Course Syllabus College of Education Winona State University. Department: Special Education Date: August 2011

Transcription

1 Course Syllabus College of Education Winona State University Department: Special Education Date: August 2011 Course Number: 451/551 Course Title: ECSE Assessment, Planning, and Placement Number of Credits: 4 Prerequisites: SPED 400/500, 405/505 Frequency of Offering: Spring semester Grading: Grade only Course applies: Early Childhood Special Education A. Catalog Description 1. Course description This course is designed for teacher candidates of the early childhood special education program. The course will focus on understanding referral, assessment, planning, and placement practices specific to teaching children from birth to age six who exhibit a broad range of developmental delays, disabilities, or medical complications. 2. Core Beliefs We exist to prepare professionals to continuously improve Birth Grade 12 student learning in twenty-first century schools. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content and pedagogical expertise, and professional dispositions to improve students learning by: (1) actively engaging in a culture of reflective practice and continuous improvement (2) demonstrating awareness of and an ability to respond to broader psychosocial and global contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, and critical thinking. Professional Dispositions Expected from Students in this Course: Attendance/Punctuality Self-Initiative/Independence Reliability/Dependability Clarity in Written Expression Critical Thinking Skills Verbal Involvement in Class/Groups Open-minded Listening and Discussion Respectful Interaction with ALL Tact/Judgment Collegiality/Positive Attitude Accept and Give Constructive Criticism Professional Ethics and Demeanor Best Effort/High Quality Performance Desire to Improve Own Teaching Performance

2 Word-processing of All Major Written Projects Commitment to Inclusive Excellence: WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from WSU s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community. 3. Alignment of the course with MN Standards for Teacher Preparation The experiences of this course are tied to the Minnesota Teachers of Special Education: Early Childhood standards This course builds on prior knowledge concept development of Core Skills for Teachers of Special Education and serves as the primary source for learning opportunities for the following standards. The student will: Standard Knowledge Assessment (1) apply screening, prevention, referral, assessment, and evaluation for eligibility determination including consideration of criteria for vision loss, hearing loss, deaf-blind, speech and language delays, developmental cognitive delays, physical or health disabilities, autism spectrum disorders, other health disorders, and traumatic brain injury; (2) select, administer, and interpret formal and informal evaluation and assessment measures for young children with developmental delays or disabilities, accounting for limitations, ethical concerns, and the need for assistive technologies, and communicate the results to children, families, teachers, Readings: McLean, et al textbook Chapters 5 Identification and Referral,6 Screening and Assessment of Sensory Functioning, 10 Assessing Cognitive Development, 12 Assessing Communication Skills, current articles from peer reviewed journals; lectures; Complete background research on an agreed upon medical condition. Readings: McLean chapter 1 Assessment and its importance in early intervention/early childhood special education; Chapter 2 - Tests and Test Development, Chapter 3- Procedural Considerations in assessing Infants and Preschoolers with Disabilities; sections of examiner s manuals for BDI, PKBS, SCBE, CDI, as assigned; Screening assignment Medical Conditions Presentation and Paper Administration of selected evaluation tools Scoring of evaluation tools Development of Evaluation Team Summary Report Administer and score assigned sections of selected assessment tools

3 and other professionals; (3) adapt and modify existing evaluation and assessment measures and methods to accommodate the abilities and specific needs of young children with developmental delays or disabilities including those with a diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay; (4) integrate and interpret multiple sources of information from families, educators, and others for the purpose of evaluating, planning, implementing, and monitoring the individualized family service plan, individualized education program plan, or individualized interagency intervention plan; (5) design individual plans that integrate evaluation and assessment results and family concerns and priorities to determine goals, including the use of assistive technologies; (6) collaborate in determining services and placement within a range of delivery models, natural environments, and lectures, demonstrations; and practice using those assessment tools, reading current articles from peer reviewed Readings: McLean Chapter 3 - Procedural considerations in assessing infants and preschoolers with Disabilities; McLean Chapters 10,11,12, 13 & 15 (each chapter address assessing one of the five developmental domains) Sections of examiner s manual and administration manuals for BDI. Readings: McLean Chapter 7 -Assessing Family Resources, Priorities and Concerns; Read instructor feedback on draft of IFSP or IEP and synthesize information in order to revise document. Readings: MN Rule 3525; McLean Chapter 16 Using Assessment Information to Intervention Programs Review selected Assistive Technology websites; read selected Assistive technology articles. Complete research on an assigned medical condition in order to prepare for medical condition presentation to the group as well as paper on same topic. Readings from current peer reviewed McLean Chapters 8 Assessing Children s Environments; Chapter 16 Monitoring Children s Progress and Intervention Administer and score assigned sections of selected assessment tools Conduct a Family Assessment (based on Part C of IDEA) Write a draft IFSP or IEP to be reviewed by instructor with feedback given Write a revised IFSP or IEP based on instructor feedback to draft document. Address AT needs in mock IEP or IFSP Present information to group on medical condition researched by each student (students must present accurate, up to date information and use at least one visual aid and provide a summary handout to each class member) Write paper on medical condition topic mentioned above. In class and online discussions Conduct mock ER and IEP or IFSP meetings Write IEP or IFSP document including service page

4 educational settings based on the needs and required levels of support for the child and the family; and (7) address factors such as gender, socioeconomic status, familial background, and cultural and linguistic diversity that may influence the identification of young children with developmental delays or disabilities. Implementation Readings from current peer reviewed journals Readings: McLean Chapter 4 Family diversity, Assessment, and Cultural Competence & Chapter 7 Assessing Family Resources, Priorities and Concerns. Assigned articles from current In class and online discussions Conduct mock ER and IEP or IFSP meetings with appropriate consideration given to these family factors. 4. Course outline of major topics McLean, M., Wolery, M., Bailey, D. B. (2004). Assessing infants and preschoolers with special needs (3 rd ed.). Upper Saddle River, NJ: Pearson. 5. Basic instructional plan Instructional Delivery: Students will meet face to face 51% of the time or more and online discussions and assignments will be held 49% of the time or less. Major Assignments / Tasks of Students: 1) Students will complete background research on a medical condition (agreed to with the instructor) and will present information to the class on the topic. A paper on the same topic (with references) will be submitted to the instructor. 2) Assigned readings from text, websites and current peer reviewed 3) Online and in class lectures and 4) Students will become familiar with and administer commonly used assessment tools. 5) Students will write an evaluation team summary and hole a mock evaluation team in accordance with MN Rule 3525 and IDEA requirements. 6) Students will write an IEP or IFSP and hold a mock IEP or IFSP meeting in accordance with MN Rule 3525 and IDEA requirements. 6. Course requirements and assignments Assignments Major Assignments / Tasks of Students: 1) Students will complete background research on a medical condition (agreed to with the instructor) and will present information to the class on the topic. A paper on the same topic (with references) will be submitted to the instructor.

5 2) Assigned readings from text, websites and current peer reviewed 3) Online and in class lectures and 4) Students will become familiar with and administer commonly used assessment tools. 5) Students will write an evaluation team summary and hole a mock evaluation team in accordance with MN Rule 3525 and IDEA requirements. 6) Students will write an IEP or IFSP and hold a mock IEP or IFSP meeting in accordance with MN Rule 3525 and IDEA requirements. 7. Methods of Evaluation a. Instructor review and evaluation of: a. Evaluation Report b. IFSP c. IEP d. Administration of assessment instruments e. Scoring of protocols for assessment instruments administered f. Evaluation of ER meeting g. Evaluation of IEP or IFSP meeting