Auburn University Montgomery School of Education ESPE 6400 ADVANCED STUDY OF HEALTH CARE PERSPECTIVES OF STUDENTS WITH EXCEPTIONALITIES FALL TERM 2010

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1 Auburn University Montgomery School of Education ESPE 6400 ADVANCED STUDY OF HEALTH CARE PERSPECTIVES OF STUDENTS WITH EXCEPTIONALITIES FALL TERM 2010 Tuesdays 5:00 p.m. - 9:00 p.m. 1 st Half Term - Hybrid 106 Moore Hall Faculty: Rhonda Collins Morton, Ph.D. Office: Room 304-C Education Phone: (Office) (Home) Office Hours: TBA rmorton@aum.edu Ramona Browder Lazenby, Ed.D., FNP-BC, CNE Office: Room 320 Moore Phone: (Office) (Home) (Cell) Office Hours: TBA rlazenby@aum.edu Morton Page 1

2 Auburn Montgomery School of Nursing Course Name and Title: ESPE 6400 Advanced Study of Health Care Perspectives of Students with Exceptionalities Semester Credit Hours: 3 Pre-Requisites: ESPE 6200 and Graduate Standing COURSE DESCRIPTION: This course will study children and youth with exceptionalities from a health care perspective. Aspects to be addressed include: the role of the teacher, the role of the school nurse, genetics, neonatal problems, chronic and infectious diseases, and child maltreatment. Discussion will emphasize the relationship of health related conditions of students with exceptionalities and their progress in the general education curriculum. Additional emphasis will include the collaborative relationship between teachers of students with health care issues and the school nurse. First aid and CPR training/certification are components are included in this course. This course may be taught concurrently with ESPE RECOMMENDED/REQUIRED TEXT: Haslam, R. H., & Valletutti, P.J. (Eds.) (2004). Medical problems in the classroom: The teacher s role in diagnosis and management. Austin, TX: Pro-Ed. OR LATEST EDITION Heartsaver CPR and First Aid Book. (Available the first night of class -- $30.00) COURSE OBJECTIVES: Upon completion of this course, the student will: 1. Demonstrate skills of an effective observer/reporter of medical matters in the classroom setting. *2. Understand the needs of and management techniques for students who have communicable diseases and medical diagnoses or who are considered medically fragile and the adverse effect of these conditions on learning and family functioning. 3. Possess the ability to collaborate effectively with the school nurse to develop and implement appropriate school healthcare plans and specialized instructional and therapeutic techniques including physical and behavior management for the IEP. *4. Possess knowledge of medications used by medically fragile students, know how to administer such medications and be cognizant of school healthcare procedures that have been determined educationally relevant. 5. Have background information to assist in handling most urgent medical conditions anticipated in the classroom. 6. Have completed the American Heart Association CPR certification and First Aid and Safety course. These objectives meet the 2005 NCATE and State Department Review. Morton Page 2

3 COURSE REQUIREMENTS: 1. Read the required textbook and/or assigned readings. Since this is a half term, hybrid course, it is imperative you read the assigned chapters. Notes for each chapter have been provided and many lessons have a PowerPoint slide show as well. It will be necessary to read the chapters and view the slide shows in order to take the exams. To be successful on the exams, you must know the material or at least where to find it quickly since the exams are timed. 2. Participate in class discussions, simulations, and activities. 3. Complete a quiz at the end of each module. There are 5 modules and 5 quizzes. 4. Respond to an on-line discussion posted by faculty and at a later date, post to your original discussion with changes or improvements. 5. Complete three fact sheets on medical conditions assigned on the first night of class. 6. Respond to a midterm and a final examination based on readings, notes, and PowerPoint presentations. 7. Interview a school nurse and complete the questionnaire form attached to this syllabus. 8. Complete American Heart Association Basic Life Support and First Aid Training. * Alternative Master Level students ONLY: * 9. Complete a 20 hour lab observing students with health care issues. Lab Experience Request forms must be completed by the end of the first class meeting. If you are presently employed and can observe students with health care issues at your school, you may be waived from the lab, BUT YOU MUST HAVE A LETTER FROM YOUR PRINCIPAL ON SCHOOL LETTERHEAD by the second class meeting, indicating you will be able to complete this assignment at your own school. School nurse interviews are required of ALL Master level students. GRADING FOR TRADITIONAL MASTER LEVEL STUDENTS & ALTERNATIVE STUDENTS WHERE LAB IS WAIVED: 5 5 points each 25 points On-Line 5points each 10 points 3 Fact 10 points each 30 points Midterm Exam 25 points Final Exam 25 points Nurse Interview 10 points CPR/First Aid 20 points TOTAL POINTS 145 points GRADING SCALE FOR TRADITIONAL MASTER LEVEL STUDENTS: A = B = C = D = F = 59 & Below points points points points 86 points & Below Morton Page 3

4 GRADING FOR ALTERNATIVE MASTER LEVEL STUDENTS WITH 20-HOUR LAB: 5 5 points each 25 points On-Line 5points each 10 points 3 Fact 10 points 30 points Midterm Exam 25 points Final Exam 25 points Nurse Interview 10 points CPR/First Aid 20 points Signed Lab Form 5 points TOTAL POINTS 150 points GRADING SCALE FOR ALTERNATIVE MASTER LEVEL STUDENTS: A = B = C = D = F = 59 & Below points points points points 89 points & Below ATTENDANCE: Attendance is expected and participation is critical. Failure to attend can result in a failing grade. Some classes may be held at a facility off campus and you must be aware of the class schedule and make arrangements to be where class is held. No excuses will be accepted. The student should contact either faculty as soon as possible to explain why the student is not in class or must be tardy or leave class early. Each student is expected to attend all classes and field trips if assigned. Students are responsible for adhering to the University attendance policy. Written verification of personal illness or illness or death of an immediate family member will be accepted by the faculty as an excused absence. In addition, documented excuses for attendance of required University activities will be accepted by the faculty. TESTS/ ASSIGNMENTS: There are two exams. If you should miss the exam, a makeup exam will be given at the faculty s discretion. Late materials will result in an automatic letter grade drop for each class day late. All written requirements of this course must be generated on a computer and submitted to Black Board 9. Under no circumstances will hand-written work be accepted. ACADEMIC MISCONDUCT: Students are expected to maintain academic integrity in all work pursued at Auburn University Montgomery. Violations will be prosecuted to the fullest extent. ELECTRONIC INTERRUPTIONS: Please turn off all electronic devices such as beepers, cell phones, watches, etc. No phone calls are to be made or accepted during class. Students needing to contact the outside world should do so outside of the classroom. Morton Page 4

5 SCHOOL OF EDUCATION MODEL: GOAL: Professional study in the School of Education is based on a model that recognizes and prepares teachers as Professional Educators. The school is committed to providing challenging opportunities for a diverse learning community in a nurturing environment. It is the vision of the School of Education to prepare competent, reflective, and committed professional educators. Competent is the ability to function at a high level of performance within the educational setting of expertise. Reflective is the ability to call upon the foundation of knowledge so as to make informed decisions within the educational setting. Committed is the ability to dedicate oneself to providing students with the most effective educational experiences possible and is demonstrated in ones professionalism and willingness to pursue life-long learning. These three dispositions form the foundation for the professional teacher, administrator, or counselor working in the school setting. The AUM School of Education recognizes that the development of a committed, reflective, and competent educator means the development of a Professional Educator. STATEMENT OF DISABILITY ACCOMMODATIONS: It is the policy of AUM to provide appropriate modifications, accommodations or auxiliary aids to students with a documented disability as defined by Section 504 of the Rehabilitation Act of 1973, as amended, and by the Americans with Disabilities Act (ADA) of It is the student's responsibility to request accommodations and provide appropriate documentation. Students with disabilities are encouraged to contact the Center for Special Services (CSS) in Room 706 Library Tower or call CSS at prior to or upon enrollment at AUM. Morton Page 5

6 ASSIGNMENTS On-Line Module Quizzes and Exams The purpose of this assignment is to assess knowledge gained from reading, notes, and presentations. 1. There are five quizzes, one for each module, to be completed via Blackboard 9.1. You will also be required to take a midterm exam and a final exam on Blackboard 9.1. The final exam is NOT comprehensive. 2. Quizzes will be available during a specified period of time, whereas exams will only be available during a specified period of time only on the assigned date. 3. In order to take the exams or quizzes, you must first download Respondus Lockdown Browser. The link to this program is found in the ESPE 6400 Blackboard 9.1 course. Downloading this program should be done as soon as possible so when the time comes to take a quiz or exam, you will be ready. 4. Late exams will be accepted at the discretion of faculty and may result in a grade reduction. Discussion Postings and In Class Dialogue The purpose of this activity is to increase collaboration between education and nursing students. It is anticipated that this increased collaboration will result in a better understanding of each others roles. 1. Each student will respond to one on-line discussion posting prior to August The response should be typed in Microsoft Word, checked for spelling and grammar errors, and then pasted into the Blackboard 9.1 Discussion area. 3. Each student will bring a hard copy of the response to class on August 31st. 4. Teams of education and nursing majors will discuss responses on August 31 st. 5. After class on August 31 st and no later than September 13 th, 2010, students will submit another on-line posting which includes: Additions, deletions or revisions to initial posting after gaining additional information Insights gained from discussion with nursing majors. 6. This response should also be typed in Microsoft Word, checked for spelling and grammar errors, and then pasted into the Blackboard 9.1 Discussion area. 7. The response must be substantive to receive credit. What Are The Facts? The purpose of this assignment is to increase the student s awareness of the medical conditions of school-aged children in the classroom. 1. Three medical problems seen in school-aged children will be assigned to you on the first class meeting. 2. For each problem identify the following: Description of the medical problem Prevalence of the problem Typical life expectancy At least 3 current (no more than 3 years old) professional references. 3. Use the What are the Facts? template provided in the Blackboard 9.1 course for this assignment. 4. Submit the assignment in the Assignment Drop Box in Blackboard 9.1. Basic Life Support and First Aid Training The purpose of this assignment is to certify every student in CPR/First Aid. 1. You must successfully complete the American Heart Association Basic Life Support and First Aid training. 2. If you are CURRENTLY CPR/First Aid Certified, please present this documentation in class on August 24th or you will be expected to attend the CPR/First Aid training session on October 5 th. Morton Page 6

7 Nurse Interview The purpose of this assignment is to identify health care issues and daily tasks of a school nurse. 1. Each master level student will interview a school nurse to gather the following information: What are the top 3 diagnoses of the medically fragile students you serve? What kinds of daily nursing skills are required of the medically fragile students you serve? What specific plans do you share with the teachers of medically fragile students? 2. Use the Nurse Interview Questions found on the Sample Forms section of Blackboard Type your responses to the interview questions and submit them on Blackboard 9.1 on the Assignment Drop Box section. Alternative Master Level Students ONLY 20 hour Lab & Interview 1. Complete a 20 hour lab observing students with health care issues. 2. You must have a verification form signed by the cooperating teacher or a supervising nurse to document your hours. Use the verification form found in your lab manual packet. 3. Verification forms must be submitted to Dr. Morton, either in person or via mail, to be filed in the Graduate Office. Morton Page 7

8 EVALUATION OF ESSAYS AND OTHER WRITTEN ASSIGNMENTS I. Written assignments will be evaluated for organization, development, clarity, fluency, and readability. Specifically: a. Essays and paragraphs must make a point. b. The meaning of sentences must be clear. c. Paragraphs must have unity and be longer than one sentence. d. The essay or written assignment must have a discernible beginning, middle, and end. e. Generalizations must be supported or illustrated with specific details. The tone, style, and diction of the written work must be appropriate for the occasion, subject, and purpose. An overuse of slang or colloquialisms is inappropriate; dialect is inappropriate; emotional selfexpression is inappropriate. II. III. IV. The following errors will be considered major: a. Fragments b. Subject-verb disagreement c. Pronoun-antecedent disagreement d. Run-on sentences e. Improper form of pronouns f. Improper form of verbs g. Writing or typing that is not legible h. Misspelling/typos The following errors will be considered serious: a. Incorrect (or lack of) use of possessive case b. Incorrect (or lack of) end punctuation c. Incorrect (or lack of) capitalization d. Misplaced modifiers The following evaluation criteria will be utilized when Type I, II, or III errors are identified: a. One or two errors will result in a half point reduction or the total grade (-.5) b. Three to five errors will result in a grade reduction of one point (-1) c. Six to eight errors will result in a grade reduction of two points (-2) d. More than nine errors will result in a grade reduction of three points (-3) e. More than twelve errors will result in a grade reduction of four points (-4) f. Greater than fifteen errors will result in a grade reduction of five points (-5) g. Additional points may be deducted at the instructor s discretion h. Papers not typed or turned in late will result in a grade reduction of one point Morton Page 8

9 August 17 IN CLASS MEETING ESPE 6400 Advanced Study of Health Care Perspectives of Students with Exceptionalities Fall Semester :00 p.m. 9:00 p.m. First Half Semester DATE TOPIC READINGS Introduction and Review Requirements Register on Blackboard Assign Medical Problems Complete lab placement forms for Alt A Education Students MODULE 1 Introduction Crucial Role of the Teacher and the School Nurse August 23 QUIZ 1 DUE (available 9:00 a.m. August 18 until 9:00 p.m. August 23) August 24 Current CPR/First Aid Certification Due MODULE 2 IN CLASS Prevention of Chronic Disabilities and Diseases MEETING Chronic Illness in Children The Role of Genetic Mechanisms in Childhood Disabilities August 30 QUIZ 2 DUE (available 9:00 a.m. August 25 until 9:00 p.m. August 30) August 31 IN CLASS MEETING MODULE 3 What Every Teacher Should Know about Infectious Diseases Sexually Transmitted Diseases ON-LINE DISCUSSION DUE In-class Discussion groups September 6 QUIZ 3 DUE (available 9:00 a.m. September 1 until 9:00 p.m. September 6) September 7 MODULE 4 AUM Holiday Common Visual Problems in the Classroom Hearing Disorders in the Classroom September 13 QUIZ 4 DUE (available 9:00 a.m. September 8 until 9:00 p.m. September 13) Last day to drop/resign first half term classes is Monday, September 13, 2010 Final On-line posting DUE September 14 MIDTERM EXAM Available 9:00 a.m. until 9:00 p.m. September 14 th ONLY September 21 What are the Facts? Due Date by 9:00 p.m. MODULE 5 The Student With Diabetes Common Neurological Disorders in Children Cerebral Palsy and Associated Dysfunctions Child Maltreatment September 27 QUIZ 5 DUE (available 9:00 a.m. September 22 until 9:00 p.m. September 27) September 28 FINAL EXAM Available 9:00 a.m. until 9:00 p.m. September 28 th ONLY Interview With a School Nurse DUE PowerPoint Chapter 1 Chapter 2 Chapter 6 Chapter 7 Chapter 3 Chapter 22 Chapter 8 Chapter 9 Chapters 1-3, 6-9, 22 Powerpoint Chapter 5 Chapter 13 Chapter 14 Chapter 23 Chapters 5, 13-14, 23 October 5 IN CLASS MEETING CPR and First Aid (202 Moore Hall) Signed Verification Forms due no later than November 19, 2010 Morton Page 9

10 What Are the Facts? Medical Problem: Description of the Problem: (3 points) Prevalence of the Problem: (2 points) Typical Life Expectancy: (2 points) References (at least 3 in APA Format): (3 points) What Are the Facts? Grading Rubric Elements Inadequate Acceptable Excellent Description of the problem No description or information was inaccurate Minimal description Description was comprehensive and written Prevalence of the problem No prevalence identified or information was inaccurate Minimal description Prevalence was accurate and comprehensive Typical life expectancy No life expectancy identified or information was Minimal description of life expectancy Life expectancy was accurate and comprehensive inaccurate References No references listed References were listed but not scholarly, current, or in correct APA format References were scholarly, current, appropriate and cited in correct APA format Morton Page 10

11 ALTERNATIVE MASTER LEVEL STUDENTS WITH LAB REQUIREMENT ONLY ESPE 6400 Advanced Study of Health Care Perspectives of Students with Exceptionalities Nurse Interview Questions 1. What are the top 3 diagnoses of the medically fragile students you serve? 2. What kinds of daily nursing skills are required of the medically fragile students you serve? 3. What specific plans do you share with the teachers of medically fragile students. Morton Page 11