Course Description
Second of a two-course sequence for teachers of students with learning, behavioral, and mild/moderate cognitive disabilities. Provides a knowledge base for developing and managing general curriculum programs for this population with a math focus. Prerequisite: SES 250 (or TED 250) and SES 252 and SES 471, or permission of instructor; admission to the Teacher Education Program.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
- Demonstrate understanding of the research foundation supporting evidence-based mathematics instruction and intensive intervention for students with disabilities.
- Explain how the structure of the mathematics curriculum aligns with the National Council of Teachers of Mathematics (NCTM) Standards and the North Carolina Standard Course of Study.
- Design a scope and sequence of instruction for intensive math intervention based on students’ instructional needs and data from progress monitoring tools.
- Select and justify evidence-based instructional practices for teaching whole number and rational number concepts to students with disabilities.
- Implement explicit and systematic math instruction that incorporates features of effective instruction (e.g., modeling, scaffolding, guided practice, immediate feedback, and cumulative review).
- Collect, interpret, and use mathematics progress monitoring data to inform instructional decision-making and evaluate student response to intervention.
- Apply data-based individualization (DBI) to adapt and intensify instruction for students who are not adequately responding to standard intervention efforts,
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| APPR | 20% |
| Assessments and Data Talk | 20% |
| Lesson Demonstration | 30% |
| Exams | 30% |
Attendance/Participation:
Attendance/participation is not a graded component included in the student's final grade for this course.
Course Materials Purchased by the Students:
No course materials are required.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.