||SPD642 - Academic Instruction M/S
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
This course covers identifying and teaching academic content for students with severe disabilities across the educational placement continuum, including instruction in the general curriculum, use of Universal Design principles, and a functional skills approach. The course presents methods for determining functional skills, curriculum selection, development and adaptation to approximate the general education curriculum using the California curriculum frameworks and State standards. Assessment in all areas of academic instruction is emphasized.
|Course Learning Outcomes:
- Integrate and apply knowledge of the characteristics, including the learning characteristics of students with moderate/severe disabilities.
- Derive a target set of instructional objectives for a student between the ages of 3 and 22 by conducting an ecological inventory.
- Identify how the principle of partial participation would be included in teaching functional academics.
- Contrast a top-down analysis with a developmental or bottom-up analysis.
- Perform a performance discrepancy analysis.
- Derive individualized functional instructional objectives, considering the child's current age and potential future targets.
- Write comprehensive lesson plans connected to grade level standards in Reading/Language Arts, Math, Science, Health, and the Arts (Art, Music, or Drama).
- Implement a teacher (candidate)-made curricular material to teach a skill in the area of Reading/Language Arts or Math, to a student with moderate/severe disabilities.
- Create a lesson plan incorporating the principles of Universal Design to teach a lesson to general education students and students with moderate/severe disabilities in an inclusive setting.
|Specified Program Learning Outcomes:
- Analyze students’ verbal and non-verbal communication abilities to develop needed augmentative, alternative or signed systems including assistive technology, to enhance communication, social interaction, academic performance and skill development.
- Analyze the implications of the characteristics of students with Moderate/Severe/Profound disabilities for service delivery impacting assessments, IEP development, instruction, and program options.
- Analyze the movement, mobility, sensory, and specialized health care needs to access school and community to the fullest extent using appropriate techniques, procedures, materials, assistive technology, and adaptive equipment.
- Apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
- Apply professional, legal and ethical practices for instructing students with disabilities.
- Apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities.
- Apply the knowledge and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability.
- apply the knowledge and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability. (M/S 5)
- Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities.
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
- Apply the knowledge and skills to assess their student’s communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships.
- Apply the knowledge and skills to assess their student’s communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships. (M/S 2 & 6)
- Apply the knowledge and skills to develop and implement effective curriculum and instruction for students with disabilities, including using educational and assistive technology.
- Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities.
- Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities. (EDSP 9).
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
- Evaluate a variety of assessments and procedures to maximize students’ participation in standards and evidence-based, academic/life skills/wellness curriculum within IEP goals and objectives across school/community settings.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures