Syllabus
| COURSE INFORMATION | |||
| Course title: | Multidisciplinary Assessment for Students with Disabilities | ||
| Course number: | TEAS 4003, 5003, 6003 | ||
| Course discipline: | Teacher Education | ||
| Course description: | This course is an in depth study of the diagnostic techniques and instruments used by educators, psychologists and other school professionals. Students will participate by completing assigned readings, quizzes, and by communicating with the instructor and other students through email, being involved in discussion groups, and by completing an assessment battery using appropriate instruments discussed in class and preparing an assessment report. Graduate students will also review and write a diagnostic summary on the child in a case study presented by the instructor. | ||
| Meeting day(s): | on line at dates in the course calendar | ||
| Meeting time(s): | on line at times in the course calendar | ||
| Prerequisite(s): | Admission to either the RODP on line add on certification program in special education or to Austin Peay's Graduate School of Education are required for attendance to this course. | ||
| COURSE OBJECTIVES | |||
| Course goals: | The students at all levels of this course will a. learn about the process of assessing children with disabilities through reading the text and participating in the on line courses discussion activities with the instructor and classmates, b. understand statistics at a level to be a user of assessment information c. become proficient in giving and interpreting achievement, adaptive behavior and behavioral, social-emotional or autism scales d. assess a child with the above mentioned instruments and prepare a high quality assessment report on the results of that testing for this instructor Graduate students will be proficient at reading and interpreting information from a case study presented in the course and prepare a report for the instructor indicating the diagnosis of the child in the case study. | ||
| COURSE REQUIREMENTS | |||
| Introduction: | This course will require you to be on line weekly and to complete a module a week, which will include at least one discussion activity, reading up to three chapters in the text, emailing the instructor with your comments, and taking a quiz over the chapters. | ||
| Requirements: | 1. Students are expected to follow the course ground rules and
etiquette outlined below.
2. Students are expected to read the textbook and do all assigned module tasks, including discussion group participation and a quiz at the end of each module. 3. Each student will have a find a child and secure permission of the child's parent and school district to assess this child. 4. Each student will administer a battery of diagnostic tests and prepare a formal test report. The battery of tests will include at least a reading measure, one in mathematics, an achievement measure, an adaptive behavior measure, and a social-emotional or autism scale. 5. From this information, an assessment report will be prepared to turn in to the instructor. 6. Graduate students will review a case study presented by the instructor and respond to it by preparing a diagnostic summary for the child in this study. |
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| COURSE TOPICS | |||
| To Be Studied: | 1. Legal and Ethical Rationale for Assessment of Students with
Suspected Disabilities
2. Theoretical Concepts Related to Assessment 3. Statistical Concepts Related to Assessment 4. Test Administration 5. Test Scoring 6. Test Interpretation 7. Collaboration in the Assessment Process 8. Using Test Data to Develop Assessment Reports |
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| TEXT AND SUPPLEMENTARY MATERIALS | |||
| Text : |
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| Supplementary Materials: | Students may wish to secure at their own sites copies of tests discussed and MUST access to at least appropriate reading, math, adaptive behavior and behavior, social-emotional or autism scales and protocols to administer to a child. | ||
| HARDWARE AND SOFTWARE REQUIREMENTS | |||
| Hardware: | The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm . Specific hardware requirements for this course include computer, printer, and a way to access the Internet on a weekly basis during this course. | ||
| Software: | The minimum requirements can be found at
http://www.rodp.org/students/hardware_software.htm .
Specific hardware requirements for this course include...(A list of
software the student is required to purchase or download for the course,
Real Player, Media Player, Acrobat Reader, Microsoft Office, etc) .
This instructor, Austin Peay State University nor RODP will be responsible for your hardware or software problems. |
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| ASSIGNMENTS AND GRADING | |||
| Testing Procedures: | At the end of each module during each week of class, you will take an assessment on line that will be objectively graded. These will be all the objective assessments given: THERE WILL BE NO MIDTERM OR FINAL, just these weekly quizzes. These collectively will constitute 50% of your course grade. | ||
| Grading Procedures: | As just noted, the quizzes are at the end of each module. These will
be objectively graded and will constitute 50% of the course grade.
Your professional demeanor, participation, timely performance of all your assignments will constitute 10% of the course grade and this will be given by the instructor subjectively at the end of the course Your participation in assessing a child as directed by the instructor during the course and the report you turn in over this assessment will constitute 20% of the course grade given subjectively by the instructor upon receipt of the paper. For undergraduate students, participation in communication activities, discussion groups and regular emails with the instructor will count for 20% of the course grade, subjectively given by the instructor at the end of the course. For graduate students this will be 10 % of the grade. Graduate students will also review a case study presented to them by the instructor during the course and write a diagnostic summary on this child, indicating if he has a disability, and if so, what it is. This will be for 10% of the graduate students' grade, given subjectively upon receipt of the paper. |
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| ASSIGNMENTS AND PARTICIPATION | |||
| Assignments and Projects: | The course will consist of 14 modules. Please see separate pages inside this course of specific assignments of projects just mentioned in the grading section and how they will be timed during each module. Every module will have chapters of the text to read, a discussion activity, a requirement that you email the instructor at least once during that module with your ORIGINAL thoughts and ideas about the subject, and a quiz to take at the end of the module. | ||
| Class Participation and Punctuality: | Even the casual observer will note that the instructor sees
participation on a weekly basis on these modules as very important.
While this an asynchronous course, you must participate in a timely
fashion to be on the same discussion topic with your peers and your
instructor. You must participate and participate in a timely fashion.
Your participation will be noted and figured into the grade subjectively
by the instructor. You must read the chapters and materials, do quizzes,
discussion groups and emails with the instructor weekly and it will be
very obvious if you do not. Your active participation is an integral
part of the course and, research shows, is how your learn best in an on
line course. It is just imperative if you stay in this class.
Please note the milestones to keep the students on track in an asynchronous course are laid out specifically in each module. You may do the course on your own time schedule during the week, but there are real weekly ending times for each activity, beyond which that module will be turned off. For those who do not finish the work during assigned time periods, permission of the instructor will be required to turn the module back on and a grade penalty will be applied. Note above that the 10% of the grade for professional participation also includes timeliness of participation. How much of a penalty is applied is up to the subjective judgment of the instructor, depending on PROFESSIONALISM AND TIMELINESS. |
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| COURSE GROUND RULES | |||
| : | Once again, participation is required, expected to communicate with other students in the class. Learn how to navigate in WebCT. Keep abreast of course announcements, and use the assigned college or university e-mail address as opposed a personal e-mail address. Address technical problems immediately. Observe course netiquette at all times. See the TBR RODP website for more on this topic of being tactful and graceful with your computer use. | ||
| GUIDELINES FOR COMMUNICATION | |||
| Email: | When you email the instructor and your peers,
1. Always use email inside this course for RODP credit. Then I will not delete it on my personal email or APSU email. 2. Always include a subject line. 3. Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. The use of emoticons might be helpful in some cases. Scarcasm does not play well in real life, and surely not in email. 4. Use standard fonts. 5. Do not send large attachments without permission. 6. Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication. 7. Respect the privacy of other class members. |
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| Discussion Groups: | 1. Review the discussion threads thoroughly before entering the
discussion. Be a reader, then a discussant.
2. Try to maintain threads by using the "Reply" button rather starting a new topic. 3. Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas. 4. Be patient and read the comments of other group members thoroughly before entering your remarks. 5. Be cooperative with group leaders in completing assigned tasks. 6. Be positive and constructive in group discussions. 7. Respond in a thoughtful and timely manner. |
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| WEB RESOURCES AND LIBRARY | |||
| Style Guides: | Columbia Guide to Online Style by Janice R. Walker and Todd Taylor
Columbia Guide to Online Style by Janice R. Walker and Todd Taylor
Citation Styles Online http://www.bedfordstmartins.com/online/cite6html |
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| Library: | The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses. | ||
| STUDENTS WITH DISABILITIES | |||
| : | Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor. | ||
| SYLLABUS CHANGE | |||
| : | The instructor reserves the left to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board. | ||
| TECHNICAL SUPPORT | |||
| Telephone Support: | |||
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