Sped 3106 Working with Young Children with Low Incidence Disabilities (4cr)
- Class meeting time:
- 8:00 - 5:00
- Location:
- Montague 151
- Instructor:
- Mary Ann Marchel, Ph.D.
- Office & Phone:
- 130 Montague Hall, (w) 726-7357
- Office Hours:
- By appointment, Hours posted weekly
- Email:
- mmarchel@d.umn.edu
- Class alias:
- Sped3106-01-f2006
- Instructor´s Website:
- www.d.umn.edu/~mmarchel
Course Description
The course will provide the opportunity for candidates to acquire skills and information useful in the provision of quality for young children with low incidence disabilities. Course content will also address assistive and adaptive technology that can be used to support young children with low incidence disabilities in the natural environment. In addition to face to face and online interaction, candidates will participate in one credit hour of practicum in the field.
Course Texts/Readings & Resources
- Adapting early childhood curricula for children in inclusive settings. Cook, R., Klein, M.D., Tessier, A. (2004).
- Instruction of students with severe disabilities. Snell, M. & Brown, F. (2006).
- Total Augmentative Communication in the Early childhood Classroom by Linda J. Burkhart (1993).
- Using Computers and Speech Synthesis to Facilitate Communicative Interaction with Young and/or Severely Handicapped Children by Linda J. Burkhart (1987).
- Utilizing switch interfaces with Children who are Severely Physically Challenged by Carol Goossens´ and Sharon Sapp Crain (1992).
- DEC Recommended Practices in Early Intervention/Early Childhood Special Education by Susan Sandall, Mary E. McLean, Barbara J. Smith (2000).
- Young Exceptional Children: Natural Environments and Inclusion. Monograph Series No.2 by DEC
- Resources for Educating Children with Diverse Abilities: Birth through Eight. by Penny Low Deiner
- Including Children with Special Needs in Early Childhood Programs by M. Wolery and J.S. Wilbers (Eds.). (1994).
Course Requirements/Expectations
- Attendance:
- Attendance is mandatory due to the nature of this course. As an adult learner in this class, you are a co-creator of the content of the course. To bring meaning to the course content you will be asked to participate in discussion, group work, presentations and other class activities. A variety of class activities, discussions and presentations will be conducted throughout the course. These cannot be made up; therefore your absence forfeits the opportunity to learn from the activities or receive points. Additionally, your absence represents a limitation in the ability of others to learn from you.
- Assignments:
- Assignments are due at assigned dates and times. Due dates are listed on the Class Schedule. No late work will be accepted.
- Formatting:
- Unless otherwise specified, all assignments must be submitted in typed, paper copy. Assignments will be graded for appropriate writing and formatting conventions, including grammar and spell check. 10% of the overall grade for each assignment will be related to grammar/appropriate writing. Assignments should be submitted electronically with the exception of the "Choice Assignment".
- Academic Dishonesty:
- Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course.
- Attendance Exclusion:
- Students required to attend university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
- Cancellation:
- If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
- Missed Class:
- Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Please do not wait until the next class period.
- Email:
- Please check your UMD email account regularly in order to receive any class announcements/clarifications.
- Assessment:
- There will be a variety of course activities and assignments in this class. Further details of these will be given in class.
Grading
- A=93-100%
- A-=90-92%
- B+=87-89%
- B=83-86%
- B-=80-82%
- C+=77-79%
- C=73-76%
- C-=70-72%
- D=60-69%
- F=<60%
- Important:
- I invite any of you who have any disability, either permanent or temporary, or any other special circumstances which might affect your ability to perform in this class to inform me so that together we can adapt methods, materials, or assignments as needed to provide equitable participation.
| INTASC Standards/MN Standards of Effective Practice | Conceptual Framework Themes |
|---|---|
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American Indian Learner Outcomes
The American Indian Learner Outcomes provide guidance to the selection of course activities and assignments. To the extent possible, relevant information will be tailored to meet the needs of the learners with respect to the American Indian Learner Outcomes.
Course Outcomes
The goal of the proposed course is to enhance candidate knowledge and competency in supporting young children with low incidence disabilities. Students will learn the following in class sessions and practicum sites:
Learner Outcomes |
MN of Tchg-Stand of Eff Prac & INTASC |
Early Childhood Special Ed. Subject Matter |
Early Childhood Subject Matter |
Core Skills for Teachers of Special Ed |
American Indian Learner Outcomes |
Dept of Ed. Themes |
Evidence of Knowledge |
|---|---|---|---|---|---|---|---|
Fundamental terminology necessary to work with children with low incidence disabilities, their families, and related professionals. |
3B |
A2 |
Case study analysis Low Incidence Dis. Annotated Bibliography Reading 1: Snell & Brown, Chapter 1 Weekly Quiz 1 |
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Characteristics and roles that critical to working with occupational, physical and speech/language therapists in supporting young children with disabilities and their families. |
4D |
D4 |
Related Service Providers Job Shadow Write Up Reading 2: Rehab: Physical and Occupational Therapy (Kurtz, 2002) Weekly Quiz 2 |
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Foundational information about positioning and handling children with muscle tone and coordination issues through hands on experiences. |
D4 |
Related Services Provider Job Shadow Write Up Reading 3: Cook, Klein, & Tessier, 2003) Weekly Quiz 3 |
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Where to access information about established and emerging medical syndromes that impact children with low incidence disabilities and their families. |
B6 |
Low incidence Disability Annotated Bibliography National Organization of Rare Disorders Website Review Weekly Quiz 4 |
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Basic medical and care procedures essential to the support of young children with low incidence disabilities in the natural environment. |
C6 |
A6 |
Care Plan & Critique Low Incidence Disability Research Report and Debate Reading 4: Heintz, Sirvis, Schwab, & Blanchard, 1997) Weekly Quiz 5 |
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Strategies to advocate for and empower young children with disabilities and their families. |
7. Family Life |
Hi Preface and VISA Material Review Weekly Quiz 6 |
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To select and implement assistive and adaptive supports ranging from the low to high end if the technology spectrum. |
4K |
C1 |
C1, C2, C3 |
Lottie Kit, Play to Learn Environmental Arrangement Case Study Analysis Weekly Quiz 7 |
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To locate and connect with resources essential to support children with visual or hearing impairments and their families |
3L |
C1 |
Case Study Analysis Play to Learn Environmental Arrangement Review of Preface and VISA Materials Weekly Quiz 8 |
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Strategies effective in supporting children with sensory integrative disorders. |
3L |
C1 |
Reading 5: Kranowitz (1998) Koegel, Koegel, Nefdt, Fredeen, Klein, & Bruisma Weekly Quiz 9 Play to Learn Environmental Arrangement Low Incidence Annotated Bibliography Lottie Kit |
Assignments
1. Course Readings:
There is not a course text for this course. To allow access to the latest and greatest information relevant to working with young children with low incidence disabilities, readings have been extracted from professional journals, books, and unpublished manuscripts. All assigned readings are available online through electronic reserve. Instructions for accessing course readings are provided below. Understanding of assigned reading content will be assessed through degree of application in explicit (midterm) and more subjective course assignments (Web X Discussions, Critical Care Plan, Annotate Bibliography).
Assessment of your understanding of the assigned reading content will occur through a written midterm exam, quality of course assignments, and ongoing online discussions. You will participate in online discussions at least two times each week throughout the course (see webx discussion rubric) for discussion guidelines. A reflective, summative analysis of your contributions, based on the discussion rubric, will be due at the end of the semester.
Webx Discussion Guidelines
As members of the cohort learning community, the expectation is that we all contribute to the learning of the group and each other, and share in creating a quality learning environment. Cohort members bring diverse and extraordinary experience to the process, and we will encourage and rely on that experience to deepen the learning of the group. Participation is therefore expected at all class sessions, as well as weekly online threaded discussions. Bear in mind: For every (1) credit in which you are enrolled, you can expect 3-4 hours per credit of class time, reading, and other assigned work. So, for SPED 3106 (4 credits) you will want to allot yourself a minimum of 12-16 hours per week for your studies.
Asynchronous threaded discussions (webx) constitute the majority of interaction in the course. Discussion topics and questions will be posted usually in 5 to 7 day units, with guidelines for the quantity and type of posts required during this period of time. The minimum expectation is that you will participate in each threaded discussion assignment by posting initial input, engaging in web dialogue, and providing feedback/responses to group members. It is expected that you will be reading all others' posts, within your discussion group, as well. We suggest you allow yourselves 3-4 hours per week to engage in threaded discussions.
Considerations?
Writing your insights, thoughts, and responses to others in a way that's relatively public and semi-permanent (at least for the duration of the semester) can be a little un-nerving at first and can stifle creativity or thoughtful discussion. Always remember Helen's admonition--If it's worth doing, it's worth doing badly! So not one of us will be worrying about misspellings, incomplete sentences, or questionable grammar.
As to the kind of posts?
Productive, satisfying discussions are often the result of risk-taking, feedback, questioning, and occasional disagreements, as well as affirming, supportive interaction. With each unit's discussion topic, I will ask you for thoughtful input that reflects the reading, your own experience, and your thoughts or insights. I will also ask you to reflect on other's posts--do you agree or disagree, do you have questions, does this lead you to think about something else?
With asynchronous online discussions, it is also important to simply "be present" --to find ways to describe in writing what you might be doing non-verbally, e.g., nodding your head, smiling, or looking quizzically at someone. Imagine making a statement in person in a class, and having no response from the audience--let people know you're there, that you've read their posts. Also, let others in your small group know when you might be out of town or away from your computer, and when you'll return.
In addition to the course-related threaded discussions, I have created a folder called "Cyberspace Cafe" in webx. This is the place where you can have casual conversations similar to what goes on in classrooms before class starts, during breaks, etc. I will occasionally start a folder, and encourage you to create your own folders for conversation on topics that interest you. Participation in the cyberspace cafe is not required.
2. Environmental Supports: Choice Project (50 points):
- Option 1.
- Create an Assistive Technology "kit" that addresses the needs of learners who have a low incidence disability (Due December 8th)
Put together a device or series of devices that will assist a child/student who has a low incidence disability in and educational, community or home-based environment. See the course instructor for a list of possible resources to help you with this project. Attach a brief protocol with your project that includes the following:
- Name of the item/s
- The source that inspired the creation of your kit/device.
- List cost, materials and time spent on the project.
- Describe how it will be used (with who? How-what procedures?, etc.).
- What areas of academics or development does your kit/device address? Explain.
- What did you learn from completing this project?
- Option 2.
- Creation of a Picture Database
Use of picture symbols is an effective strategy used in classrooms, community0based settings and the home to support learners who face challenges processing, expressing, and functioning information. For this class, you are asked to complete the foundation of a picture symbol database. It is likely that you will be able to use and expand this database to use in your future teaching position. As we progress through he course, you will be exposed to several picture symbol generating software programs (e.g. Boardmaker, Picture It). You may also wish to use low tech sources for picture symbols (pictures in magazines, if you´re an artist, hand drawn).
There´s always the digital or non-digital camera too! You may use any of these sources to complete you picture data base to be turned in on December 9th. Use the following to select the picture symbols you will use in your database: (a) who ill use the database; (b) what environments will the picture data base be used in (think in detail, e.g. daily schedule, different social situations); (c) What are the demands of that environment (e.g. is the student expected to participate in small group activities or is the student expected to follow a cooking recipe).
Once you´ve figured out (a) through (c), decide how you will organize your database of pictures. It is recommended that all pictures be protected with a water resistant coat (e.g. lamination, contact paper), and that they are stored in user-friendly manner (binder, Tupperware box with section). It will be important for yout o justify the content of your picture database. Make sure that the pictures you select match with items (a) through (c).
3. Care Plan and Critique (30 points)
As an early childhood educator, you will likely be charged with the care of education of children who require medical support due to a chronic illness or rare syndrome. For this assignment you will select a condition that requires medical care, create a child/student who had this condition and develop a Care Plan. In the Care Plan, include:
- (a) a biographical sketch of the student (age, likes, dislikes, strengths, concerns);
- (b) daily schedule;
- (c) instructions for a procedure written in an easy to understand format..pictures will help (e.g. nose and mouth suctioning);
- (d) related resources supports available to assist in the Care Plan (this includes personnel and information such as websites, manuals); and
- (e) other considerations involved in the care and education of this child/student (e.g. adaptations for daily events such as feeding or circle time).
Care Plan evaluation criteria will be distributed by the course instructor.
- Related Service Provider Observation (30 points)
- As a early childhood educator, you will likely work closely with a related service provider. Observe a related service provider (for example (a) an occupational therapist; (b) a physical therapist; or (c) a speech and language therapist) who works closely with a classroom teacher to support a child ages 3-8 years who has a disability. The observation should focus on strategies that are used to support young children in the context of the early childhood classroom (preschool through early primary), the role of the related service provider, the role of the classroom teacher and any other adult involved in supporting the child in the setting, and what your reactions were to what you saw. The course instructor will post the format on line. Each person will submit an observation. Due November 25th.
- Midterm Essay Exam (50 points) ****(Joint assignment between SPED 3106 and 4435)
- There exists a philosophy in assessment of learning that that suggests the use of multiple methods uncover the most accurate information about student understanding and progress. It is also believed that multi methods of assessment address the needs of diverse learners...that is some learners express their thoughts and ideas verbally or through more indepth written or creative projects, while others feel most comfortable participating in a written exam. In response to these ideas about assessment, the instructors of SPED 3105, 3106 and 4435 will develop a set of essay questions that addresses reading and discussion content from the first half of the semester. A set of questions from each course (10 x 3 =30) will be shared with students in advance of the test. For the exam, 9 (3 from each course) will be selected from the pool of 30. In addition to these questions, one overarching question that addresses the integration or blending of the three courses will be included on the exam. Week of October 15th
- Annotated Bibliography (50 points) *****(Joint assignment between SPED 3106 and 4435)
- As an early childhood educator, it will be vital for you to be in touch with latest research findings related to our discipline. In order to practice family centered care, it will be imperative to understand the impact of low incidence disabilities on families as they negotiate care and education for their child. For this reason, you are asked to complete an annotated bibliography that addresses a key issue or current finding in family centered care for children who have low incidence disabilities. A list of broad topics will be shared by course instructors.
Assignment Information
| Assignment | Points Allocated | Due Date |
|---|---|---|
Reading/WebX Participation |
70 @ 5 per week for 14 weeks |
Throughout course |
Choice Assignment |
30 |
Dec. 16th |
Care Plan and Critique |
30 |
October 7th |
Related Service Provider Observation |
30 |
September 23rd |
Midterm |
50 |
October 21st |
Annotated Bibliography |
50 |
November 25th |
Total |
260 Points |
Topical Schedule
Link to Mary Ann's reserved readings page.
| Week | Topic | Assignment |
|---|---|---|
| One: September 5 - 9th | Intro: Universal Design What is a low incidence disability? Assistive Technology SETT Framework |
Reading 1: Chapter 1 in Instruction of Students with Severe Disabilities (Snell & Brown, 2005) September 9th: Face to Face Session |
| Two: September 10 - 16th | Collaboration and Roles of Related Service Providers |
Reading 2: Rehabilitation: Physical Therapy and Occupation Therapy (Kurtz, 2002) |
| Three: September 17th - 23rd | Young Children with Physical Impairments Positioning and Handling Environmental Design |
Reading 3: Helping Young Children Develop Motor Skills (Cook, Klein & Tessier, 2003). NDT Program Components Pathways: Assuring the Best for Every Baby’s Physical Development Teaming and Observation Critique Due Sept. 23rd |
| Four: September 24th - 30th | Medical Conditions in the Classroom |
Reading 4: Students Who Require Medical Technology in School (Heintz, Sirvis, Schwab & Blanchard, 1997). |
| Five: October 1st - 7th | Rare Diagnosis and Syndromes |
Reading 6: To be provided Care and Critique Plan Due October 7th |
| Six: October 8th - 14th | Sensory Integrative Disorders |
Reading 6: The Out of Sync Child: Recognizing and Coping with Sensory Integration Dysfunction (Kranowitz, 1998). October 14th: Face to Face Session |
| Seven: October 15th - 21st | Austism Spectrum Disorders: Week 1 |
Reading 7: First STEP: A Model for Early Identification of Children with Autism Spectrum Disorders (Koegel, Koegel, Nefdt, Fredeen, Klein, & Bruisma, (2005). Interventions for Young Children with Autism: A Synthesis of the Literature (Levy, Kim, & Olive, 2006). Midterm |
| Eight: October 22nd - 28th | Autism Spectrum Disorders: Week 2 |
Reading 8: To be provided |
| Nine: October 29th - November 4th | Hearing Impairments 1 |
Reading 9: Hi-Preface Materials (Kahler, 1999) |
| Ten: November 5th - 11th | Hearing Impairments 2 |
Reading 10: Hi-Preface Materials (Kahler, 1999) November 11th: Face to Face Session |
| Eleven: November 12th - 18th | Visual Impairments 1 |
Reading 11 VISA Materials |
| Twelve: November 19th - 25th | Visual Impairments 2 |
Reading 12 VISA Materials Annotated Bibliography Due November 25th |
| Thirteen: November 26th December 2nd | Deaf Blindness 1 |
Reading 13 Communication Interactions, Receptive Communication, Expressive Communication and Communication Intervention. (Stremme., K, 1994). Research to Real Life: Innovations in Deaf-Blindness (Leslie, Gail, 2001). |
| Fourteen & Fifteern: December 3rd - 16th | Deaf Blindness 2 Final Presentation |
Reading 14: To be provided Picture Database/Lottie Kit Due Dec. 9th Passages Assignment December 9th: Face to Face Session |