SPED 322
Mathematics, Science, and Social Studies Adaptations
for Students with Learning Disabilities,
Emotional/Behavioral Disorders, and Mental Retardation
Spring 2010
Instructor: Christopher D. Jones
Office: Hull
Phone: (434) 395-2375
email: jonescd@longwood.edu
Office Hours: Daily by appointment
Class: M W 4:00 – 5:15
Location: Hull 245
Course Description
Emphasis on characteristics of and strategies for students with mild/moderate deficits in mathematics,
social studies, and science. (3 credits)
Textbooks
Marchand-Martella Introduction to Direct Instruction (2003). Allyn and Bacon
Kame’enui, Carnine, Dixon, Simmons, Coyne (2002). Effective Teaching Strategies That Accommodate
Diverse Learners.Merrill/Prentice Hall.
Course Objectives
This course is designed to strengthen the instructional skills of the special education teacher who must help
students achieve success in the special education classroom and the general education classroom. The
student will develop instructional competency through lectures, discussions, small group activities,
projects, and a micro-teaching experience.
The competencies developed in this course align with the competencies outlined in the knowledge, skills,
and dispositions of Longwood College conceptual framework, Educator As Reflective Citizen Leader.
Conceptual Framework Codes
Code Meaning
V1 = Educators as Reflective Citizen Leaders
TC 1 = Planning
TC 2 = Implementation and Management of Instruction
TC 3 = Evaluation and Assessment
TC 4 = Knowledge of Subject
TC 5 = Classroom Behavior Management
TC 6 = Communication Skills
TC 7 = Professional Responsibilities
TC 8 = Technology
TC 9 = Diversity
The general course objectives are for the student to:
Knowledge:
1. Recognize the learning and social characteristics of children and youth with learning disabilities,
emotional/behavioral disorders, and mild mental retardation and the implications of these
characteristics for classroom instruction. TC 2, TC 4, TC 7
2. Recognize the six major principles of effective instructional tools. TC 4
3. Recognize the role of mnemonics instruction in content course instruction TC 2, TC 4
4. Recognize the “best practices” in Mathematics instruction. TC 2, TC 3, TC 4
5. Recognize the “best practices” in Science instruction. TC 2, TC 3, TC 4
6. Recognize the “best practices” in Social Studies instruction. TC 2, TC 3, TC 4
Skills:
1. Show skills in designing instruction, selecting, modifying, or adapting instructional materials and
procedures, and assessing and evaluating student performance in mathematics, social studies, and
science to meet the needs of students with learning disabilities, emotional/behavioral disorders,
and mild mental retardation. (#1, #2, #3) TC 1, TC 2, TC 3, TC 4
2. Demonstrate mastery of script construction utilizing the six major principles of effective
instructional tools and little di lesson plans. TC 1, TC 2, TC 3
3. Master the delivery of effectively design instruction. TC 2, TC 6
4. Develop an appreciation of the difference between an “amateur” teacher and a “professional”
teacher. TC 7
5. Understand the role of assessment in curriculum delivery. TC 3
Dispositions:
1. Establish a philosophy of the educational goals, objectives, and instructional practices appropriate
for students with learning disabilities, emotional/behavioral disorders, and mild mental retardation
in the mathematics, social studies, and science curricula. V1, TC 7, TC 9
2. Actively exhibit qualities associated with a professional teacher TC 7
3. Embrace the philosophy of “letting the data guide instruction.” TC 3, TC 7
4. Actively pursues methods deemed “best practice.” V1, TC 3, TC 6, TC 7
Course Requirements
1. Students are expected to attend all class sessions and complete all reading assignments by the date
due. There will be two tests (30 percent) and one final exam (10 percent) covering material from assigned
readings and from class sessions.
2. Curriculum Review Rubrics (3): Develop a curriculum review rubric that culminates with a
quantitative score. Each student will design a rubric to be used in curriculum adoption or construction that
evaluates the effective delivery of the six major principles of high-quality educational tools.
3. Web Quizzes: Each web quiz is to be completed prior to attending class. The quiz will correlate with
the daily reading requirement. You should read the chapter before attempting to take the quiz.
Grading (Rubrics for all assignments will be posted on Blackboard.)
Assignment
Date Due
Tests
2/25 – 3-31
Curriculum Adoption Rubric 3
Various Dates
Web Quizzes
Various
Participation/Attendance
Rolling
Final Exam
TBA
Total Points
Percent
30
30
15
15
10
100
Grading Scale:
A
100-96
B
C
D
F
95-89
88-83
82-77
>77
Attendance Policy
Students are expected to attend all class sessions. If you must be absent for legitimate purposes (i.e., death
in the family, a college-sponsored activity, or a recognizable illness or emergency),notify the instructor
before the class session in question whenever possible. A grade of “F” will be assigned if you miss more
that 25% of the class sessions for any combination of excused and unexcused absences. If you miss more
than 10% of the class sessions for unexcused absences, your grade may be lowered by one letter.
Honor Code
Students are expected to abide by the Longwood College Honor Policy. All assignments and tests must be
pledged.
Accommodations
Any student who feels that he or she may need accommodations based on a disability should make an
appointment to see the instructor.
Selected Bibliography
Gurganus, S. P. Math Instruction for Students with Learning Problems. (2007). Boston:
Allyn & Bacon
Strichard, S. S., & Mangrum, C. T. (2002). Teaching Learning Strategies and Study Skills to
Students with Learning Disabilities, Attention Deficit Disorders, or Special Needs.
Boston: Allyn & Bacon
Mastropieri & Scruggs (2002). The Inclusive Classroom: Strategies for Effective Instruction.
Mastropieri & Scruggs (2002). Effective Instruction for Special Education. Pro Ed
Silbert, Carnine (2002). Designing Effective Mathematics Instruction: A Direct Instruction
Approach.
Schloss, P. J., Schloss, M. A., & Schloss. C. N. Instructional Methods for Secondary Students
with Learning and Behavior Problems (4th ed.) (2007). Boston: Allyn & Bacon