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SD CONSORTIUM SITES: |
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*Radford University: EDSP 660 Current Issues: Assessment and Curriculum |
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*George Mason University: EDSI 533 |
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* University of Virginia: EDIS 589 |
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*Virginia Common University: MNRT 602 |
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* Norfolk State University SPE 613 |
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All graduate students preparing to work in the area of severe disabilities need knowledge of assessment, individual education plans and curriculum. This course is designed to demonstrate best practices in curriculum and assessment for those preparing to teach individuals with severe disabilities. The assessment process, its procedures and evaluation techniques will be designed for those with severe disabilities. Specific, appropriate assessments will be identified and practiced in natural settings/conditions. Linkage to IEP development and curriculum organization will allow persons taking the course to learn proper strategies. Statewide mandates regarding assessment will be discussed with current practicing teachers. Hands on activities will develop working knowledge of best practice in the field.
Course Texts:
Browder, Diane (2001) Curriculum and Assessment for Students with Moderate and Severe Disabilities, New York: Guilford Press.
Snell, Martha & Brown, Fredda (Eds.) Instruction of Students with Severe Disabilities (5th ed). Upper Saddle River, N.J: Merrill /Prentice-Hall.
Objectives:
SWBAT demonstrate knowledge of:
a. Home living/ domestic
b. Recreation/leisure
c. Community based
d. Vocational
e. Functional academics
f. Social skills
g. Vocational skills
h. Life long skills
9. Developing a working model for evaluation of programs for the severely disabled; i.e. data collection, task analysis and measurement
10. Integrate of a range of assistive technology devices and strategies in
assessment protocols/procedures for individuals with severe disabilities.
11. Understanding the fundamentals of conducting a technology assessment.
12.Identifing assistive technology devices and strategies in each curricular
domain.
13. Integrating appropriate assistive technology devices into the Virginia
Alternate Assessment plan.
14. Best practice in the above course areas for specific disabilities such as
autism spectrum, dual diagnosis, and multiple disabilities.
Requirements:
Note: A brief description of each assignment appears below. The instructor will give a detailed explanation and written guidelines during the appropriate class time.
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Class attendance and participation- this is an important component of a graduate level class. Both are expected and points will be given for participation by individuals during class. Points will be deducted/letter grades lowered by the instructor, as deemed necessary for excessive absences, no preparation/no participation. |
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Simulation- 20 points: Each student will participate as a member of an eligibility team or as a team member at the IEP meeting. (simulation at each site) |
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VAAP Portfolio-40 points: Each student will complete the components of a VAAP portfolio on a student of your choice or a case study student. |
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Assessment Practice-30 points: Each student will administer three assessments of your choice on a student with severe disabilities in a natural setting. (A format will be followed) |
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Teacher Made Test-30 points: Each student will participate at each site in a group to devise a teacher made test, using task analysis, as the basis for assessment in a curriculum area. This area (self help, technology etc.) will not have an adequate instrument to assess the skills of a person with severe disabilities. Adaptations will be included. |
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Case Study-40 points: Each student will focus on one student to complete the process from referral through activity based IEP, curriculum usage and program evaluation. |
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Research Articles-40 points: Each student will research in the literature four articles on assessment, IEP or curriculum areas, which demonstrate current best practice. A three-minute summary will be given in class on the appropriate topic class evening. A write-up will be sent to the instructor. |
Total points equal 200.
Honor Code: All honor codes, honor systems or academic integrity guidelines of all participating colleges and universities will be enforced. The honor code or equivalent at each college/ university where the student is enrolled will be followed. All students will use the honor code on all written work. All students will type or write the word "Pledged" with the date and written/ typed personal full signature on every assignment.
Accommodations for Disability: Each college and university has a specific
accommodation policy. The student will follow their college catalog policy. If any student has a documented disability on file at their specific site, please forward a copy of this document with accommodations to the instructor. At that point, the
instructor and student will discuss what accommodations will be made specifically for this class.
Attendance: If you know ahead of time please e-mail me that you will be
absent from class otherwise email before or immediately after the scheduled class. Absences in excess of one will be considered unexcused unless a doctor's note or other official documentation is submitted. Excessive absences will be deducted from your class grade. Please contact me if this issue arises.
During the fall semester, we do not anticipate any big snows, floods, and tornadoes
and etc. Please contact me by any method possible to alert me of weather
conditions that will keep you from personally attending class. It could be
possible that one site may have weather or university specific issues (i.e.
power outage) that prohibit the whole class from attending the lecture. This
would be counted as an excused absence.
Course Etiquette:
| Each site will have a designated facilitator. |
| Attendance will be taken in each class by the facilitator and e-mailed to the instructor weekly. |
| Please raise your hand before speaking out at your site. The facilitator/instructor will recognize you and address you by name (This keeps everyone from talking at the same time). |
| Please remember when the microphone is on all noise can be heard by each site. On- air courtesy is necessary by all ! The facilitators are in charge of making sure all are paying attention and can hear the instructor. Facilitators will fax in class assignments to the instructor by the end of the following day. |
| Facilitators should check e-mail and Blackboard shortly before the class starting time to see if the instructor has sent handouts and then copy for their site. |
| All students should check Blackboard and your e-mail on a regular basis during the week before the next class session for announcements, readings, assignments etc. |
| Technology assistance is available from your facilitator and/or tech at your site. If these folks are unavailable to help, only then contact Marci Kinas-Jerome at the George Mason site or email: mymarci@aol.com |
Because the nature of this course requires use of library and online research articles, etc. please use all copyright rules for all phases of this class. APA format guidelines for educational professional writing is required for the class. The APA manual is located on line or in the library. Spelling, grammar and writing style are graded in all written work. All assignments must be word processed on the technology of your choice.