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Viewing: ECI 576 : Teaching Functional and Life Skills to Students with Disabilities

Last approved: Sat, 27 Aug 2016 08:02:09 GMT

Last edit: Sat, 27 Aug 2016 08:02:09 GMT

Change Type
Major
ECI (Curriculum and Instruction)
576
006677
Dual-Level Course
No
Cross-listed Course
No
Teaching Functional and Life Skills to Students with Disabilities
Tch Func Life Skills
College of Education
Curriculum, Instruction & Counselor (13ECI)
Term Offering
Spring Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)
Online (Internet)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Edward J. Sabornie, Ph.D.
Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2020Nofor the past 2 years, enrollment in this course was between 15-20 students; this spring '16 semester there are 22 students
none
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
13ECIGraduate Program in Special EducationRequired
13ECIGraduate Certificate in Special Education: Multi-Tiered Systems of SupportRequired
Methods of instruction and materials related to teaching children and persons with mild-moderate levels of disability are emphasized. Effective general pedagogical approaches are stressed, as well as the teaching of functional academic skills, curricula used in instructions, teaching social and adaptive behavior as well as daily living skills, and transition-related skills necessary for independent adult life. Multi-tiered Systems of Support as well as Positive Behavior Intervention and Support are also discussed.

The current state of special education research and teacher-training in the U.S. emphasizes the evidence-based approach known as Multi-Tiered Systems of Support (MTSS). Housed within MTSS are Positive Behavior Intervention and Support (PBIS) and Response to Intervention (RtI). While the latter has been found to be lacking in empirical support, the former has not and has grown to be a large part of classroom instruction and management in special education environments in the 21st century. This revision is an attempt to ensure that the students in the NC State Graduate Program in Special Education are knowledgeable in evidence-based, current classroom practice related to behavior and academic instruction.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

The existing online instruction infrastructure (e.g., My Mediasite, Moodle, etc.) at NC State is all that is necessary for the course

The intent of this course is to teach the enrolled students (MAT, M.Ed., and Certificate levels) the following:




 


1. The necessary functional and life skills needed by students and adults with disabilities.




 


2. The effective teaching behaviors known collectively as explicit, direct instruction.




 


3. The skill of evaluation of curricula to be used in teaching students with mild-moderate levels of disability.




 


4. Classroom behavior management skills that have been shown to be effective, evidence-based practice in classroom instruction.




 


5. How to judge the effectiveness of the multitude of curriculum materials available to teach students with mild-moderate disabilities.




 


6. How to teach necessary social and affective skills to students with mild-moderate disabilities.




 


7. How to teach adolescents and young adults with disabilities the skills necessary for successful transition to independent adulthood. 




 


8. How to implement and use Multi-Tiered Systems of Support and Positive Behavior Intervention and Support to assist students in school who are disabled.


Student Learning Outcomes

At the completion of this course the students enrolled should be able to:


1.Articulate and demonstrate on tests and written assignments the effective teaching behaviors that are collectively known as direct instruction. 


2.Critically analyze packaged curricula intended for use with students experiencing various disabilities, and describe advantages and disadvantages of the specific materials. 


3.Describe various appropriate educational interventions for use in teaching academic content to students with disabilities. 


4.Describe behavior management procedures known to be effective in changing behavior of students with disabilities. 


5.Dependent on age level and ability of students, design differentially appropriate teaching procedures and materials for use with students with disabilities who may originate from diverse, multicultural backgrounds. 


6.Describe social skills instruction procedures to be used with students having various disabilities. 


7.Describe proper instructional procedures to ensure an appropriate transition from school to independent adult life of youth with disabilities. 


8.Describe various functional and life skills instructional methods that can be used appropriately with students having various disabilities. 


9. Describe the specific parts of Multi-Tiered Systems of Support and Positive Behavior Intervention and Support, and discuss ways in which they are implemented in schools and general and special education classrooms.


Evaluation MethodWeighting/Points for EachDetails
Test50 points2 tests worth 50 points each
Forum_post32 points3 topical discussion assignments worth 10 points each, plus an extra 2 points available for exemplary scholarship
Written Assignment301, 3-day lesson plan in which the students are required to provide a complete description of teaching functional behaviors to students with disabilities
Major Paper501 paper in which the student either (a) reviews a commercially published curriculum to be used with students with disabilities, or (b) reports on a Curriculum Based Measurement project used in a classroom
TopicTime Devoted to Each TopicActivity
Introduction to the course via Blackboard Collaborate week 1Discussion
Misconceptions, effective teaching, and moreweek 2Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapter 1
direct instruction + discussion post (DP) week 3Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapter 2
Classroom organization & climate, Response to Intervention, & Multi-Tiered Systems of Support week 4Discussion
Classroom management techniques and Positive Behavior Intervention & Supportweek 5Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapter 3
Direct Instruction curricula week 6Additional readings to be determined
Functional Academics week 7Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapter 13
Midterm Examination Window (M - Th)week 8mid term exam
Spoken & written language instruction week 9Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapters 4 & 7
Reading instruction week 10Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapters 5 & 6
Math instruction week 11Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapter 8
Social skills instructionweek 12Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapter 12
Transition-related instruction week 13Required Course Text
Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. W. (2013). Strategies for teaching learners
with special needs (10th ed.). Boston: Pearson.
Chapter 14
Material Critique (or CBM Project) week 14project
Daily living & life-skills instruction & Lesson Plan dueweek 15Additional readings to be determined
Final Exam periodweek 16final exam
Thank you for your review of this request.

mlnosbis 8/2/2016: No overlapping courses. No consultation required.

ghodge 8/2/2016 Ready for ABGS reviewers, but add generic statement #13 and #14 from syllabus checklist to end of syllabus. Syllabus has been updated.

ABGS Reviewer Comments:
-There may be questions as to what constitutes "exemplary scholarship" under evaluation methods
mmmartin (Tue, 15 Mar 2016 18:41:49 GMT): Rollback to Ed Sabornie to add revised syllabus. Edits from Susan Osborne.
mmmartin (Tue, 15 Mar 2016 18:42:23 GMT): Rollback: Attach revised syllabus. Edits from Susan Osborne
mlnosbis (Tue, 29 Mar 2016 13:32:11 GMT): This is not a minor action. Please provide all required information.
Key: 1968