SPED 367: Methods for Teaching Individuals with Mild/Moderate Disabilities in
Mathematics and Content Areas
(3 hours credit)
Fall 2013
COURSE DESCRIPTION: This course deals with the methods of teaching mathematics and
content subjects to students with mild/moderate disabilities. It provides practice in selecting
goals and objectives for lesson planning, task analysis, preparing developmentally appropriate
and academically sequenced materials and evaluating intended learning outcomes. The course
will also include techniques for teaching learning strategies and promoting instructional
transitions. Candidates will develop and select instructional content, resources, and strategies
that respond to cultural, linguistic, and gender differences. The form of the course includes
lecture, small group activities, and field-based experiences each week.
REQUIRED TEXTBOOK:
Polloway, E. A., Patton, J. R., & Serna, L. (2013). Strategies for teaching learners
with special needs. (10th ed.). Merrill.
PREREQUISITES: EDUC 304 or EDUC 308 and EDUC 307 can be taken concurrently with
SPED 367. Students must be enrolled concurrently with SPED 366. Must have full SARTE
status.
STATEMENT OF CONCEPTUAL FRAMEWORK:
The College of Education’s Conceptual Framework provides direction for the development of
effective professionals. It is a living document that continuously evolves as opportunities and
challenges emerge. The four components of the CF are the institutional standards used for
candidate assessment in undergraduate and graduate programs. They are Knowledge of the
Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional
Standards (PS). Diversity, Technology, and Dispositions are included in the assessment process
as themes that are integrated throughout all programs in the educational unit.
COURSE OBJECTIVES:
Upon completion of the course, students will have demonstrated their understanding of the
following competencies by their performance on examinations and by their successful
completion of the course requirements:
1.
2.
3.
4.
5.
6.
Methods of increasing accuracy and proficiency in math (GC:4, K6) (CK,KL,SM)
Teacher attitudes and behaviors that influence behavior of individuals with exceptional
learning needs. (CC:5,K4) ( KL, SM, CK)
Effects of cultural and linguistic differences on growth and development. (CC:6,K1)
(KL, SM, CK, D)
Characteristics of one’s own culture and use of language and the ways in which these
can differ from other cultures and uses of languages. (CC:6,K2) (KL, SM, CK, D)
Augmentative, alternative, and assistive communication strategies. (CC:6,K4) (KL,SM, CK, T)
Theories and research that form the basis of curriculum development and instructional
practices. (CC:7,K1) (PS, KL, CK, SM)
1
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Scope and sequences of general and special curricula. (CC:7,K2) (PS, SM, CK)
National, state, or provincial, and local curricula standards. (CC:7,K3)(PS, CK, SM)
Technology for planning and managing the teaching and learning environment.
(CC:7,K4) (SM, CK, KL, T)
Personal cultural biases and differences that affect one’s teaching. (CC:9:K1) (KL, SM)
Importance of the teacher serving as a model for individuals with exceptional learning
needs. (CC:9, K2) (PS,KL, SM, CK, D)
Continuum of lifelong professional development. (CC:9,K3) (PS, KL, SM,CK)
Methods to remain current regarding research-validated practice (CC:9,K4) (PS, KL,
SM, CK)
Models and strategies of consultation and collaboration (CC:10, K1) (SM)
Roles of individuals with exceptional learning needs, families, and school and
community personnel in planning of an individualized program (CC:10, K2) (KL, CK,
SM)
Impact of disabilities on auditory and information processing skills. (GC:3, K1) (KL, CK,
SM)
Methods for guiding individuals in identify and organizing content (GC:4, K7)
(CK,KL,SM)
Methods for ensuring individual academic success in one-to-one, small group, and largegroup settings (GC:5, K3)
Integrate academic instruction and behavior management for individuals and groups with
disabilities (GC:7, K1) (KL,SM)
Model Career, vocational, and transition programs for individuals with disabilities (GC:7,
K2) (SM)
Organizations and publications relevant to individuals with disabilities (GC:9, K2) (SM)
Co-planning and co-teaching methods to strengthen content acquisition of individuals
with learning disabilities (GC:10, K4) (SM)
LEARNER OUTCOMES:
By the conclusion of this course, the student will be able to:
(NOTE: Learner Outcomes with a * are addressed in products submitted by students)
1.
2.
3.
4.
5.
6.
7.
Use methods to teach mathematics appropriate to the individuals with disabilities (GC:4,
S5) (SM, KL) -Product
Plan instruction on the use of alternative and augmentative communication systems
(GC:6, S5) (CK, KL,SM)
Select and use specialized instructional strategies appropriate to the abilities and needs of
the individual (GC:7, S2) (CK,KL,SM)
Plan and implement age and ability appropriate instruction for individuals with
disabilities. (GC:7, S3) (KL,CK,SM)
Select design, and use technology, materials and resources required to educate
individuals whose disabilities interfere with communication (GC:7, S4) (KL,CK,SM,T)
Design and implement instructional programs that address independent living and career
education for individuals (GC:7, S6)(KL,CK,SM)
Participate in the activities of professional organizations relevant to individuals with
disabilities (GC:9, S1) (SM)
2
8.
9.
10.
11.
12.
13.
14.
15.
16
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
Use local, community, and state and provincial resources to assist in programming with
individuals with disabilities (GC:10, S1) (SM)
Select, plan, and coordinate activities of related services personnel to maximize direct
instruction for individuals with disabilities (GC:10, S2) (SM)
Collaborate with team members to plan transition to adulthood that encourages full
community participation. (GC:10, S4) (SM)
Identify and teach basic structures and relationships with and across curricula (GC:4,
S10) (CK,SM) -Product
Use instructional methods to strengthen and compensate for deficits in perception,
comprehension, memory, and retrieval (GC:4, S11) (KL,CK,SM) -Product
Use responses and errors to guide instructional decisions and provide feedback to learners
(GC:4, S12) (KL,CK,SM)
Identify and teach essential concepts, vocabulary, and content across the general
curriculum (GC:4, S13) (KL,CK,SM) -Product
Conduct self-evaluation of instruction (CC:9, S9) (SM) - Product
Access information on exceptionalities (CC:9, S10) (KL, CK, SM) - Product
Reflect on one’s practice to improve instruction and guide professional growth (CC:9,
S11) (PS, CK,KL, SM) - Product
Engage in professional activities that benefit individuals with exceptional learning needs,
their families, and one’s colleagues. (CC: 9, S12) (SM) - Product
Maintain confidential communication about individuals with exceptional learning needs
(CC:10, S1) (SM)
Use group problem solving skills to develop, implement and evaluate collaborative
activities. (CC:10, S7) (KL,CK, PS,SM)
Use group techniques and coach others in the use of instructional methods and
accommodations (CC:10, S8) (CK,KL,SM, PS) - Product
Relate levels of support to the needs of the individual (GC:3,S1)(KL,SM)
Use research-supported methods for academic and non-academic instruction of
individuals with disabilities (GC:4,S1)(PS,CK,KL,SM)
Use strategies from multiple theoretical approaches for individuals with disabilities (GC:
4, S2) (PS,CK,KL,SM)
Teaching strategies and study skills to acquire academic content (GC:4,S3) (SM)
Use task analysis. (CC:7,S5) (SM,CK)
Sequence, implement, and evaluate individualized learning objectives,
(CC:7,S6)(KL,SM,CK) -Product
Develop and select instructional content, resources, and strategies that respond to
cultural, linguistic, and gender differences. (CC:7,S8)(SM, CK, KL, D) -Product
Incorporate and implement instructional and assistive technology into the educational
program. (CC:7,S9)(SM,CK, T) - Product
Prepare lesson plans. (CC:7,S10)(PS,SM,CK,KL, D, T) -Product
Prepare and organize materials to implement daily lesson plans. (CC:7,S11)(PS,SM,CK,
KL, D, T) - Product
Use instructional time effectively. - Product (CC:7,S12)(KL,SM,CK,T)
Make responsive adjustments to instruction based on continual observations.
(CC:7,S13)(SM, KL, CK) -Product
Practice within the CEC Code of Ethics and other standards of the profession (CC:9, S1)
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35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
(SM)
Uphold high standards of competence and integrity and exercise sound judgment in the
practice of the profession (CC:9, S2) (SM)
Use strategies to facilitate integration into various settings. (CC:4,S1) (SM, CK)
Use strategies to facilitate maintenance and generalization of skills across learning
environments. (CC:4,S4) (SM, CK)
Use procedures to increase the individual’s self-awareness, self-management, selfcontrol, self-reliance, and self-esteem. (CC:4,S5) (SM,CK)
Use strategies that promote successful transitions for individuals with exceptional
learning needs. (CC:4,S6) (SM,CK)
Identify supports needed for integration into various program placements. (CC:5,S3)
(KL, SM,CK)
Design learning environments that encourage active participation in individual and group
activities. (CC:5,S4) (SM,CK,KL)
Establish and maintain rapport with individuals with and without exceptional learning
needs. (CC:5,S7) (SM,CK) - Product
Use strategies to facilitate integration into various settings. (CC:4,S1) (SM, CK)
Use strategies to facilitate maintenance and generalization of skills across learning
environments. (CC:4,S4) (SM, CK)
Use procedures to increase the individual’s self-awareness, self-management, selfcontrol, self-reliance, and self-esteem. (CC:4,S5) (SM,CK)
Use strategies that promote successful transitions for individuals with exceptional
learning needs. (CC:4,S6) (SM,CK)
Identify supports needed for integration into various program placements. (CC:5,S3)
(KL, SM,CK)
Design learning environments that encourage active participation in individual and group
activities. (CC:5,S4) (SM,CK,KL)
Establish and maintain rapport with individuals with and without exceptional learning
needs. (CC:5,S7) (SM,CK) – Product
COURSE OUTLINE:
I.
General aspects of teaching
II.
Curriculum – comprehensive curriculum and core curriculum
III.
COMPASS, PAARC
IV.
Lesson plans – components, why we have them, how to write them, purpose,
V.
Students with disabilities/IEPs/general information
VI.
Components of mathematics
VII. Teaching Mathematics
VIII. Teaching Problem Solving
IX.
Teaching science
X.
Teaching Study Skills
XI.
Differentiated instruction
XII. Universal design for learning (UDL)
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ARTIFACTS APPROPRIATE FOR PORTFOLIOS:
Lesson Plans: Performance Outcomes – 1.1 Planning, .2.2 Time Management, 3.1 Strategies, 3.2
Content Knowledge, 3.3 Thinking/Problem Solving, 3.4 Individual Differences, 3.5 Connections,
3.6 Real World
Profession Development Activities – Performance Outcome 4.1 Professional Growth
Professional Attributes and Characteristics Rating Scale/Lesson Plan Reflection – Performance
Outcome 4.2 Self-Development
FIELD EXPERIENCE REQUIREMENT:
Hours: 25 hours field experiences
Types: 2 hrs. – with an assigned student/students in the SLU Lab School; ½ hr. may be
observation. This should include working on math skills with students. 3 hrs. (additional hour(s)
may be used if needed)- some of this will be observation/peer evaluation and you will teach a
minimum of two times in the lab (one math lesson and one reading lesson). 20 hrs. – in an
assigned mild/moderate public school setting (we will assign you to your school); 1 hr. may be
for observation.
UNIT/PROGRAM ASSESSMENT:
Field experience hours
Service learning hours
Observation evaluation
Lesson plan for observation evaluation
Professional dispositions
COURSE EVALUATION:
In addition to above assessments:
Comprehensive exam
Lesson plans
Unit plan
Transition plan
KNOWLEDGE BASE:
Bender, W. N. (2008). Differentiating instruction for students with learning disabilities:
Best teaching practices for general and special educators. New York: Corwin
Press.
Cawley, J. F., Hayes, A., & Foley, T. E. (2008). Teaching math to students with
learning disabilities: Implications and solutions. Lanham, MD: Rowman &
Littlefield Education.
Cohen, L.G., & Spenciner, L. J. (2009). Teaching students with mild and moderate
disabilities: Research-based practices (2nd ed.). New York: Merrill.
Giangreco, M. F. (1997). Quick- guides to inclusion: Ideas for educating students with
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disabilities. Baltimore : Brookes.
Henley, M. R. (2009). Characteristics of and strategies for teaching students with mild
disabilities. New York: Merrill.
Janney, R., & Snell, M. (1999). Modifying schoolwork. Baltimore : Brookes.
Kuzmeskus, J. (Ed.) (1996). We teach them all. Columbus, OH : Stenhouse.
Meese, R. L. (2001). Teaching learners with mild disabilities: Integrating research and
practice. Belmont, CA: Wadsworth.
Prater, M. (2006). Teaching strategies for students with mild to moderate disabilities.
New York: Allyn & Bacon
Ruetzel, D. R., & Cooter, Jr., R. B. (1999). Balanced reading strategies and practices:
Assessing and assisting readers with special needs. Columbus, OH: Merrill.
Sabornie, E., & deBettencourt, L. (2004). Teaching students with mild and high
incidence disabilities at the secondary level (2nd ed.). New York: Merrill.
Smith, T.E.C., Polloway, E.A., Patton, J. R., & Dowdy, C. A. (2007). Teaching students
with special needs in inclusive settings (5th ed.). New York: Allyn & Bacon.
JOURNALS:
Teaching Exceptional Children http://journals.sped.org/index.cfm?fuseaction=tec_toc
Exceptional Children http://journals.sped.org/index.cfm?fuseaction=ec_toc
CEC Today Online http://www.cec.sped.org/bk/cectoday/index.html
Special Education/Gifted Education Journals http://ericec.org/fact/journals.html
The Journal of Special Education http://www.proedinc.com/jse.html
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