This course establishes the foundations for employing positive approaches in the treatment of people with developmental disabilities and autism spectrum disorders by covering the principles of equal opportunity and self-determination and their relationship to self-determined learning. This basis leads to prescriptions for self-determined learning and positive behaviors.
The course covers:
(a) approaches for dealing with challenging behavior (functional; behavior assessments; positive behaviors supports, and supportive instructional environments),
(b) instruction methods (teaching self-regulation of inappropriate behavior, social behavior, and play; and the teaching of generalized self-regulation of independent work);
(c) principles of curriculum design;
(d) curriculum guides for self-determined learning (schedule following and self-monitoring; and self-regulation and self-determined learning);
(e) school to work transition (generalization and adjustments during transition, transition programming, student-directed IEPs;
(f) supported work (assessing workplace interests and opportunities, assessing and teaching cue-card use at work; teaching problem solving for adjustments at work; and
(g) evaluation methods (daily progress evaluation; evaluations of self-determined learning, assessments of self-determination).
Complete all lessons, assignments, polls, quizzes, and participate regularly in Class Forums. The content needed to complete the course successfully is in the lessons. The readings supplement that material to add to your understanding. Upon successful completion of the course, you are eligible for 3.0 Continuing Education Units (CEUs) from the American Council of Education and a Unviersalclass.com Certificate.
1. Understand the basis of special education policy.
2. Understand the basis of self-determined learning theory.
3. Understand how to develop and implement instructional practices that promote long term benefits for children, youth, and adults with disabilities.
Supplemental Reading Material Agran, M. (1997). Student directed learning: Teaching self-determination skills. Pacific Grove, CA: Brooks/Cole. Mithaug, D. E. (1996). Equal opportunity theory. Thousand Oaks, CA: Sage Publications. Mithaug, D.E., Mithaug, D.K., Martin, J.E., Agran, M., & Wehmeyer, M. L. (2003). Self-determined learning theory: Construction, predictions, and evaluation. Mahawah, NJ: Lawrence Erlbaum Associates
Your grade is based on the average of your lesson assignments and quizzes and your score on the final exam. The higher average of the two will be double weighted in the final grade. For example, if the average of your quiz scores and assignments is higher than your grade on the final, they will be weighted twice and your grade on the final weighted once to compute your average for the course and your course grade. On the other hand, if the grade on your final is higher than your average grade for the quizzes and assignments, that grade with be weighted twice and your average quiz and assignments graded weighted once to compute your average for the course and your course grade. The course grade will be calculated according to the schedule: 90-100%= A 80-89% = B 75-79% = C 70-74% = D Less than 70% = no pass
By successfully completing this course, students will be able to:
- Describe foundations of special education opportunity.
- Know the third self-determination revolution.
- Describe establishing the equal opportunity principle.
- Describe extending the equal opportunity principle to children with disabilities.
- Explain the equal opportunity principle.
- Translate equal opportunity theory into practice.
- Describe implications for instruction.
- Identify challenging behaviors.
- Describe functional behavior assessments.
- Describe supportive instructional environments.
- Describe teaching self-regulation of inappropriate behaviors.
- Define principles of curriculum design.
- Describe curriculum guide for self-determined learning.
- Define self-regulation.
- Define self-determined learning.
- Describe transitions and IEPs.
- Describe summative evaluations of student gains, and
- Demonstrate mastery of lesson content at levels of 70% or higher.
|Wheel Chair Cutouts||2|
|The Third Self-Determination Revolution||50|
|Declining Achievement Prospects||10|
|Establishing the Equal Opportunity Principle||50|
|Optimal Prospects Principle||10|
|Explaining the Equal Opportunity Principle||100|
|Self-Determined Learning Theory Quiz||100|
|Challenging Behavior Quiz||100|
|Functional Analysis Quiz||100|
|Supportive Environments Quiz||100|
|Instructional Methods Quiz||100|
|Self-Regulation of Inappropriate Behavior Quiz||100|
|Self-Regulation of Social Behavior Quiz||100|
|Self-Regulation of Play Quiz||100|
|Generalized Self-Regulation Quiz||100|
|Curriculum Design Quiz||100|
|Self-Determination Curriculum Guide Quiz||100|
|Schedule Following and Self-Monitoring Quiz||100|
|Self-Regulation Curriculum Quiz||100|
|Self-Determination Curriculum Quiz||90|
|School-to-Work Transition Quiz||50|
|Transition IEP Quiz||50|
|Work Assessment Quiz||50|
|Self-Determined Employment Learning Quiz||100|
|5.4 Self-Determined Work Adjustments Quiz||110|
|Formative Evaluation Quiz||100|
|Summative Evaluation Quiz||100|