Planning Guide for Course Instructor SESSION ONE: Learning Needs of Students with Moderate and Severe Developmental Disabilities Objectives Students will be able to: Identify alternate terms used for students with severe developmental disabilities Describe learning needs of students with severe developmental disabilities Define the dangerous assumption” “least Discuss quality indicators for programs for students with severe disabilities Overview Students will learn terminology and learning needs of students with severe developmental disabilities. Students learn that it is less to teach students what they need “dangerous” to learn for life than to assume they will acquire it and to presume competence. An overview is provided of high quality programs for students with severe disabilities (Browder & Spooner, 2011). Readings Browder, D.M., & Spooner, F. (2011). Introduction. In D.M. Browder & F. Spooner (Eds). Teaching Students with *Suggested for student Moderate and Severe disabilities. NY: readings; others are for Guilford Press. background reading for instructor Collins, B. (2007). Working with person with significant cognitive disabilities: Educational issues and challenges. In B. Collins, Moderate and severe disabilities. Upper Saddle River, NJ: Pearson. *Jorgensen, C (2005). The dangerous assumption: A challenge to create a new
Planning Guide for Course Instructor SESSION ONE: Learning Needs of Students with Moderate and Severe Developmental Disabilities Objectives Students will be able to: Identify alternate terms used for students with severe developmental disabilities Describe learning needs of students with severe developmental disabilities Define the “least dangerous assumption” Discuss quality indicators for programs for students with severe disabilities Overview Students will learn terminology and learning needs of students with severe developmental disabilities. Students learn that it is less “dangerous” to teach students what they need to learn for life than to assume they will acquire it and to presume competence. An overview is provided of high quality programs for students with severe disabilities (Browder & Spooner, 2011). Readings *Suggested for student readings; others are for background reading for instructor Browder, D.M., & Spooner, F. (2011). Introduction. In D.M. Browder & F. Spooner (Eds). Teaching Students with Moderate and Severe disabilities. NY: Guilford Press. Collins, B. (2007). Working with person with significant cognitive disabilities: Educational issues and challenges. In B. Collins, Moderate and severe disabilities. Upper Saddle River, NJ: Pearson. *Jorgensen, C (2005). The dangerous assumption: A challenge to create a new
CEM-SCD-Module-2-Syllabus-for-HOW-Final.docx