SyllabusSPED 5630Field Based Applications for Students with Severe DisabilitiesSpring Semester 2012 – Year 1Credits: 2Times: To be arrangedLocation: To be arrangedInstructor: Cindy MyersOffice: Utah Personnel Development Center, Signal Office230 West 200 SouthSalt Lake City, UT 84101Office Hours: Mon & Weds. 8:30 – 2:30; Tues, Thurs, Fri 8:00 – 5:00 or before & afterWeds night class by appointment (3:00 – 4:30 & 7:30 – 9:00).Phone: 801-363-0839 ext 215 , Home: 801- 548-3407 (no calls after 9:00 pm, please)Fax: 801-363-0664email: firstname.lastname@example.orgCourse Overview:This course offers the SATP teacher an opportunity to apply the concepts taughtin SPED 5010, Applied Behavior Analysis I as well as other best practices in theeducation of students with significant disabilities. In their own classrooms, teachers willapply basic learning principles to social, academic, physical, self-help and other skillareas with an emphasis on behavioral and functional skills development. Teachers willlearn to apply the Utah State Office ofEducation Least Restrictive BehaviorInterventions Strategies policies when designing programs and learning environments fortheir students. Teachers will use data collection and graphic analysis to design andevaluate programs they design for their students. Proactive and preventative behaviormanagement strategies and positive behavior supports will be emphasized as well as theuse of assistive augmentative communication strategies for reducing challengingbehavior.SATP teachers will write and use discrete trial lesson plans, chained sequentiallesson plans, as well as direct instruction lesson plans within their classrooms. SATPteachers will continue to apply and refine concepts taught in Fall Semester classes andwill be evaluated on the continued application of the objectives from Fall semester.CEC Standards, CC=CommonCoreIC=Individualized IndependenceCurriculumFoundations:CC1K2CC1K7, K10IC1K7IC1K8ObjectivesDemonstrate in a classroom setting the following objectives: Implement & follow laws, policies, & ethical principlesregarding behavior management planning & implementation Consider family systems & include families in the educationalprocess including the impact of differences in values,languages, & customs Demonstrate the use of reinforcement techniques in servingindividuals w/disabilities Utilize theories of behavior problems while designinginterventions Articulate a personal philosophy of special education and ofbehavior management and use classroom strategies that reflectIDEA CenterLearningObjectives1
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EBOOK synopsis : Families, teachers, and therapists who are searching for an update about how to use the latest technologies to help individuals who struggle with communication, literacy, and learning will benefit from the wealth of practical, well-organized information in this second edition of Assistive Technology in Special Education. The indexed update presents an overview of the uses of technologies to help readers zero in on specific, powerful, cutting-edge resources they can use to enhance success. The book features new tools to improve and compensate for challenges relating to speaking, understanding, reading, writing, thinking and remembering, as well as strategies to help students become more organized and efficient. The use of tablets such as the iPad and smartphones, as well as cloud-based products, are highlighted. Online resources and social networking tools are presented to empower readers to learn about new products as they become available.
Assistive Technology in Special Education: Resources for Education, Intervention, and Rehabilitation
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