SERP 415/515 Fall 2013

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SERP 415/515, Fall, 2013
Assessment & Instruction: Learners with Low Incidence Disabilities
Thursday, 4:15-6:45 p.m., Education, Room 349

Stephanie MacFarland, Ph.D
Office hours:
Tues. 2:00-3:30 & Wed.2:30-4:00 or by
appointment
Education Building 435B
(520) 621-5165
szm@email.arizona.edu

Phyllis Brodsky, M.Ed.
Office hours:
Tuesday, 2:00-3:30 or by appointment
Education Building, Room 435C
(520) 626-3864
pebrodsk@email.arizona.edu

Alison Zagona, M.Ed.
Doctoral Student
zagona@email.arizona.edu
COURSE DESCRIPTION
This course focuses on students, ages 3-22, who have physical, multiple and/or intellectual
disabilities including dual sensory impairments. Course content covers basic anatomy and
neurology, physical conditions and their etiologies, and educational considerations for
interventions. Special techniques of positioning and handling, feeding, lifting and toileting
are addressed. Assessment and instruction are covered in the development of adaptations
and the use of assistive technology to support learning in the student's school, home, and
community. A collaborative team approach is emphasized throughout the course and
various professionals who are typically representative of a collaborative educational team
will contribute to the course. Instructional strategies related to the implementation of the
techniques and adaptations learned in this course emphasize integrating individuals of all
ages with multiple disabilities into typical learning environments. Critical skills related to
emerging technologies needed for 21
st
century learning and teaching will be modeled
and embedded within assignments and inquiries.
PURPOSE OF COURSE
Participants in this course should have some experience working with children and/or
adults with physical or multiple disabilities. Course content will be beneficial for parents,
teachers, paraprofessionals, therapists, and anyone expecting to positively affect the
quality of lives of people with multiple, physical or intellectual disabilities. Students will learn
of nationally recognized practices and means of implementing these practices. Given the
complexity of the needs of students with physical and multiple disabilities, including dual
sensory impairments, a collaborative team model is vital for assuring that all their needs are
met following best educational practices.

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BEING SUCCESSFUL IN THIS COURSE
1. Keep up with assignments, deadlines and readings.
2. Be self-motivated, self-disciplined and curious. Learning happens through personal
interest and inquiry. Take full advantage of the opportunities in this course to
individualize content related to your interests.
3. Become a 21
st
century learner as well as a 21
st
century educator. Now is the time.
4. Be willing to share your life, work and professional experiences. Be respectful of others
need to share as well.
5. Be willing to meet with us during our office hours about any concerns you have. Dont
wait until the end of the semester to speak up.
PREREQUISITE COURSES
None, though SERP 400, SERP 500 or SERP 421/521 is recommended for those students
without experience with individuals with multiple, physical and/or intellectual disabilities.
FORMAT
Course content is presented in lecture and a group-inquiry format with input from a variety
of disciplines. All classes will be presented through multi-modalities including the use of film,
visual and auditory instruction, and hands-on activities. Local speakers with specific areas
of expertise will present on various topics. Cooperative learning groups are planned
intermittently throughout the course, and students are given multiple opportunities to
demonstrate understanding and acquisition of specific skills taught by the instructors.
Students are expected to attend off-campus school sites to gain contact with a learner in
the community who has multiple, physical and/or intellectual disabilities to complete
course assignments.
COURSE OBJECTIVES
Students will be expected to:
1. demonstrate a basic knowledge of typical growth and development and the
impact of disabilities within assignments and class discussions. (CEC 2: CC2K1:
InTASC: 1).
2. explain through written and podcast assignments common physical disabilities and
various syndromes that cause multiple, physical and/or intellectual disabilities. (CEC
2: CC2K1, CC2K2, GC2K1-GC2K6; InTASC: 2)
3. demonstrate skills in informal assessment using the ecological model. (CEC1, 2, 3:
CC2K1, CC2K5, GCC2K6, GC2K2, GC2K3, GC2K4; GC3K1; InTASC 2, 6).
4. demonstrate and use techniques and strategies for facilitating team building and
clear communication for educational programming. (CEC 10: CC10K1-CC10S4;
InTASC 3, 7, 9,10).
5. identify and explain appropriate techniques of positioning, lifting and handling of a
variety of individuals having physical disabilities. (CEC 4: GC4K3, GC4S1, GC4S7;
InTASC: 2, 3)
6. demonstrate an ability to select appropriate technology, adapt and modify
materials as needed, and make use of a variety of techniques to maximize a
SERP 415/515 Fall 2013


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student's potential to learn in meaningful ways. (CEC 4, 7: GC4K3, GC4S1, GC4S7,
GC7S4; InTASC: 7, 8; ISTE: 1, 2).
7. demonstrate knowledge of a variety of assessment, teaching techniques and
resources to promote learning and skill development in academic, social, and living
skills (e.g., school curriculum, communication, mobility, dressing, toileting). (CEC: 4, 5,
6 7, 8; GC4K3, GC4S1, GC4S7; CC5S12; CC7S5; CC8S1-CC8S6, ICC6K4; InTASC: 6, 7,
8).
8. identify and explain health concerns and medical management such as
medications and their positive and negative effects on learning, seizure disorders,
and classroom emergencies. (CEC 2: CC2K3, GC2K5, GC2K6; InTASC:1, 2, 7, 9).
9. Research and identify varying types of equipment, technology, and assistive
technology, to use, make or order and varying resources for families and
professionals. (CEC 4: GC4K3, GC4S1, GC4S7; InTASC: 3, 4, 5; ISTE: 2, 3, 5).
10. identify and explain strategies to promote meaningful interactions between
individuals with multiple, physical and/or intellectual disabilities and typical peers
across environments. (CEC 5: CC5K5; CC5S5; CC5S7; GC5K3, GC5S1-GC5K4; InTASC:
2, 3; ISTE: 1, 2).
11. utilize emerging technologies and universal design within assignments to increase
professional skill base in leadership, instruction and collaboration. (CEC 9: ICC9S11,
ICC9S12, GC9K2; INTASC: 9, 10; ISTE: 4, 5).

Standards Abbreviation References:
CEC: Council for Exceptional Children (CEC) Content Standard
InTASC: Interstate Teacher Assessment & Support Consortium
ISTE: International Society for Technology in Education (National Education Technology
Standards for Teachers)
REQUIRED READING
Required Text and Readings:

Batshaw, M.D. (Ed.). (2012). Children with Disabilities (7
th
ed.). Baltimore: Brookes
Publishing Company.

Bryant, D.P. (2012). Assistive Technology for People with Disabilities (2
nd
ed.). Upper
Saddle River: Pearson.

Martin, N.R.M. (2010). Supporting the IEP Process: A Facilitators Guide (1
st
ed.)
Baltimore: Brookes Publishing Company.



Other required readings and handouts will be provided to students throughout the course.
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RECOMMENDED REFERENCE
American Psychological Association. (2009). Publication manual of the American
Psychological association (6
th
ed.). Washington, DC: American Psychological
Association.

COURSE POLICIES
All assignments are due on the dates indicated. Any assignment handed in late
without prior contact with an instructor will automatically be reduced by 25% of the
total points possible.
Please direct all e-mails to both instructors.
Students are responsible for staying informed of changes to the tentative schedule.
All assignments must be the original work of the student. Each student is expected to
understand the meaning of plagiarism and demonstrate a high level of academic
integrity. Cutting and pasting directly off a website is considered plagiarism. Simply
changing a few words in a sentence or phrase also constitutes plagiarism. All students
are expected to be familiar with U of A policies, codes and procedures regarding
academic integrity and conduct. Instances of plagiarism or academic dishonesty will
be subject to the policies and procedures contained in the Dean of Students Office,
Code of Academic Integrity website. Any instance of plagiarism may result in an "F" for
the course.
Mobile devices including laptops, tablets and phones may be used for some activities
during course time under a BYOD process. Integrity is expected. Your integrity as a
student is a primary indicator of your integrity as a teacher. Cell phones are not to be
used for texting during class time.

SUPPORT AND ACCOMMODATIONS FOR LEARNING
It is the Universitys goal that learning experiences be as accessible
and inclusive as possible. If you anticipate or experience physical or
academic barriers based on disability, please let you instructors know
so that you can discuss options. Disability is an aspect of diversity that is
integral to our society and to the University of Arizona campus community. The Disability
Resource Center collaborates with students, faculty and staff to create educational
environments that are usable, equitable, sustainable and inclusive of all members of the
university community. However, if you encounter academic or physical barriers on
campus, DRC staff is available to partner with you in finding good solutions or to implement
reasonable accommodations. DRC works proactively with instructors in reimagining the
design their courses. Our goal is to encourage faculty to think broadly about all the
different characteristics students may bring to the classroom and to create educational
experiences that will be meaningful to each of them. When we are successful in this
partnership, you may not need to use the individual classroom accommodations you have
used before. An example is note-taking. When an instructor posts class notes on an open
Website for all students, the individual accommodation of note-taking may not be
required.




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ASSIGNMENTS (34 or 42 pts.)

(4 pts.) Blog: Students will submit the majority of their assignments within a personal
blog over the course of the semester. A list of free blog websites will be provided
along with example teacher and student blogs.
(8 or 16 pts.) Syndrome Study: Related to multiple, physical and/or intellectual
disabilities, students will research a syndrome of their choosing and present the
information they discover in a 3-5 minute audio recording. The audiocast will focus
on the characteristics, causes and prevalence of the syndrome and will emphasize
strategies and suggestions for general education teachers who might have a child
with the chosen syndrome included in their class. The audio recording will be posted
on the students blog along with 2 references presented in APA format. Graduate
students will complete 2 studies for a total of 16 pts.
(10 pts.) Ethics Reflection: Students will reflect on content provided in class
containing ethical questions related to the acquisition of a disability. The reflection
will be presented in a 3-5 minute video recording and posted on the students blog.
(10 pts.) Tweet chat: Students will create a professional twitter account and
participate in 3 one-hour Tweetchat over the course of the semester. While
attending the Tweetchat, students will tweet twice. Following each Tweetchat,
students will post a reflection on the resources, networks and information gained.
Specific directions will be presented on D2L and in class.
(2 pts.) Favorite Links: Students will create hyperlinks for 10 favorite educational
websites related to multiple, physical and/or intellectual disabilities within their blog.
One local, one national, one international and one parent organization will be
included in the list.



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(30 or 32 pts. total) Adaptation Project: Students will be participate in a PLN (personal
learning network) throughout the semester in order to develop adaptations for one
student with multiple, physical and/or intellectual disabilities. Although students will
work together in a group, each student will be responsible for his or her own
adaptation. The PLN will be used to support and encourage ideas and the
successful development of the project. The project will contain the following
components:
o (2 pts.) Selection/Scheduling: A student with multiple, physical and/or
intellectual disabilities will be selected by each group by Sept. 12
th
and each
member will submit the date and time they will meet the student.
o (4 pts.) PLN Meetings: Students will meet with their PLN during class time on
October 3
rd
and October 24
th
and will follow a structured support process
provided by the instructors.
o (2 pts.) Can-Do Student Profile: The PLN will write a can-do profile for the
selected student and each member will post it on their own individual blog.
o (6 pts.) Adaptation: Each student in the PLN will design and create an
adaptation for the selected student. The adaptation should lead the student
towards greater levels of independence, social opportunities and/or access to
academics. A detailed description of the adaptation along with 3 photos will
be posted on each students blog by Nov. 14
th
.
o (2 pts.) Rationale: Students will write a clear rationale explaining why the
adaption is a good match for the selected student. This should include details
about the selected students needs, barriers, and personal preferences.
o (2 pts.) Construction Directions: Students will post on their blog clear, step-by-
step construction directions, including needed materials and costs.
o (2 or 4 pts.) Instructional Plan: Students will write a plan using a specific format
provided by the instructors. Directions will be provided in class and through D2L.
Graduate students will collect data for an additional 2 points.
o (4 pts.) Self-Evaluation: Students will self-evaluate the effectiveness and success
of their adaption. Ideas for future changes to the adaptation will be made. The
self-evaluation can be entered as an audio, video or a written blog post.
o (2 pts.) Documentation of Use: Students will document their selected students
use of the adaptation with 5 photos or a 1-minute video posted on the
students blog.
o (4 pts.) Presentation: Each PLN will present their selected student and each
adaptation to the class at the end of the semester. A 2-minute profile of the
selected student will be provided (all members receiving the same number of
points) and each member of the PLN will have 2 minutes to pitch their
adaptation.

Included in the many resources that students may access in order to complete recorded or
web-based assignments (ILC, the Student Union, the Zone, students own technology), the
Project FOCUS Technology Resource Center (TRC) is now available in room 441 in the
College of Education. Hours are still being determined but students can access this room
through reservations.




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QUIZZES
Graduate: (8 pts. each = 24 pts. possible), Undergraduate: (6 pts. each =18 pts. possible)
Students will take thee on-line quizzes scheduled over the semester
Quiz 1: meaningful assessment using the ecological model
Quiz 2: reading content in Bryant & Bryant textbook
Quiz 3: content in Batshaw textbook and as related to course lectures

Extended time will be offered to those students requiring accommodations through DRC.

STUDENT PARTICIPATION
This course requires participation in learning assessment and instructional
strategies, creating adaptations, collaboration and in-class inquiries. It is
critical that you partake in all of these opportunities. Regular attendance is
therefore expected and important in gaining the concepts presented in
class. Additionally, students are always expected use person-first language
in their questions and discussions regarding students.

Absences:
Students are expected to demonstrate professionalism and are therefore asked to contact
professors in advance of any expected absence. In the event that a last minute absence is
required, communication is still expected within a timely manner.
Any unexcused absence (no show) will result in a loss of 5 points.
A students excused 3
rd
absence will result in a loss of 5 points.
Each absence after a 3
rd
absence (excused or unexcused) will result in an additional 5
pts. being deducted per class missed.
Arriving late and leaving class early may also result in a loss of points. This will be
addressed on an individual basis.

Cell Phone/Computer/Mobile Device Use as Described
5 points will be deducted for each class period when a breach of this policy is observed.










The information contained in this syllabus, other than grade and absence policies,
is subject to change with advanced notice as deemed appropriate by the
instructors.

Graduate Students (98 pts.) Undergraduate Students (80 pts.)
A 90-100% 88-98 points A 90-100% 72-80 points
B 80-89% 78-87 points B 80-89% 64-71 points
C 70-79% 68-77 points C 70-79% 56-63 points
D 60-70% 58-67 points D 60-70% 48-55 points

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Semester Schedule

Date Topics Reading Preparation
Assignments
Due
1 8/29

Introduction
Best Practices
D2L
Readings
Resources
Your
excitement
and
enthusiasm!
2 9/5

Syndrome Study
Chapters
Batshaw: 13,14, 15,
17,18, 24
Review:
1 & Apx B

3 9/12

Meaningful Assessment:
The Ecological Model

Chapters
Bryant: 2, 3
Student
Selection
and
Schedule
4 9/19

Family Collaboration and
Ethical Considerations
Chapters
Batshaw 7, 30, 37, 39
Review:
4, 5
Syndrome
Study
5 9/26

Assistive Technology
Chapters
Batshaw: 3, 6
Bryant: 2, 5
Review
Bryant 1, 2

6 10/3

Assistive Technology and
1
st
PLN Meeting

Chapters
Bryant: 6, 7
D2L Readings
Video
Reflection
and Quiz 1
7 10/10

Related Services

Chapters
Batshaw: 31
Martin: 3-6


8 10/17

Facilitating Collaborative
Teams
Chapters
Batshaw: 25, 26, 27

9 10/24

Health Concerns and Medical
Management and 2
nd
PLN
Meeting
Chapters
Batshaw: 25, 26, 27
Review
29 and 41
Quiz 2
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10 10/31

Respectful and Instructionally
Relevant Feeding

Chapters
Batshaw: 8, 9


11 11/7

Instruction in Positioning,
Transfers and Equipment
Chapters
Batshaw: pp. 436-446
Bryant: 4

12 11/14

Self-Reliance Skills
Chapters
Bryant: 5,8
Adaptation
Posted on
Blog
13 11/21

Apothem
Chapters
D2l Reading and
Resources
Quiz 3
14 11/28

Thanksgiving, No Class
15 12/5

Adaptation Presentations
Final
Projects
Completed
and
Presented
16 12/12

Reading Day

17 12/19

Adaptation Presentations
Continued

Final
Projects
Presented