University of Northern Colorado School of Special Education

Transcription

1 University of Northern Colorado School of Special Education EDSE 718: Advanced Seminar in Education of Students with Hearing and/or Visual Disabilities Spring 2019 Instrucr: Vision Tanni L. Anthony, PhD Adjunct Instrucr for UNC Direcr Access, Learning, and Literacy Team / State Consultant on Blindness/ Low Colorado Department of Education (CDE) Exceptional Student Services Unit , Cell: address: anthony_t@cde.state.co.us (strongly preferred) Tanni.anthony@unco.edu (will check less often) Please use my CDE and put the following in every subject line UNC: from (your name) and then the pic. This helps me do a fast sort of s specific this class. For example, UNC: from Robert School question about assignment 1. A. Course Description: This course examines current issues and trends in the education of individuals whose disability occurs in less than one-fifth of one percent of the school-age population. Topics include policy issues, research, instructional needs and strategies, and administrative concerns in the education of students who are deaf/hard-of-hearing, blind/low vision, or deaf-blind. There will also be a focus, more limited extent, on students with severe disabilities. B. Prerequisites: This course is available graduate students at the post-master s program level with instrucr permission. C. Relationship of this Course the Program Knowledge Base: The program that prepares Direcrs of Special Education requires attention the instructional leadership responsibilities for students with low incidence disabilities. Topics are introduced by program faculty members with expertise in all areas of exceptionality, and developed as indepth pics for investigation of instructional leadership effectiveness. D. Professional Standards Met: All students pursuing the post-master s program in Special Education Administration are required meet the requirements for Special Education 1

2 Generalist licensure or the equivalent. This background addresses the Colorado Department of Education s performance-based standards for Colorado teachers. E. Goals of the Course: 1. Develop an understanding of current trends and issues associated with the education of students with low-incidence disabilities with a specific focus on sensory and severe disabilities. 2. Identify research, instructional strategies, service delivery options, and environments that contribute the education of students with sensory disabilities and severe disabilities. 3. Analyze the instructional leadership responsibilities of special education administrars and regular education administrars (e.g., building principals) for the provision of appropriate education students with low-incidence disabilities in the least restrictive environment. F. Course Objectives: 1. Identify the impact of federal legislation and policy on the education of infants, children and youth with sensory and/or severe disabilities. 2. Discuss issues related the development and education of infants, children, and youth with low-incidence disabilities with specific focus on sensory and/or severe disabilities. 3. Discuss problems and potential solutions related developing communication skills in infants, children, and youth with on sensory and/or severe disabilities. 4. Discuss methods for establishing appropriate educational environments for individuals with low-incidence exceptionalities. 5. Develop opinions, documented by the professional literature, on contemporary educational issues involving individuals with on sensory and/or severe disabilities. 6. Discuss impediments group research involving individuals with on sensory and/or severe disabilities. 7. Identify alternative research designs for investigating questions about individuals with sensory and/or severe disabilities. 8. Locate resources and agencies providing information and services for students with sensory and/or severe disabilities. 2

3 G. Content of the Course: 1. Review of federal and state legislation defining low-incidence disabilities, and the impact of this legislation and other federal policy on the education of infants, children, and youth with on sensory and/or severe disabilities. 2. Review of research on low-incidence disabilities include limitations, merits, and potential alternative designs address problems raised in discussion. 3. Methods of reading, writing, and abstracting research articles on low-incidence disabilities. 4. Current problems and issues in areas of low-incidence disabilities include communication, educational strategies and/or environments, effective programs/services, research trends, and educational outcomes. 5. Development of concept papers addressing contemporary issues in the education of students with on sensory and/or severe disabilities. H. Course Requirements: 1. Participate in module bi-weekly discussion boards with thorough and original responses, as well as thoughtful and genuine responses classmates postings that deepen the conversation. Each discussion board is worth. Read the Discussion Board Rubric for a review of how each board will be graded. 2. Complete written-response assignments per each of the 7 biweekly modules: Module 1 (Hisry of Fields); Module 2 (Interview Summary); Module 3 (Issue Paper); Module 4 (Assessment Considerations); Module 5 (ECC Recommendations); Module 6 (see #3 assignment below), Module 7 (Letter Staff). These assignments are due the Friday of the second week of each module period. Biweekly module assignments are worth 25 points apiece with the exception of the two assignments listed below. 3. Compare and contrast an issue related development and/or education that cuts across low-incidence disability categories. This assignment involves a minimum of a 6- page paper. This assignment is valued at 100 points. This is the assignment due during Module 6. Due April 12 th, Create an Action Research Plan for conducting research on students with low-incidence disabilities in your school or district. This assignment is valued at. Due no later than May 2, Two ZOOM webinars will be scheduled during the course. One specific Deaf Education and one specific the Education of Students with Blindness/Visual Impairments. For 3

4 those who cannot attend, there will be an assignment watch the recordings of the webinars with follow-up questions. Each webinar will be valued at 15 points apiece for a tal of 30 points. I. Grading Criteria: All students are expected follow the guidelines on academic honesty and professional ethics outlined for graduate students engaged in post-master s level work. Please refer the UNC Catalog and the Graduate School Handbook for detailed information. In general, each student is expected operate with integrity and produce quality work representative of educational leaders in the field of special education. The course will be treated as a learning experience for course participants and the instrucr. Each unit is provided for access at a designated date and made available until the end of the semester. All assignments are be completed by the designated deadlines dates, unless alternate arrangements are made with the instrucr well in advance of the due date of the assignment. Final grades will be computed and translated in letter grades using the following scale: Standard Grading (UNC) Quality Points A Graduate Grading Rare performance. Reserved for highly exceptional, rare achievement. A = superior Excellent. Outstanding achievement. A- = A minus Excellent work, but not quite outstanding. B+ = B plus B = above average B- = B minus Very good. Solid achievement expected of most graduate students Good. Acceptable achievement. Acceptable achievement, but below what is generally expected of graduate students. C+ = C plus Fair achievement, above minimally acceptable level. C = average Fair achievement, but only minimally acceptable. C- = C minus Low performance. D+ = D plus Very low performance. D = poor, passing D- = D minus, passing F = failure Below average but passing. Not counted ward graduate degree credit. Considerably below average but passing. Not counted ward graduate degree credit. Failure. Courses usually may not be repeated unless it is a required course. When the course is required, the student will re-register and obtain a satisfacry grade. 4

5 Note: Courses for which D, F, U, W, UW, NR, or I grades are awarded will not count in graduate degree programs and will not satisfy program deficiency requirements. Late assignments are subject a one step reduction in letter grade for each week or portion thereof submitted after the due date. UNC Incomplete Policy: An I is assigned due unanticipated circumstances the last week of the term that make the student unable complete course requirements within the allotted time (e.g. he/she missed the final examination due sickness, an emergency in the family). The instrucr must submit the school direcr, a written notice of the specific coursework be completed before the final grade is determined; a copy is kept in the school and one is provided the student. To amend a grade of I with an earned grade on a student s transcript, the student must complete all incomplete course work by the last day of the next semester, including summer term. If the course requirements are not completed within the time limitation and the grade received in the Registrar s Office, the grade will be recorded on the academic record as a failing or unsatisfacry grade. J. Required Readings (per posted readings): You will not need purchase these books. Key chapters will be posted. Johnson, C. D. & Raimondo, B. (2018). Optimizing outcomes for students who are deaf or hard of hearing. Alexandria, VA: National Association of State Direcrs of Special Education Pugh, G. S., & Erin, J. N. (Eds.). (1999). Blind and visually impaired students: Educational service guidelines. Waterwn, MA: Perkins School for the Blind. Riggio, M. & McLetchie, B. Deafblindness: Educational service guidelines. Waterwn, MA: Perkins School for the Blind. Sections of these books will be used during the course via posted chapters. There is no expectation purchase these guidebooks. K. Suggested Readings: The readings below provide some background information for this course. Besides the three aforementioned books listed above, your other course readings will be posted online on Canvas. Antia, S. D., Jones, P. B., Luckner, J. L., Kreimeyer, K. H., & Reed, S. (2011). Social outcomes of students who are deaf and hard of hearing in general education classrooms. Exceptional Children, 77(4), Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14(3), doi: /deafed/enp009 5

6 Barclay, L., Herlich, S. A., & Sacks, S. Z. (2010). Effective teaching strategies: Case studies from the alphabetic braille and contracted braille study. Journal of Visual Impairment & Blindness, 104, Berndsen, M., & Luckner, J. L. (2012). Supporting students who are deaf or hard of hearing in general education classrooms: A Washingn State case study. Communication Disorders Quarterly, 33(2), Bowe, F. G. (2003). Transition for deaf and hard-of-hearing students: A blueprint for change. Journal of Deaf Studies and Deaf Education, 8(4), Bowen, S. K., & Ferrell, K. (2003). Assessment in low-incidence disabilities: The day--day realities. Rural Special Education Quarterly, 22(4), Bruce, S. M., Randall, A., & Birge, B. (2008). Colby s growth literacy: The achievements of a child who is congenitally deafblind. TEACHING Exceptional Children Plus, 5(2). Retrieved from Bruce, S. M., Trief, E., & Cascella, P. W. (2011). Teachers and speech-language pathologists perceptions about a tangible symbols intervention: Efficacy, generalization, and recommendations. AAC Augmentative and Alternative Communication, 27, Cawthon, S. (2009). Making decisions about assessment practices for students who are deaf or hard of hearing. Remedial and Special Education, 32(4), doi: / Chen, D. (2004). Young children who are deaf-blind: Implications for professionals in deaf and hard of hearing services. The Volta Review, 104, Chen, D., Rowland, C., Stillman, R., & Mar, H. (2009). Authentic practices for assessing communication skills of young children with sensory impairments and multiple disabilities. Early Childhood Services, 3, Conroy, P. W. (2007). Paraprofessionals and students with visual impairments: Potential pitfalls and solutions. RE:View, 39, Corn, A. L., & Koenig, A. J. (2002). Literacy for students with low vision: A framework for delivering instruction. Journal of Visual Impairment & Blindness, 96, DesJardin, J. L., Ambrose, S. E., & Eisenberg, L. S. (2009). Literacy skills in children with cochlear implants: The importance of early oral language and joint srybook reading. Journal of Deaf Studies and Deaf Education, 14(1)

7 Easterbrooks, S. R. (2010). Evidence-based curricula and practices that support development of reading skills. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (Vol. 2, pp ). New York, NY: Oxford University Press. Ferrell, K. A. (2007). Issues in the field of blindness and low vision. Greeley: University of Northern Colorado, National Center on Severe & Sensory Disabilities. Retrieved from Holbrook, M. C., & Spungin, S. J. (2009). Supporting students' literacy through data-driven decision-making and ongoing assessment of achievement. Journal of Visual Impairment & Blindness, 103, Huebner, K. M., Merk-Adam, B., Stryker, D., & Wolffe, K. (2004). The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities (Rev. ed.). New York, NY: AFB Press. Retrieved from Jackson, C. W. (2011). Family supports and resources for parents of children who are deaf or hard of hearing. American Annals of the Deaf, 156(4), Jackson, R. M. (2005). Curriculum access for students with low-incidence disabilities: The promise of universal design for learning. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from Johnson, C. D., & Sean, J. B. (2012). Educational audiology handbook (2nd ed.). Clifn Park, NY: Delmar, Cengage Learning. Joint Committee on Infant Hearing. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics, 120, Lang, H. G. (2002). Higher education for deaf students: Research priorities in the new millennium. Journal of Deaf Studies and Deaf Education, 7(4), Lederberg, A. R., Schick, B., & Spencer, P. R. (2013). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges. Developmental Psychology, 49(1), Luckner, J. L., & Bowen, S. (2006). Assessment practices of professionals serving students who are deaf or hard of hearing: An initial investigation. American Annals of the Deaf, 151(4), Luckner, J. L., & Muir, S. (2001). Successful students who are deaf in general education settings. American Annals of the Deaf, 146(5),

8 National Association of State Direcrs of Special Education. (1994). Deaf and hard of hearing students educational services guidelines. Alexandria, VA: National Association of State Direcrs of Special Education, Inc. Sacks, S. Z., & M. Zatta, M. (2016) Program Essentials for Students who have Visual Impairments and Multiple Disabilities. New York, NY: American Foundation for the Blind. Siegel, L. (2000). The educational and communication needs of deaf and hard of hearing children: A statement of principle on fundamental educational change. American Annals of the Deaf, 145(2), Wormsley, D. P., & D Andrea, F. M. (2000). Instructional strategies for braille literacy. New York, NY: AFB Press. L. ACCOMMODATIONS: Students with disabilities who believe they may need accommodations in this class are encouraged contact the Disability Support Services office ( ) as soon as possible ensure that accommodations are implemented in a timely fashion. M. ACADEMIC HONESTY: Students are required follow guidelines related academic honesty as outlined in the student handbook, available at Also see guidance related plagiarism at All assignments will be submitted SafeAssignment for verification of originality. N. DIVERSITY STATEMENT: The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are undersod, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples perspectives, behaviors, and world views may be different from their own. Furthermore, as stated by UNC, The University will not engage in unlawful discrimination in educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University s policy prohibit discrimination in educational services on the basis of sexual orientation or political affiliation. (See Please visit the CEBS Diversity and Equity Committee website for more information on our commitment diversity 8

9 O. SCHOOL OF SPECIAL EDUCATION BELIEF STATEMENT Mission: Founded in 1954, the School of Special Education is committed excellence in basic and advanced teacher preparation in special education. Goal: The faculty of the School of Special Education shall facilitate the development of educars who are able implement professional standards, advocate for children and youth with exceptionalities and their families, and adhere the following beliefs and values: A. Children and youth with exceptionalities are part of a larger community of diverse learners; B. Children and youth with exceptionalities can learn when provided with effective and/or differentiated instruction, the adaptation of the learning environment, and culturally responsive pedagogy and curriculum; C. Children and youth with exceptionalities excel when they are held high standards and expectations; D. Children and youth with exceptionalities develop lifelong attitudes and behaviors when responsibility, self-determination, and ownership of their education are expected; E. The larger mission of education is best served when special educars collaborate with families, general educars, and related services professionals. 9

10 Schedule of Course Activities / Assignments Date Week Module Key Topics Module Assignment Discussion Board Topic 1/07/19 1 Intro Week Resources Simulation Experiences NA 1/13/19 Due January 13 1/14/19 1/27/18 1/28/19 2/10/ Module 1 Module 2 Hisry Demographics Impact Eligibility Professional Disciplines Recruitment Retention Hisry Reflection Due January 25 Interview Summary Due February 8, 2019 Introductions / Simulation Response Eligibility Due January 27 Discipline Roles / Interview Summary Due February 10, /11/19 2/24/ Module 3 Key Issues in Sensory Disabilities Ed Interpreter Issue Due February 22 Analysis of Key Issues Due February 24 2/25/19 3/10/ Module 4 Assessment Considerations READ Act Due March 8 Assessment Considerations Due March 10 3/11/19 3/17/19 3/18/19 3/31/19 10 Spring Break Have fun! Module 5 IEP Special Facrs Placement Family Needs Instruction ECC Recommendations Due - March 29 Placement, Communication Plans, and Learning Media Plans Due March 31 10

11 4/01/19 4/14/ Module 6 Research Methods Research Topics Compare and Contrast Paper 100 points Due April 12 Compare and Contrast Due April 14 4/15/19 4/28/19 4/29/19 5/3/18 14 Module Finals Week State Policies National Policies Letters Sensory Specialist Due April 26 Action Research Paper 50 points Due No Later than May 2 OSEP Federal Letter Response Due April 28 11