www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Autism Spectrum Disorders
- Template 2015
- Section TMPL
- 1 Credits
- 07/22/2015 to 07/22/2115
- Modified 10/27/2022
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
An introductory course on Autism Spectrum Disorders. The goal of the course is to provide an overview of Autism Spectrum Disorders, with an emphasis on understanding the characteristics and origin responding to the increasing numbers of students diagnosed with Autism Spectrum Disorders (ASD). The course will provide evidence-based practices for those who educate ASD students, as it is imperative for all teachers to be prepared with research-based strategies for effective instruction. Candidates will explore working with families of children with Autism and using Assistive Technology for learners with Autism Spectrum Disorders.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will understand how individuals with Autism spectrum disabilities grow, develop, and learn and provide learning opportunities that support the intellectual, social, and personal development of all individuals with disabilities.
Serving the Community
Candidates will understand how to communicate the origins and impact of mild, moderate & severe (Autism) disabilities and causal factors to educators, parents, and other professionals in the community.
Finding Our Professional Selves
Candidates will be reflective practitioners who continually evaluate how choices and actions affect students, parents, and other professionals in the learning community and actively seek opportunities to grow professionally.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
Outcome 1: Students will compare and contrast differential characteristics of individuals with Autism Spectrum Disorders across the range, including levels of severity and multiple disabilities and their influence on development, behavior and learning. (CEC-1,2,3,4,5,6), (LBS1- 1), (ITPS-1,3,4), (NBPTS-1,4)
- (1a) Describe and identify the characteristics and differences among Autism Spectrum Disorders.
- (1b) Recognize the impact on learning for students with Autism Spectrum Disorders, behavioral/emotional/social and the implications for teachers, parents, and employers as appropriate.
- (1c) Discuss the impact of Autism on all family members.
- (1d) Discuss the changing effects of ASD through-out the life span.
- (1e) Describe ways to support family members with a child with an ASD.
Outcome 2: Students will identify the cognitive process associated with Autism Spectrum Disorders of learning and how these processes can be stimulated and developed. (CEC-1,2,3,5,6), (LSB1- 1,5), (ITPS- 1,2,3,4,5,6), (NBPTS-1,2,3)
- (2a) Discuss the central concepts and methods of inquiry and structure of individuals with disabilities
- (2b) Utilize and plan exceptional, functional or transitional programs for students with disabilities.
- (2d) Identify and discuss instructional strategies that are based on individual learner characteristics.
- (2e) Describe the relationship between individual characteristics and instructional methods or strategies chosen
- (2f) Students will identify components of effective instruction
Outcome 3: Students will evaluate and apply assessment procedures. (CEC-1,2,4), (LBS1-5), (ITPS-3,4,5,7), (NBPTS-3)
- (3a) Analyze the relationship between individual characteristics and instructional methods or strategies chosen.
- (3b) Describe the components of core battery for the assessment of students with ASD,
- (3c) List two standardized tests that can be used to discuss each domain included in the core battery.
- (3d) Summarize the National Research Council’s recommendations for educating children with ASD, including “characteristics of effective interventions” and the six kinds of interventions that should have priority.
Candidates will respond to weekly discussion and reflection prompts.
- Outcomes: 1a,1b,2a,2d,2c,3a,3b,3d
- Standards: CEC 1-6; LBSI 1-5; IPTS 1-7; NBPTS 1-4
Candidates will respond to content learned and applied after viewing assigned videos.
- Outcomes: 1a,3a,3b,3d
- Standards: CEC 1-6; LBSI 1,5, ITPS 1,3,4,5,7; NBPTS 1-4
Candidates will respond to specific content questions and application based upon weekly activities and readings.
- Outcomes: 1b,1c,1d,1e,2a,2d,2e,2f,3c,3d,3e,3f,3g
- Standards: CEC 1-6; LBSI 1-5; IPTS 1-7; NBPTS 1-4
Candidates will select a case study from the course textbook and create a developmentally appropriate lesson plan for that student.
- Outcomes: 1b,2b,2c,2d,2e,2f,
- Standards: CEC 1-6; LBSI 1-5; IPTS 1-6; NBPTS 1-4
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