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SIMON FRASER UNIVERSITY

EDUCATION 375-3

SpciaI Topic:

Multiple. Handicaps

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(Tl.00)

SUMMER SESSION, 1992

(July 23-August 1)

Monday - Saturday, 8:30 a.m. - 12:20 p.m.

LOCATION: ?

Jericho Hill School

4125 West 8th Avenue

Vancouver, B.C.

INSTRUCTOR:

JOyce Olson & Jane Sikorski

PREREQUISITE:

EDUC 401/402 and certified practicing teacher.

COURSE DESCRIPTION:

This coursewill explore a variety of practical approaches fro assessment, program planning,

curriculum development, and instructional delivery for students who are multiply handicapped or dual

sensory impaired.

COURSE REQUIREMENTS:

1.

Based on a case study, the students will be required to design a teaching unit and make

meaningful adaptation for inclusion in the regular classroom. Assignment to be done using a

collaborative teamwork appraoch

2.

Complete required reading assignments.

3.

Active participation in class discussions.

TEXTBOOKS:-

Pre-reading assignment will be mailed prior to course.

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TAX-UNIVBRBITY SPECIAL EDUCATION

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SUMMER INSTITUTES

COURSE OUTt.NE

L.2-_of.ir.&L

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Special Educ&tiOfl of Multi -handicapped

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arid

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Dual Sensory Impaired

Learners

Kathleen McGUnfl-Kim, WEd.

1.

The course will address theoretlCal and applied educational

practices relatina to the Inclusion of learners with

multi-

handicaps and dual sensory jmoairments

in the

reu3.ar school

settin. Current research approaches and direct service solutiOnS

will be explored to delineate "best practice' educational

etrateales for implementation in

fultIflClUsi0n

learning

environments. The impact on educators at the professional

training

arid preptatiOn

level will be considered as participants explore

their jriividual philosophical approaches in creating learning

experiences relevant to the

needs of all students.

A range of

ctrent regular education initiative* combined with speCial

eduatioi1 Otrateqles will provide the basis for developing an

2. xLcaiLt

3.

Pct.y$:

Course ParticiDants will:

a.

Relate current educational

,

research in special education

to the needs of learners who are multi -handicap

p

ed or who have

dual senèorv imnairments.

b.

oractices

Explore

approaches

which

and

allow

initiativeS

for inclusion

of

all learners in

the

C. ?

Determine a range of support systems and services

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(including other learners) available in the school and

community environment.

d.

Identify

relevant programming options which will enhance

inclusion

and

meet the real-life needs

of

learners who are

multi-handicapped or who have dual sensory Impairments.

e.

Examine ?

the ?

roles

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professional

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educators,

administrators, para_profe!i0flal5 support staff, and parents

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in the context of a collaborative team approach to design and

implementation of educational proqrams.

4. UQJ1&_i9.LSsuL9e Off eriaa:

The course will enhance the educational approaches of classrOOm-

based professionals providing services to

learners

with a variety

of

challenging

fleeds. Theoretical uderstendiflq of be

at-practicesj

diecuaion and group interaction; as well

as

exploration Of

applied learning

strategies will

encourage all participants

to

expand their

current skills.

5.

*OverJed projector; pens; blank and prepared overhead

trans

p

arencies, screen

*b1k_board and chalk

*flipchart stand, paper

and coloured marking pens

*T.V. monitor and

V.C.R.

*access to photocopier

*classroom with

desks and

tables that can be

arranged in small

groups

6.

.j41joQa,gJl:

Sternberg, I.. Educating Students-With Severe

orrqOund Handicaps.

Aspen Publication, Rockville, Maryland, 1988.

Reel, R.S. and Billingsley, F.F. iMACQi A Punction.a1.LcJ.1i

Di

saki

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Paul H.

BrOokes, 1989.

7.

Attached list (to

follow).

a.

a. #articioatIOfl in class activities, lectures, and group

discussion (lOt).

. com

p

letion of Institute ass

q

ned readings and written

critical reviews (25%).

C.

Written analysis of theoretical concepts/practices

presented

In lectures

or assigned in course reding5 (25%).

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d. Comoletion

of individual Droject consisting

of an individual

education plan

multi -handicapped or dual sensory Impaired; and

ak

clanzocm

lesson olan which includes learning opportunities for the

soecial learner

in

the regular

clac5rOOJfl

(25%).

. Presentation in small group format

of

collaborative team

400roach to educational declsionma)clng for learners who ha'e

9. Dcriiij of StudentseQ.rnent nd Grading Pocedure:

Grad ir

q

accordin

g

to University grading scale on above

assignmenEe

as weighted

A. Su p

erior to flxcellent

2' Good to

Very Good

C- Acce

p

table to

Satisfactory

D Deviation

from

Acceptable

Standards

of Academic

Performance