COURSE TITLE: Autism Spectrum


COURSE PREFIX AND NO: ES 210           UNITS: 3  



COURSE SUMMARY: 


This course provides candidates with the knowledge of basic understanding of Autism Spectrum Disorder and the unique student characteristics.  The course will explore the areas of developmental delay and deficits that are common to Autism which include academics, social skills, behavior issues, sensory issues and communication.  The role of the parent, the school and inclusive settings will be examined. The inability of students with autism to interact socially with their peers and the effect that has in the classroom will be discussed. The impact and consequences of communication deficits and sensory issues will be explored as well as early intervention and other treatments.  

Current research will be explored and effective program planning will be examined.  Curriculum and environmental adaptations for academic and social success will be reviewed.  The course will examine theoretical foundations and applications of evidence-based best practices for students with Autism including but not limited to structured teaching, visual supports, video modeling, social narratives, positive behavior support, discrete trial training, scripting, Pivotal Response Training, picture communication, task analysis, differential reinforcement, applied behavior analysis, data collection, 5, point scale, time delay, peer-mediated interventions and transitioning between activities. 


RATIONALE: 


This course will enable candidates recognize the characteristics of autism and develop a program to meet the unique needs of the child related to academics, social/behavioral, and communication to enable the student to access his/her education in their least restrictive setting.


REQUIRED TEXTBOOK(S) and/or MATERIALS:


Title: A Practical Guide to Autism: What Every Parent, Family Member and Teacher Needs to Know

Edition: 1st Edition (2009)

Author: Volkmar, Fred. R.

Publisher: Wiley (available on Amazon)


Title: Autism Internet Modules (AIMs) online free modules

Edition: Currently 40 modules available

Author and Publisher: OCALI (Ohio Center for Autism and Low Incidence) Project of ESC (Educational Service Center) of Central Ohio


Materials:   PowerPoints, assigned readings, handouts provided by instructor, and class discussion.


CORE LEARNING OUTCOMES (CLO):

  1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

  2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students. 

  3. Graduates sustain a practice of innovation and reform. 

  4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice. 

  5. Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students. 

  6. Graduates have an understanding of the full range of service delivery options that their students might experience.



STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:

  1. Articulate the unique characteristics and core challenging of learners with autism spectrum disorders (ASD).

  2. Articulate the historical roots/significance of ASD including knowledge of evolving theories and trends their ramifications.

  3. Communicate current issues and trends in special education for student with autism spectrum disorders, recognize myths and controversies surrounding ASD and articulate an informed position in regard to these issues. 

  4. Implement evidence-based instructional strategies for teaching students with autism spectrum disorders including antecedent based interventions, visual supports and schedules, video modeling, picture communication and social narratives. 

  5. Implement systematic instruction and discrete trial training, including task analysis, appropriate data collection measures, and prompting and reinforcement systems and will be able to use these systems so that students with ASD are successful in academic and community settings. 

  6. Establish collaborative strategies for inclusive education, modify general education curriculum and instruction for individuals with ASD included in general education and employment settings. 


EXPECTATIONS AND STANDARDS:


SLO

Teacher Performance Expectations (TPE)

ISTE Standards for Educators

Program Standards

Specialty Standards

1

Candidates have the ability to  articulate the unique characteristics and core challenging of learners with autism spectrum disorders (ASD).


TPE:MM:1:2,3

TPE:MM:2:1, 4,-10

TPE:MM:3:3

TPE:MM:5:1, 2

TPE:ESN:1:1,2,4,6,8,9

TPE:ESN:2:3,7,8,11-13

TPE:ESN3:2,3,4,5

TPE:ENS:4:1, 4, 5, 8


1a,b,c

11,12,13

MM 1, 2, 3, 4, 5

MS 1, 2, 3, 4, 5, 6

2

Candidates have the historical roots/significance of ASD including knowledge of evolving theories and trends their ramifications.


TPE:MM:1:2,3

TPE:MM:2:1, 4,-10

TPE:MM:3:3

TPE:MM:5:1, 2

TPE:ESN:1:1,2,4,6,8,9

TPE:ESN:2:3,7,8,11-13

TPE:ESN3:2,3,4,5

TPE:ENS:4:1, 4, 5, 8


1a,b,c

2a,b,c

11,12,13

MM 1, 2, 3, 4, 5

MS 1, 2, 3, 4, 5, 6

3

Communicate current issues and trends in special education for student with autism spectrum disorders, recognize myths and controversies surrounding ASD and articulate an informed position in regard to these issues. 


TPE:MM:1:2,3

TPE:MM:2:1, 4,-10

TPE:MM:3:3

TPE:MM:5:1, 2

TPE:ESN:1:1,2,4,6,8,9

TPE:ESN:2:3,7,8,11-13

TPE:ESN3:2,3,4,5

TPE:ENS:4:1, 4, 5, 8


2a,b,c

4a,b,c

11,12,13

MM 1, 2, 3, 4, 5

MS 1, 2, 3, 4, 5, 6

4

Implementation evidence-based instructional strategies for teaching students with autism spectrum disorders including antecedent based interventions, visual supports and schedules, video modeling, picture communication and social narratives. 


TPE:MM:2:1,4,5,8,10

TPE:MM:3:3

TPE:MM:4:3,6,7

TPE:MM:5:1,2

TPE:ESN:2:3,8,12,13,

TPE:ESN:3:2,5

TPE:ESN:4:1,4,5



2a,b,c

3a,b,c

5a,b,c

11,12,13

MM 1, 2, 3, 4, 5

MS 1, 2, 3, 4, 5, 6

5

Implement systematic instruction and discrete trial training, including task analysis, appropriate data collection measures, and prompting and reinforcement systems and will be able to use these systems so that students with ASD are successful in academic and community settings. 


TPE:MM:2:1,4,5,8,10

TPE:MM:3:3

TPE:MM:4:3,6,7

TPE:MM:5:1,2

TPE:ESN:2:3,8,12,13,

TPE:ESN:3:2,5

TPE:ESN:4:1,4,5



2a,b,c

3a,b,c

5a,b,c

6a,b,c

7a,b,c

2,11,12,13

MM 1, 2, 3, 4, 5

MS 1, 2, 3, 4, 5, 6

6

Establish collaborative strategies for inclusive education, modify general education curriculum and instruction for individuals with ASD included in general education and employment settings. 

TPE:MM:2:1,4,5,8,10

TPE:MM:3:3

TPE:MM:4:3,6,7

TPE:MM:5:1,2

TPE:ESN:1:4

TPE:ESN:2:3,8,12,13,

TPE:ESN:3:2,5,10

TPE:ESN:4:1,4,5,9

2a,b,c

3a,b,c

5a,b,c

7a,b,c

7,8,11,12,13

MM 1, 2, 3, 4, 5

MS 1, 2, 3, 4, 5, 6




















Program Design Standards:

PS 1: Program Design, Rationale and Coordination

PS 2: Professional, Legal and Ethical Practices

PS 3: Education Diverse Learners

PS 4: Effective Communication and Collaborative Partnerships

PS 5: Assessment of Students

PS 6: Using Educational and Assistive Technology

PS 7: Transition and Transitional Planning

PS 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning


Preliminary Teaching Standards:

PS9 - Program Standard 9: Preparation to Teach Reading/Language Arts

PS10 – Program Standard 10: Preparation to Teach English Language Learners

PS11 – Program Standard 11: Typical and Atypical Development

PS12 – Program Standard 12: Behavioral, Social, and Environmental Supports for Learning

PS13 – Program Standard 13: Curriculum and Instruction of Students with Disabilities

PS14 – Program Standard 14: Creating Healthy Learning Environments

PS15 – Program Standard 15: Field Experience in a Broad Range of Service Delivery Options

PS16 – Program Standard 16: Assessment of Candidate Performance


Specialty Standards – Mild/Moderate:

MM1 – M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities

MM2 – M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate Disabilities

MM3 – M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum Instruction

MM4 – M/M Standard 4: Positive Behavior Support  

MM5 – M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities

Mm6 – M/M Standard 6: Case Management


Specialty Standards – Moderate/Severe:

MS1 – M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities

MS2 – M/S Standard 2: Communication Skills

MS3 – M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context

MS4 – M/S Standard 4: Assessment, Program Planning and Instruction

MS5 – M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care

MS6 – M/S Standard 6: Positive Behavioral Support

MS7 – M/S Standard 7: Transition and Transitional Planning

MS8 – M/S Standard 8: Augmentative and Alternative Communication


ISTE Standards for Educators

  1. Learner

Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:

  1. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

  2. Pursue professional interests by creating and actively participating in local and global learning networks.

  3. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

2. Leader

Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:

  1. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

  2. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

  3. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

3. Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:

  1. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

  2. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

  3. Mentor students in the safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.

  4. Model and promote management of personal data and digital identity and protect student data privacy.

4. Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:

  1. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

  2. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

  3. Use collaborative tools to expand students’ authentic, real- world learning experiences by engaging virtually with experts, teams and students, locally and globally.

  4. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.


5. Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:

  1. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

  2. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

  3. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

6. Facilitator

Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators:

  1. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

  2. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

  3. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

  4. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7. Analyst

Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:

  1. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

  2. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

  3. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.


Last modified: Tuesday, May 19, 2020, 10:37 PM