CURRICULUM AND METHODS FOR EXCEPTIONAL LEARNERS: GENERAL CURRICULUM
Fall 2011
Instructor: Christopher D. Jones
Office: Hull 258
Phone: (434) 395-2375
email: jonescd@longwood.edu
Office Hours: Daily by appointment
Skype: chris.jones75 AIM: chrisjoneslu
Class: Thur 4:00 – 5:00
Location: Hull 247
Course Description: This course focuses on effective (research-based) adaptations and modifications of
general educational materials and curricula for exceptional learners. Planning for individualized education
programs (IEPs) across the grade levels is also included. (3 credits)
Textbooks
Coyne , Kame’enui, Carnine, Dixon, Simmons, (2010). Effective Teaching Strategies That Accommodate
Diverse Learners. 4th Pearson
Stein, Kinder, Silbert, Carnine (2006). Designing Effective Mathematics Instruction: A Direct Instruction
Approach. 4th Pearson
Course Objectives
The following teacher candidate competencies along with the professional standards of the Council of
Exceptional Children guide the planning and delivery of instruction in this course. Specific course
objectives reflect this framework as they focus on the needs of the teacher candidates for developing skills
as educators who will be knowledgeable, caring, and ethical decision-makers. As the College of Education
and Human Services’ vision statement affirms, we train Educators as Reflective Citizen Leaders.
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
7. Identify historical and current approaches/methods to learning problems or exceptional conditions
that have empirical support. (TC 4, 7) [CEC 1, 4, 9]
8. Be familiar with several commercial math, science social studies and technology components that
have empirical support for their effectiveness with students with learning needs. (TC 1, 2, 4, 7, 8)
[CEC 1, 4, 7, 9]
9. Recognize the “best practices” in Mathematics instruction, including the complex nature of
numeracy and the sequential nature of mathematics.
10. Know the mandatory components of an IEP, both the legal and practical applications. (TC 1, 2, 4,
7,) [CEC 1, 7, 9]
11. Understand the differences between standardized and non-standardized assessment; formative and
summative assessment; and curriculum-based measurement (CBM) and curriculum-based
assessment (CBA) and the responsibility of ethical use. (TC 2, 3, 4, 7) [CEC 8, 9]
12. Be familiar with the scope and sequence of the general education curriculum in the form of
Standards of Learning (SOLs) and the requirements for state testing for students with learning
needs. (TC 1, 3, 4, 8; CEC 1, 7, 8, 9, 10)
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
6. Write appropriate and measurable goals and objectives for IEPs. (TC 1, 3, 7) [CEC 7, 8, 9]
7. Demonstrate competence with directive teaching procedures in math as well as with learning
strategies (including mnemonics and other met cognitive strategies) and the use of technology in
instruction. (TC 2, 4,8) [CEC 4, 6, 7]
8. Show skill in selecting, modifying, or adapting instructional materials and lesson procedures in the
subject and content areas for students with exceptional learning needs, including planning for
social interactions. (TC 2, 3, 4, 5, 6, 7) [CEC 3, 4, 5, 6, 7, 10]
9. Plan and implement the monitoring of student progress on IEP objectives using CBA. (TC 1, 2, 3,
4, 5, 6, 8) [CEC 3, 4, 5, 6, 7, 8, 9, 10]
10. 5. Use appropriate procedures to develop, provide, and evaluate instruction on material from SOL
taking into consideration the unique needs of students with learning needs. (TC 1, 3, 6; CEC 5,
6, 8)
11. 6. Design alternative ways to teach content material including modifying curriculum in the general
education classroom as well as other instructional settings. TC 1, 2, 3, 4, 7, 8; CEC 2, 3, 4, 7, 8, 9
12. 7. Master the delivery of effectively designed instruction including systemic instruction, cognitive
learning strategies, study skills, and technology use. TC 2, 6; CEC 4, 5, 6, 7
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
5. Demonstrate an understanding of the importance and ethical use of evaluation procedures and data
on student progress in the selection of appropriate and effective instructional procedures,
strategies, approaches, models, and learning environments. (TC 1-5) [CEC 2, 3, 4, 5, 7, 8, 9, 10]
6. Experience and practice the reflection necessary to effectively and efficiently teach children with
learning needs including those from diverse backgrounds. (TC 1-9) [CEC 2-10]
7. Justify instructional practices based on data showing students’ progress. (TC 1-5, 7) [CEC 1-10]
8. Establish a philosophy of high expectation for the potential and capacity of exceptional learners to
meet academic, behavioral, and social standards. TC 7, 9; CEC 1-10
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. CBA Assignment to be discussed in class and completed according to individual student
situations/opportunities to complete a CBA in the course timeline. (See attached Rubric)
CBA Rubric
Select a student with whom you have worked or are currently working. From his or her IEP (or create an
appropriate objective), choose an objective on which you will monitor the student's progress. Create a
Curriculum-Based Assessment Tool (CBA) to monitor the student's progress on this objective. Parts of this
project will be done in class with assistance from the instructor. The final product of this project will be
your written description of how you will teach, probe, and graph data on this child's progress in a unit of at
least 6 days. To be included in this final project will be:
 The objective from the student's IEP or an appropriate objective.
 The probe/s you use.
 A log of your instruction with the student
 Your graph of the student's progress
 Your evaluation of this method of assessment
3. Lesson Analyses - Select 2 "skill" lessons from teachers’ manuals (i.e., from a basal reading series, a
science text, English grammar, math text, social studies/history etc.). In a short paper of approximately two
pages (you may copy the lesson so that you do not need to write out the whole lesson):
A. Describe the lesson objective, the examples given to the students, the nature of the practice activities
provided for student mastery of the skill, and any recommendations made for learners with special needs.
Then...
B. Critique the lesson (assuming you are to teach this lesson to students with learning and behavior
problems) using the following questions:
1) Is the stated lesson objective measurable? If so, does it directly relate to the evaluation suggested for the
lesson? If it is not clear and measurable, rewrite it so that it is. To which SOL/s would this lesson
objective relate?
4. 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.
5. Math Delivery Lesson: Students will be expected to plan and deliver a peer reviewed lesson plan to
mastery using the assign text.
Grading (Rubrics for all assignments will be posted on Blackboard.)
Assignment
Date Due
Tests
9/28 – 10-19
CBA Assignment
11/30
Lesson Plan Review
10/19
Curriculum Adoption Rubric 3
Various Dates
Participation/Attendance
Rolling
Math Delivery Lesson
TBA
Exam
TBA
Total Points
Percent
30
10
10
20
10
10
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