DISCIPLINE:    EDSP                                                                                                                                                                          Back to Classes

COURSE:         464

 

                                                                      EDSP 464

        INTRODUCTION TO MENTAL RETARDATION AND SEVERE DISABILITIES

 

A.     Catalog Entry

 

EDSP 464:  Introduction to Mental Retardation and Severe Disabilities

(3)  Three hours lecture.

Prerequisites: EDSP 361, and a minimum 2.5 g.p.a.

 

Considers persons with mental retardation and severe disabilities in terms of incidence, etiology, and abilities and needs in academic, social, and biophysical realms.  Formats and methods for educational and vocational programming, as well as services and supports provided through other human service agencies are examined.  Current issues and future trends in the field are considered.

 

B.     Detailed Description of Content of Course

 

The course presents an overview of the field of educating students with mental retardation and severe disabilities. It focuses on the psychological, educational, medical, functional, and sociological characteristics of persons classified as having mental retardation and severe, multiple cognitive and physical or sensory disabilities.  The provision of school and community services and supports to accommodate those characteristics is examined. Major topics include causes and prevention of mental retardation and physical and sensory disabilities, assessment procedures for identification and instruction, educational program planning, and student and family involvement.

     

Course Topical Outline

1.                           Current and historical definitions of mental retardation; incidence and prevalence.

2.                           Historical periods in the field of mental retardation.

3.              Causal and associated factors in mental retardation: genetic, congenital, psycho-social,         and environmental.

4.                Referral, identification, and IEP processes; continuum of services and supports; rights           and responsibilities of parents, students, and teachers.

5.                Students with milder levels of mental retardation.

a.       Psychological, social-emotional, and functional characteristics.

b.      Educational and vocational programming.

6.               Students with more severe levels of mental retardation.

a.                Psychological, social-emotional, behavioral, physical, and functional characteristics.

b.               Educational/vocational programming and behavioral support.

7.               Students with severe physical or sensory disabilities.

a.                Psychological, social-emotional, behavioral, physical, and functional characteristics.

b.                Special medical and health care needs.

c.                Educational and vocational programming.

8.    Educational, vocational,  social, and related service needs of persons with mental retardation across the life-span:

a.       Infancy and early childhood

b.      School years

c.       Transition years

d.      Adulthood

 

9.      Sources of unique services/supports, and organizations for professionals, persons with mental retardation, and their families.

10.   Future trends in education and services for persons with mental retardation.

 

A.        Detailed Description of Conduct of Course

 

Lecture, discussion

School and agency visitations

Individual and small group activities, projects and presentations

Guest speakers

 

D.     Goals and Objectives of the Course

 

Upon successful completion of this course, students will be able to:

1.         Define and explain the concept of mental retardation, and describe the AAMR system of diagnosis and classification.

2.         Outline the major historical periods in the provision of services for persons with mental retardation

3.         Identify and describe major medical syndromes which are causal to and/or associated with mental retardation.

4.         Describe the primary physical, psychological, social-emotional, and functional characteristics of individuals with mild-moderate and severe levels of mental retardation.

5.         Describe the interpretation of assessment data to develop, implement, and monitor individualized education programs (IEPs).

6.         Identify steps in the referral, assessment, and identification process.

7.         Identify and describe the required elements of IEPs.

8.         Describe and critique educational and adult service delivery options.

9.         Describe and critique a variety of curricular approaches and instructional methods to address students= academic, functional, social, and behavioral goals.

10.     Recognize and critique social and personal values and practices as they relate to effective service delivery for individuals identified as having mental retardation.

   

E.             Assessment Measures

 

Written examinations

Written reaction questions/reflections

Media critique

Program visitation and documentation

Written paper with references, and oral presentation

F.      Other Course Information

None

 

G.     Review and Approval

                          

Date          Action                                                            Reviewed by

 

4/14/94     modified                                                       John E. Sycamore

4/01/95     title change                                                   Faculty Retreat                             

4/01/98     reviewed/recommended for revision              Rachel E. Janney

4/05/99     revised                                                         Rachel E. Janney

11/30/99   revised                                                         Rachel E. Janney

09/20/2001                                                                  Alice Anderson