ED 415 Methods of Teaching Students with Special Needs

GENERAL INFORMATION:

Course title:

Campus: National

Initiator: Magdalena Hallers

Date: May 1, 2018

Course description

This course provides the student with a variety of methods and strategies for teaching elementary-age children/youth with special needs. The course focuses on aligning methods and strategies to the needs of the child/youth as determined through assessment, developing appropriate instructional aids and materials, implementing the methods and strategies as part of an Individual Education Program (IEP), and assessing the effectiveness of the program. Case studies and hands-on practice with elementary students with special needs are provided. Student professionalism is measured.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks			Total Hours			Semester Credits
Lecture	3	x	16		x	48/16		=	3
Laboratory		x			x			=
Lecture/Lab		x			x			=
				Total Semester			Credits		3

PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES:

ED 338 Teaching Students with Special Needs

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program
None

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES (Check all that apply)

[X]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
[X]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[X]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[ ]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[ ]	7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[X]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able

to:

1. Task analyze FSM and State curriculum standards and benchmarks and develop lesson plans . Demonstrate the ability to teach all subjects for one semester in an elementary classroom either independently (internship) or under the supervision of a master teacher (student teaching) as measured by the following Interstate Teacher Assessment and Support Consortium (InTASC) standards (paraphrased):

a. Teach and create learning experiences that make the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches meaningful for students;

b. Provide learning opportunities that support children's intellectual, social, and personal development;

c. Demonstrate understanding of how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;

d. Use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills;

e. Use group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;

f. Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;

g. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals;

h. Use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner;

i. Reflect and continually evaluate the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and seek out opportunities to grow professionally;

j. Foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being;

2. Design, deliver, and assess instruction in support of students with special needs in the elementary classroom In accordance with the requirements of the Individualized Educational Program (IEP) process, and

3. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be

able to:

1. Develop appropriate strategies and techniques for teaching academic content areas to students with special needs in an elementary FSM classroom.

2. Develop appropriate instructional materials and aids to accommodate students with special needs in an elementary FSM classroom.

3. Implement appropriate teaching strategies and techniques for teaching academic content areas to students with special needs in an elementary FSM classroom.

4. Assess the effectiveness of implemented strategies and techniques used for teaching academic content areas to student with special needs in an elementary FSM classroom.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be

able to:

CSLO (General) 1: Develop appropriate strategies and techniques for teaching academic content areas to students with special needs in an elementary FSM classroom.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
1.1.Develop an Individualized Education Plan for high-incidence disabilities in each of the academic content areas for students with special needs in an elementary FSM classroom. 1.2. Develop appropriate strategies and techniques for teaching academic (reading, language, spelling, written language, and math) content areas to students with special needs in an elementary FSM classroom.	2,3,4,6 2,3,4,6	1b,1c,1d,1g,2, 3 1b,1c,1d,1g,2, 3	1.1. Given different scenarios of assessment results and other necessary information for students with high-incidence disabilities, student develops at least one Individualized Education Plan in each of the academic (reading, language, spelling, written language, and math) content areas applicable for students with special needs in an elementary FSM classroom. A rubric is used for the activity. 1.2. Given different scenarios of assessment results and other necessary information, student develops appropriate strategies and techniques for teaching academic (reading, language, spelling, written language, and math) content areas as part of an Individualized Education Program, for a student with special needs in an elementary FSM classroom. A rubric is used for the activity.
CSLO #2: Develop appropriate instructional materials and aids to accommodate students with special needs in an elementary FSM classroom.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1. Develop appropriate instructional materials and aids for teaching strategies and techniques developed in SLO #1.2 to accommodate students with special needs in an elementary FSM classroom.	2,3,4,	1d,2,3	2.1. Student develops appropriate instructional materials and aids for teaching strategies and techniques developed in SLO #1.2 to accommodate students with special needs in an elementary FSM classroom. A rubric is used for the activity.
CSLO (General) #3: Implement appropriate strategies and techniques for teaching academic content areas to students with special needs in an elementary FSM classroom.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1. Implement appropriate strategies and techniques for teaching academic (reading, language, spelling, written language, and math) content areas developed in SLO #1.1 to students with special needs in an elementary FSM classroom.	1,2,3,4	1a,1b,1c,1d,1f,	3.1. Student implements appropriate strategies and techniques for teaching academic (reading, language, spelling, written language, and math) content areas developed in SLO #1.2 using instructional materials and techniques developed in SLO #2.1 to students with special needs in an elementary FSM classroom. A rubric is used for the activity.
CSLO (General) #4: Assess the effectiveness of implemented strategies and techniques used for teaching academic content areas to student with special needs in an elementary FSM classroom.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1. Assess and present written report about the effectiveness of implemented strategies and techniques (implemented in SLO #3.1) used for teaching academic content areas to students with special needs in an elementary classroom.	*2,3,8	1i,2,3	4.1. Student assesses and presents written report on the effectiveness of the implemented strategies and techniques (implemented in SLO #3.1) used for teaching academic (reading, language, spelling, written language, and math) content areas. Report includes data and other information about student performance justifying findings. A rubric is used for the activity.

5) COURSE CONTENT:

1. Developing Individualized Education Plans

2. Developing instructional strategies to accommodate students with special needs

3. Developing instructional materials and aids

4. Implementing instructional strategies and techniques

5. Assessing strategies and techniques used for teaching students with special needs

6. Presenting assessment report of teaching strategies and techniques

6) METHOD(S) OF INSTRUCTION:

[X] Lecture [X] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[X] Audio visual [X] Demonstrations

[X] Other (field experience in local classroom)

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Mercer, C. D., Mercer, A. R., & Pullen P. C. (2011). Teaching Students with Learning Problems. Gainesville, Florida: Pearson. (or most recent edition) ISBN-10: 0137033788

8) REFERENCE MATERIALS:

FSM curriculum standards and benchmarks

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION:

Summative evaluation is accomplished by having the students submit a portfolio with all assignments, instructional strategies and activities with evidence of student performance, developed Individualized Education Program, and program assessment report. Student professionalism is measured on a rubric twice a semester.

11) CREDIT BY EXAMINATION:

None

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ED 415 Methods of Teaching Students with Special Needs