Course Number: ED/RS307
Course Title: Related Services Skills and Applications

STUDENT LEARNING OUTCOMES

General

1. Students will identify the role of Federal and local agencies and policies in the formulation and delivery of services to children with
    disabilities and their families.
2. Students will understand "best practices" for inclusion of children with disabilities in home, school, and community.
3. Students will develop teaching strategies to promote inclusion of children with disabilities in the classroom.
4. Students will promote community awareness about disability and inclusion.
5. Students will be familiar with teaching strategies for children who are deaf, blind, and deaf and blind.
6. Students will understand "best practices" for transition planning and implementation.

Specific

1. Students will identify the role of Federal and local agencies and policies in the formulation and delivery of services to children with
   disabilities and their families.
   1.a. Identify the funding agencies involved in funding services to children in home state.
   1.b. Take the role of an advocate for an individual with a disability.
   1.c. Demonstrates an understanding of IDEA, ADA, Section 504 of the Rehabilitation Act of 1973, NCLB legislation and their effects
         on special education services.

2. Students will understand "best practices" for inclusion of children with disabilities in home, school, and community.
   2.a. Defines "inclusion" as discussed in IDEA.
   2.b. Describes three different methods for promoting social inclusion in school including circle of friends, buddy system, big
         brother/sister programs.
   2.c. Assists parents to develop routines and activities at home to facilitate inclusion of children with special needs at home.
   2.d. Assists IEP team to develop routines and activities in the community to facilitate inclusion of children with special needs in
         community activities (church, sports activities, clubs, etc.).

3. Students will develop teaching strategies to promote inclusion of children with disabilities in the classroom.
   3.a. Identify children's individual interests and skills and use their internal and external motivation strategies for developing needed
         skills.
   3.b. Modify assignments for students to account for different skill and ability levels.
   3.c. Use principles of functional academics including functional reading to promote academic skills in children with disabilities.
   3.d. Set high but alternative expectations that are suitable for individual students.
   3.e. Develop alternative assessments as needed in the classroom.

4. Students will promote community awareness about disability and inclusion.
   4.a. Work collaboratively in teams to design and create materials to promote increased disability awareness or skills in the
         community such as videos, in-service presentations, posters, television spots, public service announcements, an inclusive
         playground, etc.
   4.b. Teaches parents, teachers, administrators or the general public about an aspect of disability covered in the RSA curriculum.
   4.c. Presents medical and educational information about a child's disability to others in an organized and professional manner.
   4.d. Explain the function of different local agencies, the population(s) the agency serves, the funding base, services, and strengths
         and weaknesses.

5. Students will be familiar with teaching strategies for children who are deaf, blind, or deaf and blind.
   5.a. Explain educational implications of deafness, blindness, and deaf blindness.
   5.b. Can reproduce at least 20 functional signs (ASL or home signs) in context.
   5.c. Lists specific teaching strategies to assist blind, deaf, or deaf blind students to access curriculum.
   5.d. Knows how to support mobility and communication skills in children with sensory disabilities.

6. Students will understand "best practices" for transition planning and implementation.
   6.a. Identifies the law as stated in IDEA about transition and transition planning.
   6.b. Considers community resources, skills and capabilities of the child, and child's desires when writing a transition plan.