ED-338 Teaching Students with Special Needs in the Regular Classroom Setting

GENERAL INFORMATION:

Course Title:

ED 338 Teaching Students with Special Needs in the Regular Classroom Setting

Campus: National

Initiator: Magdalena Hallers

Date: March 5, 2018

Course description

This course provides the student with techniques and procedures for accommodating students with special needs in a regular elementary classroom. The course focuses on assessing, diagnosing, and developing accommodations for students with special needs in the areas of reading and math and developing an Individualized Education Program (IEP). The student develops accommodation materials and strategies for a lesson and presents them to peers. Student professionalism is measured.

COURSE HOURS/CREDITS:

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

PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[X] Certificate

[ ] Other

PREREQUISITES:

ED 301b Reading Methods and ED 303 Math Methods

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.
[X]	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.
[X]	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.
[ ]	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 that align with the benchmarks, include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students’ environment.

2. Deliver lessons using a variety of teaching approaches, including development of materials and application of technology, to meet the differentiated needs of FSM elementary school students including students with special needs.

3. Assess and evaluate student learning at both the formative and summative levels.

4. Organize and manage an elementary classroom environment for learning.

5. Demonstrate professionalism.

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

1. Assess and diagnose the learning needs of children with special needs in an inclusive classroom.

2. Demonstrate teaching strategies for remediating error patterns in reading and math.

3. Develop classroom modifications appropriate for the students with special needs.

4. Present adapted lesson plans and instructional materials to accommodate students with special needs in a regular classroom to peers.

5. Develop Individualized Education Program (IEP) for a student with special needs.

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

CSLO (General) 1: Assess and diagnose the learning needs of students with special needs in an inclusive classroom.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
1.1. Discuss the various types of assessments and procedures for identifying students with special needs. 1.2. Develop an indicator checklist for students with special needs in an inclusive classroom. 1.3. Determine the primary error patterns and develop informal assessments to validate the student error patterns in reading and math.	2,6 2,3, 2,3,	3 3 3	1.1. Student discusses the various types of assessments and procedures for identifying students with special needs on a written test. 1.2. Student develops an indicator checklist for students with special needs in an inclusive classroom. Activity is scored using a rubric. 1.3. Given samples of student worksheets in reading and math, student determines error patterns and develops informal assessments to validate student error patterns. Activity is scored using a rubric.
CSLO #2: Demonstrate teaching strategies for remediating error patterns in reading and math.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1. Demonstrate teaching strategies for remediating reading error patterns identified in SLO #1.3 to peers. 2.2. Demonstrate teaching strategies for remediating math error patterns identified in SLO #1.3 to peers.	1,7 1,7	2 2	2.1. Student demonstrates teaching strategies for remediating reading error patterns identified in SLO #1.3 to peers. Activity is scored using a rubric. 2.2. Student demonstrates teaching strategies for remediating reading error patterns identified in SLO #1.3 to peers. Activity is scored using a rubric.
CSLO (General) 3: Develop classroom modifications appropriate for the students with special needs in a regular classroom.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1. Develop classroom modifications (curricular, instructional, environmental) appropriate for the students with special needs in a regular classroom.	2,3,4	1,4	3.1. Given various situations of problems exhibited by students with special needs, student analyzes each situation and develop appropriate classroom modifications (curricular, instructional, environmental) in writing. Activity is scored using a rubric.
CSLO (General) 4: Present adapted lesson plans and instructional materials to accommodate students with special needs in a regular classroom to peers.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1. Develop adapted lesson plans in reading and math to accommodate students with special needs in a regular classroom. 4.2. Create instructional materials for an adapted lesson plan in SLO #4.2 to accommodate students with special needs in a regular classroom. 4.3 Present adapted lesson plan and instructional materials (SLO #4.1 and SLO #4.2) to peers.	2,4 2,4 *1	1 1,2 2	4.1. Given samples of reading and math regular lesson plans, student adapts at least a lesson in each of the two subject areas (reading and Math) by incorporating instructional techniques and accommodations for students with special needs in a regular classroom. Activity is scored using a rubric. 4.2. Student creates instructional materials for an adapted lesson plan in SLO #4.1 to accommodate students with special needs in a regular classroom. Materials are scored using a rubric. 4.3. Student presents adapted lesson plan and instructional materials to peers. Presentation is scored using a rubric.
CSLO (General) 5: Develop an Individualized Education Program (IEP) for a student with special needs.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
5.1. Develop IEP for a student with special needs using the Student Centered approach for Making Action Plan (MAP).	1,2,3,5	1,3,5	5.1. With the assistance of the Department of Education, student schedules and interviews an IEP team or parents and develops an IEP using the Student Centered Approach of Making Action Plan (MAP) for an identified student with special needs. Activity is scored using a rubric.

5) COURSE CONTENT:

1. Identifying and summarizing types of assessments and procedures for students with special needs

2. Developing indicator checklists for students with special needs

3. Identifying error patterns in reading and math

4. Developing informal assessments to validate error patterns in reading and math

5. Demonstrating strategies to remediate reading and math error patterns

6. Developing and adapting regular lesson plans to accommodate students with special needs

7. Developing instructional materials for an adapted lesson plan

8. Developing an Individualized Education Plan

6) METHOD(S) OF INSTRUCTION:

[X] Lecture [X] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[X] Audio visual [X] Demonstrations

[X] Other (observation and interview)

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Vaughn, S., Bos, C. S., Schumm, J. S. (2018). Teaching Students who are Exceptional, Diverse, and At Risk in the General Education Classroom . (7th ed.). Boston, MA: Allyn and Bacon. (or most recent edition) ISBN-10: 0133386287

8) REFERENCE MATERIALS:

FSM curriculum standards and benchmarks

David, Werner. (2009). Disabled Village children: A Guide for Community Health Workers, Rehabilitation Workers, and Families. (2^nded.). Palo Alto, CA: Hesperian Foundation. (or most recent edition)

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION:

Summative evaluation is accomplished by having the students submit a portfolio with all assignments, quizzes, tests, adapted lesson plans with rubrics, and a developed Individualized Education Plan. Student professionalism is measured on a rubric twice a semester.

11) CREDIT BY EXAMINATION:

None

College of Micronesia - FSM

COMFSM Menu

ED-338 Teaching Students with Special Needs in the Regular Classroom Setting