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EDUCATION 375-3
SPECIAL TOPICS:
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THE EDUCATION OF STUDENTS WITH PHYSICAL HANDICAPS
Summer Session
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Instructor: Christopher J. Jenkins
August 8-12, 1988
Monday-Friday, 9:00-4:00
Location: UBC
PREREQUISITE:
Available to Certified Teachers Only.
COURSE OBJECTIVES:
1.
To introduce students to the basic terminology and physiology underlying the
more common physically handicapping conditions
2.
To describe commonly utilized team approaches to service delivery
3.
To familiarize students with adaptive equipment used to enhance motor function
4.
To introduce methods of assessing and instructing students with physical
disabilities
5.
To demonstrate hardware and software used in alternative and augmentative
communication programming
6.
To discuss issues surrounding vocational training, transition, and adult living
COURSE FORMAT
The course will include lecture, demonstration, and practical experience. It is
expected that all class members participate in discussions. Readings in the
required text should be completed prior to the beginning of the course. Additional
readings will be distributed in class. Regular attendance is essential.
TEXT:
Orelove, F.P. & Sobsey, R.J. (1987). Educating children with multiple disabilities:
A transdisciplinary approach. Baltimore: Paul H. Brookes.
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COURSE OUTLINE
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August 8 a.m.
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Course overview, introductions. Introduction to physically handicapping
conditions
Required reading
Inge, K.J. (1987). Normal motor development. In F.P. Orelove and R.J.
Sobsey, Educating children with multiple disabilities: A transdiscipli nary
approach
(pp.
25-41). Baltimore: Paul H. Brookes.
Inge, K.J. (1987). Atypical motor development and cerebral palsy. In F.P.
Orelove and R.J. Sobsey, Educating children with multiple disabilities: A
transdisciplinary approach (pp. pp. 43-65). Baltimore: Paul H. Brookes.
Additional readings to be distributed in class.
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?
p.m. ?
Team approaches to service delivery
Required reading
Orelove, F.P.& Sobsey, R.J. (1987). Designing transdisciplinary services. In
F.P. Orelove and R.J. Sobsey, Educating children with multiple disabilities:
A transdisciolinary approach
(pp.
1-24). Baltimore: Paul H. Brookes.
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August 9 a.m.
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Techniques to maximize motor performance
Required reading
Rainforth, B. & York, J. (1987). Handling and positioning. In F.P. Orelove and
R.J. Sobsey, Educating children with multiple disabilities: A
transdisciplinary approach (pp. 67-103). Baltimore: Paul H. Brookes.
Additional readings to be distributed in class.
Quiz #1
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p.m. ?
Orthotics, prosthetics and adaptations
Required reading
York, J. & Rainforth, B. (1987). Developing instructional adaptations. In F.P.
Orelove and R.J. Sobsey, Educating children with multiple disabilities: A
transdisciplinary approach (pp. 183-217). Baltimore: Paul H. Brookes.
Additional readings to be distributed in class.
August 10
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a.m. ?
Instructional strategies (overview)
Required reading
Orelove, F.P. & Sobsey, R.J. (1987). Curriculum and instructional
programming. In F.P. Orelove and R.J. Sobsey, Educatin
g children with
multiple disabilities: A transdisciplinary approach
(pp.
157-182). Baltimore:
Paul H. Brookes.
Additional readings to be distributed in class.
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•
p.m. ?
Teaching activities of daily living
Re q
uired reading
Orelove, F.P. & Sobsey, R.J. Mealtime skills. n F.P. Orelove and R.J. Sobsey,
Educating children with multiple disabilities: A transdisciplinary approach
( pp.
219-252). Baltimore: Paul H. Brookes.
Orelove, F.P. & Sobsey, R.J. Toileting and dressing skills. n F.P. Orelove and
R.J. Sobsey, Educatin
g
children with multiple disabilities: A
transdisciplinary approach
(pp.
253-283). Baltimore: Paul H. Brookes.
QUIZ #2 ?
August 11
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a.m. ?
Teaching communication skills
Required readings
Orelove, F.P. & Sobsey, R.J. Communication skills. n F.P. Orelove and R.J.
Sobsey, Educating children with multiple disabilities: A transdisciplinary
approach
(pp.
285-314). Baltimore: Paul H. Brookes.
Additional readings to be distributed in class
p.m. ?
Teaching communication skills (continued)
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Readings to be distributed in class
August 12 ?
a.m.
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Vocational preparation and transition
Readings to be distributed in class
QUIZ #3
p.m. ?
Issues
Course wrap-up
Required readings
Orelove, F.P. & Sobsey, R.J. Trends and issues. n F.P. Orelove and R.J.
Sobsey, Educating children w
it
h multiple disabilities: A transdiscipli nary
approach
(pp.
339-357). Baltimore: Paul H. Brookes.
Additional readings to be distributed in class
Reaction paper due (written in class)
GRADES
Grades will be based on the following required activities:
Class participation ?
15%
3 Quizzes @ 20% each
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60%
Reaction paper
100%
