ncate Institutional Report
banner  
 

 

logo

 

Additional Evidence Report for Special Education - Severe/Profound (B.S)

This report is designed to include additional information not already included in SPA reports. Begin your program review with the latter.

TECHNOLOGY

Use of Computer-Based Data and Program Support

Blackboard© is a technology-based support to students and faculty at Rhode Island College. Blackboard© offers a variety of services including a storage for information for students to access at any time during a semester, course grade books, a means to share comments, ideas, information, and feedback to students, exams on-line, links to other resources on the web, among many other functions.  Professors create the Blackboard©   for each individual course, and enable the functions consistent with the content of the class.  Additionally, the Department of Special Education utilizes a data management/assessment software program, ChalkandWire©  for data management, artifact submission, and feedback to students.  Special Education courses that utilize either Blackboard or ChalkandWire are:

  • SPED 300: Introduction to the Characteristics and Education of Children and Youth with Disabilities
  • SPED 310: Principles and Procedures of Behavior Management for Children and Youth with Disabilities
  • SPED 311: Language Development and Communication Problems in Children
  • SPED 312: Assessment Procedures for Children and Youth with Disabilities
  • SPED 435: Assessment and Instruction of Children with Severe/Profound Disabilities
  • SPED 436: Assessment and Instructional Alternatives for Adolescents and Young Adults with Severe/Profound Disabilities
  • SPED 437: Student Teaching for Teachers of Students with Severe/Profound Disabilities

Technology Labs

Four courses in Special Education utilize computer laboratories to provide instruction for students as a means to demonstrate and receive hands-on instruction at individual work stations.  These computer laboratories are used to instruct students in the IEP development process, instruction on functions of Microsoft Word and Excel to support production of reports and information and to access the web to research issues in special education.

Classroom-Based Technology Use

A growing number of instructional classrooms at Rhode Island College have computers, web access, and LCD projection.  Professors who request these classrooms (over 50% of full time faculty) utilize technology for powerpoints, website resources, and computer software to support teachers (e.g. Boardmaker, Writing With Symbols, Inspiration, Computer IEP management software, testing support). 

STEM Project Involvement

The STEM Project is a grant provided to Rhode Island College to provide new learning environments to support teacher education candidates experience learning environments that support learning in the areas of science, mathematics, and technology.  Special education faculty are members of the college's STEM advisement team to ensure that classroom designs, environmental considerations, instructional materials, and  technology support the needs of candidates with a disability (e.g. hearing loss, physical challenges, vision loss).  The second and primary focus of STEM Project involvement is to assist in identifying mathematics, science, and technology needs to support all learners, including specialized materials, software, curriculum supports for children with special challenges.

Special Education Department Website

The Department of Special Education Website was developed as a resource to potential students, candidates in the undergraduate and graduate programs, and other professors who provide advisement to students at Rhode Island College.  Included in the website:

  • Student guidance for each point in the undergraduate and graduate three-tiered assessment systems (Admissions, Preparing for Student Teaching/Graduate Internship/Exit Portfolio)
  • Link to the Rhode Island Professional Teacher Standards and the Council for Exceptional Children Standards within the special education portfolios.
  • Information on each professor and their area of interest
  • Course information (course numbers, titles, prerequisites)
  • Frequently Asked Questions about the special education department
  • Program specific information (program plans of study, program requirements)
  • Contacts of faculty advisors for each program of study
  • Mission of the Department of Special Education

Special Education PeopleSoft Portfolio Assessment Management/ChalkandWire

All assessment information provided by undergraduate students are logged in the special education portfolio website.  Data from each course artifact, artifacts produced during student teaching and all essays are inputted into the data management system.  During Fall 2007, the department will create a means to tabulate all student data by CEC Standard, artifact, program, and student.  This will provide the department with valuable information to employ changes to best support candidate learning.  Examples of the screens used to input portfolio assessment data are provided.  As the full implementation of ChalkandWire progresses (January 2011), the department will move from the Peoplesoft system to full ChalkandWire analysis of student performance.

Communication Technology with RIC students and Practicum/Cooperating Teachers

All professors (full time and adjunct faculty) use email as one means to communicate with candidates.  This provides candidates with rapid responses to questions, and models the demands of teachers at PK-12 levels of instruction.  Practicum teachers receive all course-related student performance guidance, expectation for performance, evaluation materials, and personal contacts primarily through email.  Phone and on-site connections are other ways to share information.
300
  • Instruction include use of computer and LCD display with computer presentation
  • Students required to complete Chapter On-Line Self Assessments and use the On-Line component of the text.
  • Candidate use On-Line resources such as InfoWorks to complete requirements for Case Study.
  • Video reviews of DVD on Reserve in library are required.
  • Weekly on-line communication with the class is supported by use of Distribution List (for power points, handouts, general announcements).
  • Students develop and present their individual research projects utilizing a power-point presentation to class
  • Candidates utilize web-based learning within practicums for lessons with students
  • Written report of the Case Study is submitted using word processing. Instructor utilizes one or two powerpoint presentations with students.
  • The internet is used frequently in class to introduce and review pertinent websites(CEC,NICHY, RIDE, RITAP,  LD, etc.)
  • Adaptive equipment as it pertains to disabilities are introduced in the course content.
  • Students evaluate RIC campus with regard to ADA and Section 504 provisions made for persons with disabilities.
  • Weekly class presentations are sent to students to print as handouts in advance for class.
  • HW assignments and class updates are communicated via class distribution list (e-mail).

310

  • Excel is utilized to enable students to complete the data analysis and graphing sections of their mini behavioral modification and their FBA projects.
  • The students complete their structure projects in Microsoft Word Tables. Furthermore, the data from the mini projects and the FBA projects are displayed in Microsoft Word Tables
  • Formal training for Excel and Microsoft Tables occurs in a computer lab usually in Gaige Hall with modeling, individual computer practice and peer support is used to accomplish the training.
  • Candidate's use of Blackboard  for course content
  • Lessons/instruction including use of computer
  • LCD display with computer presentation
  • Student use of technology to prepare reports, organize information as part of the lesson
  • Candidate's use of technology to develop papers, graph displays, visual representation
  • Discussion of a variety of technologies to support students with disabilities in the context of assessing classroom structure
 

 

311

  • Ongoing use of in-class computer to access YouTube and other websites to provide current information about special education topics 
  • Consistent email, Microsoft Office(documents, PPT, spreadsheets), and videos to support learning/development
  • Teacher Candidates researched wesbites and online resources as part of course assignments

Teacher Candidates considered Assistive Technology options through readings and online materials to support students'  progress

 

Control of the environment

  • Actually Used in class:
  • 3 different types of switches(actually use them)
  • Battery and outlet adapters for switches  We discuss the importance of having all children interact with their environment as their peers do.  Turning on the lights, the blender or the tape player and tv. 
  • Discussed: Higher level switches (eye blink etc.), Position and seating
  • Actually used : Seat cushions, Non stick surface on chair
  • Discussed: Side lyers, standers wheel chairs

Vision

  • Actually used: Magnifier, Braille labeler, Braille Keyboard, Enlarged books
  • Discussed: Screen reader, Text reader, Note takers

Communication

  • Actually used in class: Eye gaze board, Simple VOCA – (step by step, big Mac), Voice output with icon sequence (go talk -4)
  • Discussed: Dynamic display voice output ( Tango and Dynavox)

Reading

  • Actually used : Predictable books, Adapted books for page turning, Adapted books with symbols for comprehension and sequencing, Using VOCA for repetitive books
  • Discussed: Books on tape/cd/mp3, Scanners with word processing

Learning and Studying

  • Actually used: Picture schedules, Color coded studying materials, Highlighter tape, Voice Output Homework organizer

Hearing

  • Actually used: Flash alert for knocking, Personal amplification
  • Discussed: Cochlear implants and accommodations, Hearing aids, Note takers, Sign interpreters, FM systems
  •  

Recreation

  • Actually used: Adapted toys with switches, Low vision playing cards, Adapted books, Modified utensils
  • Discussed: Software adaptations
  •  

Activities of Daily Living

  • Actually used: Non slip materials, Adapted eating utensils, Adaptive dressing utensils, Computer Access
  • Discussed/shown: Adaptive keyboards, Track balls

Composing written language

  • Actually used: Highlighter tape, Writing templates, Electornic spell check and dictionary,
  • Discussed: Talking work processors, Writing with symbols

Motor Aspects of writing

  • Actually used :Variety of pens and pencils, Variety of adapted grips, Raised line and highlighter paper, Slant board, Alpha Smart
  • Discussed: Computers with word processing
  • Voice recognition software

 

312

  • Instruction includes use of computer and LCD display with computer presentation
  • Students required to complete
  • Chapter On-Line Self Assessments and use the On-Line component of the text for Case Study.
  • Video reviews of DVD on reserve in library are required.
  • Weekly on-line communication with the class is supported by use of Distribution List (for power points, handouts, general Candidate use On-Line resources such as InfoWorks to complete requirements
  • announcements
  • Candidates utilize web-based learning within practicums for lessons with students
  • Written report of the Case Study is submitted using word processing.

 

435

  • Candidates used online IEP program to develop IEPs for their case study students.
  • Candidates used online resources, e.g., Rhode Island AAGSE and online articles and videos.
  • Alternate Assessment: Profile,
  • Email  was used for communication and class discussion, course materials/readings, and grades. 
  • All candidates were encouraged to use technology to meet the needs of individual students.
  • Some candidates used assessment software programs to collect and analyzed assessment data. (RI Profile)
  • Some candidates implemented assistive technology in their lessons.

 

 

    • LCD used in class to provide information to candidates regarding methods and materials appropriate for students with mild/moderate disabilities.

 

    • Chalk and Wire used of artifact submission and grading
    • Computerized IEP developed by candidates for course artifacts
    • Computerized lesson plan development by candidates for course artifacts
    • Candidates' use of technology in the development of research papers, graph displays, and visual representations as part of course requirements.
    • Candidates' use of computer/web based information for learning course content.
    • Discussion of augmentative communication systems with demonstration of systems/view of systems using in-class technology.

436

  • Candidates used online resources, e.g., Rhode Island AAGSE, Profile, and online articles and videos.
  • Email  was used for communication and class discussion, course materials/readings, and grades. 
  • All candidates were encouraged to use technology to meet the needs of individual students.
  • Some candidates implemented assistive technology in their lessons.
    • Computerized lesson plan development by candidates for course artifacts
    • Candidates' use of technology in the development of research papers, graph displays, and visual representations as part of course requirements.

 

   
nication and class discussion, course materials/readings, and grades. 
  • All candidates were encouraged to use technology to meet the needs of individual students.
  • Some candidates used assessment software programs to collect and analyzed assessment data. (RI Profile)
  • Some candidates implemented assistive technology in their lessons.

 

 

    • LCD used in class to provide information to candidates regarding methods and materials appropriate for students with mild/moderate disabilities.

 

    • Chalk and Wire used of artifact submission and grading
    • Computerized IEP developed by candidates for course artifacts
    • Computerized lesson plan development by candidates for course artifacts
    • Candidates' use of technology in the development of research papers, graph displays, and visual representations as part of course requirements.
    • Candidates' use of computer/web based information for learning course content.
    • Discussion of augmentative communication systems with demonstration of systems/view of systems using in-class technology.

436

  • Candidates used online resources, e.g., Rhode Island AAGSE, Profile, and online articles and videos.
  • Email  was used for communication and class discussion, course materials/readings, and grades. 
  • All candidates were encouraged to use technology to meet the needs of individual students.
  • Some candidates implemented assistive technology in their lessons.
    • Computerized lesson plan development by candidates for course artifacts
    • Candidates' use of technology in the development of research papers, graph displays, and visual representations as part of course requirements.