||SPD636 - Teaching Math/Writing for M/M
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
This course provides an overview of the educational demands experienced by K-12 students with M/M disabilities in all settings. Candidates will develop skill in planning and evaluating curriculum, methods, techniques, strategies, materials and media for teaching students. This course focuses on planning for instruction in two areas: written expression and mathematics. The course emphasizes learning strategies, study skills, and core vocabulary development as they relate to the IEP and accessing the general education curriculum.
|Course Learning Outcomes:
- Design evidence based instructional programs for M/M K-12 students in language arts and mathematics that facilitate access to the core curriculum.
- Design evidence based curriculum and instruction to teach basic literacy skills (listening, speaking, reading, writing) to K-12 students with M/M disabilities.
- Design evidence based curriculum and instruction to teach reading to adolescence students with M/M disabilities.
- Design evidence based curriculum and instruction to teach writing skills to k-12 students with M/M disabilities.
- Design curriculum and instruction to teach mathematical computation, application and problem solving skills to students with M/M disabilities.
- Utilize evidence based technology applications in the design of instruction for students with M/M disabilities.
|Specified Program Learning Outcomes:
- Analyze the implications of characteristics of students with M/M disabilities and autism for service delivery such as placement decisions, IEP development, and instruction.
- Apply effective case management, communication and collaborative practices with parents, professionals and other stake holders, in order to facilitate access to the core curriculum for students with mild/moderate disabilities and diverse learners
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild/moderate disabilities and diverse learners.
- Apply the ability to develop, implement and evaluate evidence-based curriculum and instruction that includes assistive technology that provides access to the core standards for students with mild moderate disabilities and diverse learners, including students with autism spectrum disorder
- Apply the ability to develop, implement and evaluate evidence-based curriculum and instruction that includes assistive technology that provides access to the core standards for students with mild/moderate disabilities and diverse learners, including students with autism spectrum disorder
- Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrum disorders and diverse learners.
- Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrurm disorders and diverse learners.
- Apply the knowledge and skills needed to participate effectively in a school wide behavior support process and to provide behavioral, social, and environmental supports as well as create healthy learning environments for the safety and learning of students with mild/moderate disabilities and diverse learners.
- Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
- Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences.
- Candidates demonstrate an understanding of effective leadership by advocating for exceptional individuals, including those with diverse needs and by collaborating within the learning community to advance professional practice.
- Candidates demonstrate competence in the application of research methods including critiquing and synthesizing current, evidence-based education literature.
- Candidates demonstrate knowledge of typical and atypical development and characteristics of students with disabilities and other special needs.
- Candidates demonstrate the ability to focus on student learning using technology tools through systematic study and reflection of one’s own teaching practices and through shared knowledge gained from purposefully formed professional learning communities. NVTL: B. VIII
- Candidates integrate best practices, apply learning theories, methodologies, technology tools, and assessments across content areas to manage, monitor, and engage student learning. NVTL: B. V, VIII
- Candidates integrate fairness, equity, and access in designing the environment, teaching, and learning strategies to meet diverse student learning
- Evaluate a variety of appropriate assessments procedures and communicate results in order to use evidence based strategies and the core curriculum in the development of IEP goals and instructional plans for students with M/M disabilities and autism.
- Exhibit collaborative case management to coordinate the IEP process and address the legal and instructional
requirements based on the individual needs of the student with M/M disabilities and autism.
- Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
- Implement effective methods for teaching reading, speaking, listening, written language, and mathematics to ensure access to the general education curriculum across instructional settings for students with M/M disabilities and autism.
- Maintain appropriate educational environments and positive behavioral support to include the school-wide behavior support process for students with M/M disabilities and autism.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures