Curriculum : EDEC 5605 Sensory & Motor Development for VI
North Carolina Central University
Off-Campus Program
Governor Morehead School for the Blind - Lineberry Hall
Advancing Teaching, Scholarship and Service Through Diversity, Partnerships and Technology
Availability
Summer 2008 - not offered
Fall 2008 - not offered
Spring 2009 - Lineberry Hall, GMS Campus
Summer 2009 - not offered
Fall 2009 - not offered
Instructor
Brad R. Walker , Ph.D.
Phone: 919-715-6352 (GMS); 919-530-5179 (NCCU)
E-mail: brwalker AT nccu DOT edu
MSN/Messenger: nccuvitp AT hotmail DOT com
Online Support:
BlackBoard Web Site: http://152.9.6.115
Course Description
This course explores the normal and atypical development in motor and sensory systems and their relationships to spatial orientation, movement, and efficient travel. While this course will emphasize the impact of vision, it will include sensory and motoric stimulation, sensory integration, and sensory and motor efficiency training as they relate to any travel concepts and travel abilities.
Required Texts
Blasch, B. B., Wiener, W. R., & Welsh, R L. (1997). Foundations of orientation and mobility, Second Edition. New York : AFB Press.
Kratz, E. L., Tutt, L. M., & Black, D. A. (1987). Movement and fundamental motor skills for sensory deprived children.Springfield, IL : Charles C. Thomas. (Available, with permission, in photocopy/download format through the VITP).
Recommended Text
Smith, A. J. & Cote , K. S. (1982). Look at me: A resource manual for the development of residual vision in multiply impaired children. Philadelphia : Penn. College of Optometry.
Course Competencies
Students will demonstrate through examinations, written assignments, and/or through supervised practicum experiences, knowledge of normal and atypical early development in motor and sensory systems and their relationship to spatial orientation and movement in the environment.
Students will demonstrate through examinations, written assignments, and/or through supervised practicum experiences, knowledge of an individual's level of functioning and how it impacts on their early development and later abilities in the area of spatial orientation and travel in the environment.
Students will demonstrate through examinations, written assignments, and/or through supervised practicum experiences, knowledge of sensory and motoric stimulation, sensory integration, perceptual-motor training, sensorimotor taxonomies, and other significant theoretical frameworks and perspectives germane to orientation and mobility functioning.
Course Requirments
Participation (200 points): All students will attend class, read assigned work, and contribute to classroom discussions. Brief tasks and/or quizzes will be conducted throughout the course on readings, assignments, and activities. Students who are unable to attend class are encouraged to notify the instructor as soon as possible to avoid loss of participation points.
Evaluation Reports (200 points): All students will observe one and conduct one sensory and/or motor assessment. With each, the student will develop a written report (100 points each). The written reports should include: a brief description of the student/client, the purpose and goals of the assessment, and the results. An evaluation of the results along with any recommendations for additional evaluations, referrals, and/or training plans should be included. Confidentiality of the subjects used in the evaluation must be maintained.
Examination (300 points): Three examinations will be given during this course. The first exam, worth a total of 50 points, will cover the topics and readings for the first four weeks of class. The second exam, worth a total of 100 points, will cover all materials up to Spring Break. A comprehensive final, worth 150 points, will be given at the end of the semester.
File Card Box (100 points): Students will identify and create new resource information for inclusion in a Resource File Box pertaining to assessments, instruments, resources, materials, and devices related to sensorimotor issues.
Project/Paper/Presentation (200 points): Each student will have the option of doing a project, paper, or class presentation of specific interest to the student and related to the course topic.
Paper/Project/Presentation Guidelines
Paper: The student will submit a 15 page (text count) paper on a topic of interest related to the course subject. Papers are to be typed, double spaced, and in APA format providing a minimum of five cited references.
Project: The student will create, develop, design, conduct, etc. a project of interest related to the course subject.
or
Presentation: The student will present a selected topic of interest related to the course subject. The presentation will be a minimum of one hour in length, and include citations, references, handouts, or other materials relevant to the presented topic.
Specific details in the form of a typed 1-page proposal/abstract of the selected paper/project/presentation must be submitted to the instructor, for approval, by the fifth week of class.
Course Schedule
Introduction to Course
O&M and Sensory/Motor Development:
M/S/R & 11 Modes
Learning Theories
Sensory Reception, Perception, & Recall
BWW: 1 & 2; KTB: 1, 2, & 3)
Model Implementation: Assessment, Evaluation and the Scientific Research Model
(Readings: BWW: 2 & 24)
Motor Development, Sensory Stimulation, Integration, & Concepts
First Examination
(Readings: KTB: 1, 2, 3, 5, 6; KTB: 7 & 8)
Skeletal/Muscle/Reflex Systems
Paper/Project/Presentation Proposals Due
(Readings: BWW: 5 & 13; KTB: 3, 5, & 6)
Skeletal/Muscle/Reflex Systems
(Readings: BWW: 5 & 13; KTB: 3, 5, & 6)
Tactile Modes: Touch, Proprioceptive, Kinesthetic, Vestibular, Haptic
(Readings: BWW: 5; KTB: 3, 5, & 6)
Tactile Modes: Touch, Proprioceptive, Kinesthetic, Vestibular, Haptic
(Readings: BWW: 5; KTB: 3, 5, & 6)
Gustatory & Olfactory Senses
Second Examination
Auditory Modes: Hearing, Echolocation, Object Perception
(Readings: BWW: 4)
Auditory Modes: Hearing, Echolocation, Object Perception Visual Sense:
(Readings: BWW: 4 )
Visual Sense: Lighting/Contrast/Size
(Readings: BWW: 3; KTB: 2)
Visual Sense: Lighting/Contrast/Size
(Readings: BWW: 3; KTB: 2)
Presentations / Course Review
Papers Due
Final Examination
Grading Policy
As indicated above, each requirement has a percentage allocated toward the final grade. All requirements must be completed for a grade to be given at the end of the semester. Incompletes will only be given with prior approval of the instructor.
Final grades will be determined by the following point scale:
A - 900 to 1000
B - 800 to 899
C - 700 to 699
F - 0 to 699
Academic Policy
Unless there has been prior approval of the instructor, grade penalties will be imposed when papers and projects are submitted after due dates.
Plan for Student Evaluation of the Instructor
The standard short questionnaire of the university will be used for formal evaluation as well as open-ended evaluation forms. Students are encouraged to share comments and concerns throughout the semester as well.
Course Drop Dates
This course may be dropped in compliance with the university calendar as posted in the NCCU Class Schedule.
North Carolina Central University provides, upon request, appropriate academic adjusts for qualified students with disabilities. For more information, contact the course instructor and/or Dr. James Fuller Student Support Affairs at 919-530-6325