Instructions for Completing s7

Graduate Curriculum Committee Course Proposal Form Graduate Curriculum Committee Course Proposal Form for Courses Numbered 5000 and Higher Note: Before completing this form, please carefully read the accompanying instructions.

1. Course Prefix and Number: SPED 6812 2. Date: 12/07/07

3. Requested Action (check only one box): X New Course Revision of Active Course Revision & Unbanking of a Banked Course Renumbering of an Existing Course from from # to #

4. Justification (assessment or accreditation based) for new course or course revision or course renumbering: SPED 6812: Assessment and Educational Program Design for Students with Deaf-Blindness is a new course designed as part of the Graduate Certificate in Deaf-Blindness. This course supports specialization in the area of deaf-blindness by providing the content and skills necessary for teachers to effectively assess students with dual sensory impairments and additional disabilities in order to design instruction and monitor progress. The proposed Certificate course has been reviewed by the National Deaf-Blind Personnel Preparation Consortium. The National Consortium in Deaf-Blindness standards for teachers and the International Council for Exceptional Students standards provide the conceptual framework upon which this course and the curriculum for the certificate were designed.

5. Course description exactly as it should appear in the next catalog: 6812. Assessment and Educational Program Design for Students with Deaf-Blindness (3) P: SPED 6811. Assessment approaches to design effective instruction and supports, and monitor student progress.

6. If this is a course revision, briefly describe the requested change:

7. Graduate Catalog Page Number from current Graduate catalog: 178

8. Course Credit: Weekl O 2 Lecture Hours Per Term Credit Hours s.h. y R Weekl O Lab Per Term Credit Hours s.h. y R Weekl O Studio Per Term Credit Hours s.h. y R

1 of 4 Graduate Curriculum Committee Course Proposal Form Weekl O 1 Practicum Per Term Credit Hours s.h. y R Weekl O Internship Per Term Credit Hours s.h. y R Other (e.g., independent study) Please explain. Total Credit Hours 3 s.h.

9. Anticipated annual student enrollment: 15

10. Affected Degrees or Academic Programs:

11. Overlapping or Duplication with Affected Units or Programs: x Not Applicable Notification & response from affected units is attached

12. Approval by the Council for Teacher Education (required for courses affecting teacher education programs): X Not Applicable Applicable and CTE has given their approval.

13. Statements of Support: a. Staff X Current staff is adequate Additional Staff is needed (describe needs in the box below):

b. Facilities X Current facilities are adequate Additional Facilities are needed (describe needs in the box below):

c. Library X Initial library resources are adequate Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Computer resources X Unit computer resources are adequate Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

ITCS Resources are not needed The following ITCS resources are needed (put a check beside each need): 2 of 4 Graduate Curriculum Committee Course Proposal Form Mainframe computer system Statistical services Network connections Computer lab for students Approval from the Director of ITCS attached

14. Course information: see Instructions for Completing the Graduate Curriculum Committee Course Proposal Form for more detail a. TEXTBOOK(S): author(s), name, publication date, publisher, and city/state/country Book of readings of recent research and other publications compiled in partnership with DB-Link -- a federally-funded service that identifies, coordinates, and disseminates, at no cost, research and information related to children and youth from birth through 21 years of age with deaf-blindness. http://www.tr.wou.edu/dblink/ Petroff, Jerry G.;Ruetsch, Cynthia L.;Scott, Eva. (2003). Functional Assessment of Sensory Status in Children who are Deafblind: New Jersey Technical Assistance Project (N.J. TAP) NJ Commission for the Blind and Visually Impaired. NJ: N.J. TAP, 2003 Nelson, Catherine; van Dijk, J. (2001) Child-guided Strategies for Assessing Children who are Deafblind or have Multiple Disabilities [CD-ROM]: The Netherlands: AapNootMuis Educainment. Holburn, S. & Vietze, P. (2002). Person-centered planning: Research, practice, and future directions. Baltimore, MD: Paul H. Brookes. Ashcroft, S., Sanford, L. & Koenig, A. (2005). New programmed instruction in Braille: Third Edition. Nashville, TN: Scalars Publishing SKI-Hi Home Total Communication Program Tapes 8-10

b. Course objectives student –centered behavioral objectives for the course – Students will: 1. discuss the importance of, and strategies for working collaboratively with parents and colleagues and other individuals representing a wide variety of agencies/interests in order to apply an interdisciplinary approach to person-centered educational assessment and evaluation 2. discuss the importance of, and approaches for fostering the concept of self determination and advocacy in individuals with deaf- blindness and their families 3. design and implement a person-centered planning and transition assessment process to determine instruction 4. identify and analyze learning environments which promote academic, functional and social inclusion of children, youth and adults in school and community settings 5. use exceptionality-specific assessment instruments, approaches, and strategies with individuals with deaf-blindness in a wide variety of contexts 6. use assessment outcomes to develop educational goals and instructional plans for full, meaningful participation in age-appropriate, inclusive environments, activities, and curricula 7. utilize the research on effective practices to link educational goals and instruction to the general education curriculum 8. use systematic measurement procedures to design and adjust systematic instruction 9. utilize the research to align IEPs, progress measurement and reporting, and statewide assessments for students with deaf-blindness 10. access instructional supports and instructional materials within a functional curriculum and/or the general educational curriculum, based on assessment outcomes 11. facilitate full or partial participation across all functional activities (e.g., personal management, recreation, community, inclusive classroom/curriculum participation) as guided by assessment outcomes 12. increase Sign Language competence to the level of Classroom Interpreter I (a minimum of 700 signs) 13. demonstrate mastery of the contracted Braille code

c. A course content outline 1. An overview of the course and the conceptual framework  “Circle of Courage:” A Framework for Inclusive Practice  Individual and Family Support Principles: A Framework Anchored in Cultural Competence and Cultural Reciprocity for Collaborative Planning and Development of Services and Educational Programs  Collaborative Principles and Practices  Developmental Milestones for Teams  Finding Common Ground  Giving Voice to Families  Using Solution-Focused Conversations to determine needs and set goals 2. The ‘Whys’ and ‘Wherefores’ of Assessment: Designing an Assessment Process o Collecting Observation and other Data o Utilizing, adapting, and modifying communication-based ecological inventories, portfolio assessments, functional assessments, and future-based assessments to accommodate the unique abilities and challenges of individuals with multiple impairments and deaf blindness o Introduction to Choosing Outcomes and Accommodations for Children with Handicaps (COACH) and Person-Centered Planning tools: IEP development using COACH and PFP 3. Conducting Functional Assessment: Ecological models, inventories, basic skills, Sensory and Communication-Specific Ecological Assessment, Communication-Based Functional Behavior Assessment 4. Functional Assessment and its relationship to NC Alternative Assessments 5. Functional vision and hearing assessment protocols and strategies

3 of 4 Graduate Curriculum Committee Course Proposal Form o Anatomy and physiology of the eye and ear o Developmental sequence for hearing and vision o Use of ISAVE and other validated protocols and strategies o Use of other formats/approaches for functional vision and hearing assessment 6. COACH and PFP, Part II: Self-determination, transition needs, related services decisions, designing and writing specialized instructional programs 7. Analyzing classroom environments utilizing NCDB protocols: Process and implications for instructional design 8. Instructional strategies and practices across the functional and academic curriculum 9. Data-based decision-making, measurement, analysis, and evaluation of student progress o Analyzing student outcomes utilizing selected OPI’s 10. SKI-Hi Home Total Communication Program Tapes 8-10 11. Lower Cell contractions and an overview of basic Braille format rules

d. A list of course assignments and weighting of each assignment and the grading/evaluation system for determining a grade. 1. Class participation and professionalism – 5 points 2. Case Study Assignment: 65 points o Profile of the student that includes: (use your assessment data, review of the student’s records, interviews, your observations of the student, etc.) o Complete the following assessments with the student: . Person Centered Plan using appropriate format for student’s age (e.g. Stars, Bears, MAPS, PFP). These should include technology and communication maps (you must videotape this process) . COACH . Functional vision and Functional hearing . Communication profile appropriate for students with deaf-blindness (e.g. Rowland and Schweigert) . Ecological Inventories in 3 different environments (at least 1 in the community) in which your student currently is, or should be participating o IEP and Intervention Design and Implementation . Video-tape your instruction with analysis of strategies and approaches utilized and reflection on your practices and the student’s engagement and response. . Write up outcomes of students’ learning and suggestions for future directions or changes . Analyze at least one inclusive school and one community environment in which the student is not currently participating and design a plan for facilitating their participation in those environments. 3. Sign Language Video Assessment – 10 points 4. Braille Transcription Assessment – 10 points 5. Reflection paper – 10 points Grade Equivalents 93 – 100 points = A 84 – 92 points = B 74 – 83 points = C 73 points or less = F

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