that represents many issues of autism is Dr. Temple Grandin, who herself is on the spectrum. Look at this week s links and weigh in on our discussion board how you see social skills as problematic in the school, family and community settings.

4 Week 3 2/21-2/27 Week 4 2/28-3/5 Sensory Integration Interventions Sensory integration checklist Children with sensory processing issues do not process sensory information in a typical fashion. You might see some kids who are sensory seeking, sensory under-reactive, over responsive to a point at which getting through the day is next to impossible. This disorder can affect all aspects of life and severely handicap and interfere with both recreational as well as academic issues and participation. Although individuals with high functioning-mild autism or Asperger s syndrome can be severely debilitated by the impact of SID and have difficulty participating in events or social settings. View our links and weigh in on our discussion board about how you might manage a child with sensory issues in your classroom. a brief history of Autism and treatments. review this page and then click on the link on the left of the page, Video and review those few video clips. What are your thoughts on the use and accuracy of the sensory integrations checklist? After viewing the video clips, do you think you can implement these treatment or others with your students? Week 5 3/6-3/12 Special Education Law and Autism Reading: NAC Evidenced Based Practice: pgs Treatment is key, early on is best. There are many interventions, some now standard and some used in conjunction with alternative methods View these weeks sites and weigh in on our discussion board. Kim Peeks- Memory/Reading Kim Peeks obituary Stephen Wilshire- Art Select a topic posted on the Special Ed Law blog and discuss the relevance of this post to you. Daniel Tammet- Math Wrightslaw Week 6 3/13-3/19 Autism & Inclusion Special Ed Law blog Special education law protects all students, but special consideration should be taken with ASD students, because one size does not fit all students. We will look at a variety of individuals and note differences between them, including their challenges and uniqueness. Inclusion of learners with autism spectrum disorders Pull up this article and discuss Inclusion and ASD Inclusion is not limited to sitting in a classroom with regular education students/peers. What are the most important considerations when addressing ASD student needs in a regular ed classroom setting, and which students may not benefit from inclusion, if any? Weigh in on our discussion board this week. DUE 3/27 Final TBD Submit posttest. Discuss the challenges and obstacles to inclusion of students with ASD in your classroom. Submit final. NOTE: The instructor reserves the right to change this schedule at any time. Please contact your instructor with any question you may have. Reflective Journal Rubric

5 The reflective journal is designed to help you organize your thoughts on a topic or concept, to document your work and experience, to provide a place for you to write questions and comments, and to help me by providing additional insight into your experiences. Journal entries will often be prompted with specific questions, but may at times be loosely guided with topic suggestions, or simply a general place for your reflections. Journal reflections are typically worth points per week. Criteria Content Reference to reading and links Timely submission Outstanding A Reflection conveys evidence of a personal response to the issues raised in the course reading and links provided. Student demonstrates he/she has read all materials and provides an honest and concise view of reading/viewing links. Shows insight into ones own understanding of materials/techniques and information provide for reading/viewing, as well as acknowledgement of ones own area of challenge and/or knowledge gaps. Provide examples of what you are trying to convey. Is able to make inferences well and comprehends deeper meaning, demonstrating a thorough understanding of required reading OR explains what is not understood. Work turned in on time with clean Proficient B Reflection conveys evidence of a personal response to the issues raised in the course materials. Student demonstrates that he/she is beginning to develop new ways of reflecting based on information provided. Demonstrates an ability to reflect on own work. Provides examples. Begins to demonstrate good meta-cognition. Is able to make inferences and comprehends deeper meaning on most points. Relates texts and issues raised to other texts consistently Work turned in on time. Basic C Analysis conveys little or some evidence of a personal response to the issues/concepts raised in the course materials. Demonstrates an ability to reflect on own work but provides few examples Demonstrates some basic comprehension of texts but does not make connections with the bigger picture. Little effort was made to turn work in on time. Below Expectations D No personal response is made to the issues/concepts raised in the course materials. Does not reflect on own work at all and no examples are provided Is not noting relevant points in readings, sharing or communicating findings and thoughts, comprehending nor reflecting on what is read or viewed. Work turned in late without permission of instructor Formatting Submission correctly constructed with no spelling or grammatical errors. Submission correctly constructed with few spelling or grammatical errors. Submission correctly constructed with some spelling or Grammatical errors. Multiple spelling and grammatical error and incorrect Timely submission Work turned in on time with clean Work turned in on time. Little effort was made to turn work in on time. Work turned in late without permission of instructor