May 21, 2024  
2022-2023 College Catalog 
    
2022-2023 College Catalog [ARCHIVED CATALOG]

ESE 280 - Moderate/Severe Disabilities Practicum

5 Credits, 5 Contact Hours
2 lecture periods 3 lab periods

Understanding and working with students with moderate-severe disabilities. Includes effective educational strategies and methods for assessing, planning and teaching individualized instruction; adaptive communication, collaboration and consultation practices with families and school personnel. Also includes measuring, modifying, and managing behavior; and current social, cultural, and/or academic trends.

Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course. This course requires 45 hours of practicum placement in a PreK-12 special education classroom for students with moderate/severe disabilities.


Course Learning Outcomes
  1. Analyze the role of the family in an effort to build team capacity and jointly address students’ instructional and behavioral needs. (CEC 7)
  2. Identify appropriate assessment and measurement strategies for educational and behavioral purposes and needs (CEC 4)
  3. Identify appropriate inclusive practices and strategies (CEC 2)
  4. Utilize varied individualized instructional strategies. (CEC 3; 5)
  5. Develop and implement an individualized behavioral support plan. (CEC 6)
  6. Identify effective, safe, and inclusive health care methods, skills, and procedures for students with moderate to severe disabilities (CEC 2)
  7. Incorporate essential elements of effective transition planning procedures (CEC 7)
  8. Synthesize information about students with moderate-severe disabilities to address their needs and further each learner’s development (CEC 1)

Outline:
  1. Foundational Concepts and Family and Professional Partnerships
    1. Characteristics of Students with Moderate-Severe Disabilities
    2. Advancements, areas of concern, and principles regarding promoting and improving educational access
    3. Parental roles, responsibilities, resources, and system framework
  2. Assessment, Planning, and Student Behavior
    1. IEP Goals and Objectives
    2. Appropriate Assessment/Measurement Tools and Strategies
      1. Educational
      2. Behavioral
  3. Teaching Environment: Inclusive Education
    1. Benefits
    2. Inclusive Academic Practices and Strategies
      1. Teaching Arrangements and Formats
      2. Modifying content
      3. Creating content
    3. Inclusive Social Practices and Strategies
  4. Individualized Instructional Strategies
    1. Systematic Instruction
    2. Task Analysis
    3. Lesson Planning
      1.  Performance-Based Skills
      2. Self-Care Skills
      3. Communication Skills
      4. Home and Community Skills
  5. Designing and Implementing Individualized Positive Behavioral Supports
    1. Positive Behavioral Supports
      1. Components
      2. Phases of Implementation
    2. Functional Behavioral Assessment
      1. Overview of Components
      2. Data Collection
      3. Plan Development
      4. Technology Supports
  6. Understanding Health Care Needs and Mobility Disabilities
    1. Health Care Needs
      1. General Knowledge
      2. Roles and Responsibilities of School Personnel
      3. Essential Methods, Procedures, and Strategies
        1. Education
        2. Peer Acceptance
    2. Motor Disabilities
      1.  Impact on Education and Participation
      2. Meeting Student Needs
  7. Transition Planning
    1. Components
    2. Preparing for Employment
    3. Preparing for Post-Secondary Education
    4. Meaningful Outcomes
    5. Family Collaboration
    6. Inter-Agency Collaboration
  8. Self-Reflection
    1. Synthesis of Key Course Topics
    2. Self-Reflection of Practice, Knowledge and Abilities