ES 350 Health, Movement, Mobility and Sensory Development Syllabus
COURSE SUMMARY:
This course will explore laws and regulations pertinent to health associated with mild, moderate, to severe settings. The examination of practices and safeguards that promote a healthy environment will be a focus. This course provides an overview of strategies and technological aids for managing the needs of students with severe physical disabilities and the needs of students with visual and hearing impairments. Basic concepts and strategies for positioning, handling, and management of routines for activities such as feeding and personal hygiene are stressed along with orientation and mobility training. Transition to community life and independent living will be discussed. The use of augmentative communication systems will also be explored.
Candidates will be exposed to the principles and applications of technology within special education and general education settings. Exposure and examination will include conventional technology, online resources and demonstration of increased personal technology skills and instructional applications of technology within the classroom setting.
RATIONALE:
To provide Candidates with an understanding of the effects of student health and safety on learning.
To provide Candidates with an understanding of the principles and applications of technology within special education and general education settings.
CORE LEARNING OUTCOMES (CLO):
- 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.
- 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.
- Graduates sustain a practice of innovation and reform.
- 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.
- Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.
- Graduates have an understanding of the full range of service delivery options that their students might experience.
REQUIRED TEXTBOOK(S) and/or MATERIALS:
Title: Educating Students with Severe and Multiple Disabilities: A Collaborative Approach
Edition: 5th Edition
Author: Orelove, Fred; Sobsey, Dick and Donne L. Gilles
Publisher: 2017 Brookes Publishing
The text below is an e-book reference available to you. They are not required, but are a good resource.
Title: Systematic Instruction of Functional Skills for Students and Adults with Disabilities
Edition: Second Edition
Author: Storey, K. Miner, C.
Publisher: Springfield, IL: Charles C. Thomas
Materials: Related Handouts
STUDENT LEARNING OUTCOMES (SLO): Upon Completion of this course the student will:
EXPECTATIONS AND STANDARDS:
|
|
SLO |
Teacher Performance Expectations (TPE) |
ISTE Standards for Educators |
Program Standards |
Specialty Standards |
|
1 |
Explain laws and regulations governing health issues in mild/moderate/severe settings. |
TPE 1.1,2,4,6 TPE 2.1, 4 and 5 TPE 3.2, 4, 5, 6 TPE 4.1,2,5,6 TPE 5.5, 8 |
2a,b,c 5b,c |
2, 14 |
MM 5 MS 5 |
|
2 |
Describe the impact of health and safety on learning. |
TPE 1.4 TPE2.4 TPE 3.2, 6 TPE 4.2,4 , 6 |
2a |
14 |
MM 5 MS 5 |
|
3 |
Explain the role of various health care professionals, including school nurses, in the school, district, and community. |
TPE 1.1,2,4,6 TPE 2.1, 4 and 5 TPE 3.2, 4, 5, 6 TPE 4.1,2,5,6 TPE 5.5, 8 |
3a,b |
14 |
MM 5 MS 5 |
|
4 |
Apply skills for communicating and working constructively with families and community members regarding health issues. |
TPE 1.1,2,4,6 TPE 2.1, 4 and 5 TPE 3.2, 4, 5, 6 TPE 4.1,2,5,6 TPE 5.5, 8 |
3a,b 4c |
14 |
MM 5 MS 5 |
|
5 |
Demonstrate understanding of common medications and health/safety procedures in the mild/moderate/severe setting and transition to community life and independent living. |
TPE 1.4 TPE2.4 TPE 3.2, 6 TPE 4.2,4 , 6 |
7a,b |
14 |
MM 5 MS 5 |
|
6 |
Explain requirements for and develop a plan for monitoring, dispensing, and documenting medication in accordance with district rules and guidelines. |
TPE 3.4,5,6 TPA 4.1,2,4, 7,8 TPA 5.2,4 5 6,8 TPA 6.1,2 |
6c |
14 |
MM 5 MS 5 |
|
7 |
Write and present an Individual Health and Safety Plan. |
TPE 1.4 IPA TPE2.4 IPA TPE 3.2, 6 IPA TPE 4.2,4 , 6 IP A |
3c 5b
|
14 |
MM 5 MS 5 |
|
8 |
Identify common diagnoses. |
TPE 1.1,2,4,6 I TPE 2.1, 4 and 5 I TPE 3.2, 4, 5, 6 I, A TPE 4.1,2,5,6 I TPE 5.5, 8 I and P |
|
14 |
MM 5 MS 5 |
|
9 |
Assess movement and mobility skills. |
TPE 1.3, 4-I, P, A TPE 2.2, 4-P, A TPE 3.2,4 |
7a,b,c |
14 |
MM 5 MS 5 |
|
10 |
Identify children with abnormal muscle tone and plan appropriate activities. |
TPE 1.2, 4 P And A TPE 2.2, 4 P and A TPE 3.5, 6 I, P, A TPE 4.2, 4 , 5, 7 I, P, A TPE 5.2, 4, 5 ,6, 8 I,P, A TPE 6.4 I, P, A |
5b |
14 |
MM 5 MS 5 |
|
11 |
Understand the basic principles of positioning including positioning techniques, equipment use, purpose, and identify problems. |
TPE 1.3, 4-I, P, A TPE 2.2, 4-P, A TPE 3.2,4 |
|
14 |
MM 5 MS 5 |
|
12 |
Demonstrate wheelchair safety including lifting and transferring. |
TPE 1.2, 4 P And A TPE 2.2, 4 P and A TPE 3.5, 6 I, P, A TPE 4.2, 4 , 5, 7 I, P, A TPE 5.2, 4, 5 ,6, 8 I,P, A TPE 6.4 I, P, A |
|
14 |
MM 5 MS 5 |
|
13 |
Accommodate sensory perception challenges. |
TPE 1.4 IPA TPE2.4 IPA TPE 3.2, 6 IPA TPE 4.2,4 , 6 IP A |
7a |
14 |
MM 5 MS 5 |
|
14 |
Demonstrate basic feeding skills. |
TPE 1.4 IPA TPE2.4 IPA TPE 3.2, 6 IPA TPE 4.2,4 , 6 IP A |
|
14 |
MM 5 MS 5 |
|
15 |
Be aware of and practice universal precautions. |
TPE3.4,5,6 IPA TPA4.1,2,4, 7,8 IPA TPA 5.2,4 5 6,8 IPA TPA 6.1,2 |
|
14 |
MM 5 MS 5 |
Assignments and Grading Policies
|
Title of Assignment |
Point Value |
|
Participation and Attendance |
20% / 20 points |
|
Disability Research Paper: Each group will research a disability from a selected list and write a paper which includes 3 or more references. Topics need instructor approval. |
15% / 15 points |
|
Class Presentation: Each group will present to the class the subject of their disability paper. All members of each group shall be an active part of this presentation. The presentation should be no more than 30 minutes in length. |
30% / 30 points |
|
Research/Writing Assignments: Students will write 4 short papers answering specific questions that will require some research. |
20% / 20 points – 5 points each. |
|
Case Study: Students will write a case study of one of their students and analyze the effectiveness of modifications, adaptations and other means to provide a successful learning environment for the student. |
30% / 30 points |
Policies:
• Be an active listener and participant.
• Complete required readings and assignments. Completion of all assignments is mandatory in order to pass the course.
• Submit all assignments on time.
• Be prepared to participate in class discussions and activities.
• Self-monitor participation in group discussions, including using the Norms of Collaboration
(pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and others,
presuming positive intentions, pursuing a balance between advocacy and inquiry).
• Cell phones should be silenced during class.
• Electronics will be used to access materials needed for course content only.
• Notify instructor prior to class if you will be absent for any reason.
COURSE SCHEDULE
|
Sessions/Dates |
Discussion Topics |
Readings or Assignments |
Alignment with CLO and SLO |
|
Session 1 |
Introductions
Review Syllabus & Course Expectations
TOPICS ● Common Medication ● Health Safety Procedures ● Plan for Monitoring, Dispensing and Documenting Medication in Accordance to District Guidelines.
ACTIVITIES ● Jigsaw/Expert Groups on Definitions, Supports, Issues and Services in Schools and Communities ● Collaboration Teams: Review of Disabilities
|
HOMEWORK #1 ● Scan Chapter 2: Partnering with Parents and Families. Answer Reflection Questions 1 and 3 ● Scan Chapter 5: Educating Children with Special Health Care Needs. Answer Reflection Questions 1, 2, and 4. Be prepared to discuss your responses to these questions in class.
Due: Beginning of Class 3 |
CLO: 1, 2, 3, 4
SLO: 1, 2, 3, 4
|
|
Session 2 |
TOPICS Homework Read Around Physical Therapy ● Basic Principles of Positioning and Identifying Problem Situations ● Understanding Positioning Techniques ● Equipment and Purpose ● Wheel Chair Safety and Safety with Mobility Equipment Traumatic Brain Injury (TBI) Immunodeficiency Disorders ACTIVITIES ● Collaboration Team Meeting
|
HOMEWORK #2 ● Review Chapter 3: Educating Students with Disabilities. Choose one Reflection Question, Either 1 OR 2.
Be prepared to discuss your responses to these questions in class.
Due: Beginning of Class 3 |
CLO: 1, 2, 3
SLO: 5, 6, 7, 15, 16 |
|
Session 3 |
TOPICS Homework Read Around Assistive Devices, Appliances and Technology
ACTIVITIES ● Group Discussion ● Collaboration Team Meeting
|
HOMEWORK #3 ● Scan Chapter 7: Teaching Communication Skills. Respond to Reflection Question 1 OR do Chapter Activity ● Scan Chapter 11: Creating Education Adaptations, Accommodations and Modifications. Answer Reflection Question 1. ● Select a hygiene skill, such as face washing or tooth brushing, and perform a task analysis and discrepancy analysis with a student with physical or multiple disabilities. Discuss possible problems and adaptations. What instructional strategy would you use to teach the student?
Be prepared to discuss your responses to these questions in class.
Due: Beginning of Class 4 |
CLO: 1, 3, 5
SLO: 6, 7, 8, 14, 15, 16 |
|
Session 4 |
TOPICS Homework Read Around Identifying Children with Abnormal Muscle Tone and Appropriate Activities. ACTIVITIES ● Group Presentations ● Group Collaboration
|
HOMEWORK #4 ● Scan Chapter 8: Nutrition and Mealtime Considerations. Answer one Reflection Question, either 3 OR 4. ● Take an “accessibility walk” around your classroom, school or neighborhood. List at least 5 modifications that could be made to make these environments more accessible for an individual who uses a wheelchair for mobility.
Be prepared to discuss your responses to these questions in class.
Due: Beginning of Class 5 |
CLO: 1, 4
SLO: 8, 9, 10, 11, 12, 13 |
|
Session 5 |
TOPICS Homework Read Around Health Impairments ● Task Analysis Strategies and how they assist students with physical, health or multiple disabilities. ● Adaptations for personal independence. Basic Feeding Techniques
ACTIVITIES ● Group Presentations ● Jigsaw Group Work
|
HOMEWORK #5 ● Work on Group Presentations and Case Study ● Take an “accessibility walk” around your classroom, school or neighborhood. List at least 5 modifications that could be made to make these environments more accessible for an individual who uses a wheelchair for mobility.
Be prepared to discuss your responses to these questions in class.
Due: Beginning of Class 6 |
CLO: 1, 3, 5
SLO: 6, 7, 8, 14, 15, 16 |
|
Session 6 |
TOPICS Homework Read Around Augmentative and Alternative Communication Basic Medical/Nursing Procedures Catheter and Ostomy Care
ACTIVITIES ● Group Presentations ● Discussion of Disorders |
HOMEWORK #6 ● Work on Group Presentations and Case Study
Due: Beginning of Class 7 |
CLO: 1, 2, 3, 4
SLO: 6, 7, 8, 16, 17 |
|
Session 7 |
TOPICS Homework Read Around Common Health Issues of School Children
ACTIVITIES ● Expert Group Presentations ● Wrap Up Discussion: Case Studies ● Class Evaluation ● Closing Activities |
|
CLO: 1, 2, 3, 4
SLO: 7, 8, 16, 17 |
DISABILITY STATEMENT:
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disability. If you believe you have a disability requiring an accommodation please contact our office. We are located at the Merced County Office of Education Complex, 632 W. 13th Street, Merced CA in Building H or call (209) 381-5976.