Special Education 410
I. Course Title: Instructional and Adaptive Methods in Elementary Mathematics
II. Course Number: EDSP 410
III. Credit Hours: 3 credits
IV. Prerequisites: EDSP 361 and Admission to Teacher Education Program
V. Course Description:
Students enrolled in this course are prepared with the background knowledge and skills necessary to promote literacy in mathematics for diverse learners. Developmentally appropriate methods for instruction and assessment of teaching national and state math standards in number and operations, geometry, algebra, measurement, and probability and statistics are modeled and practiced with an emphasis on how to take curriculum requirements and apply specialized service delivery options, instructional methods, assessments, strategies, and adaptations to serve the individualized needs of students with disabilities.
VI. Detailed Description of Content of the Course:
Students enrolled in this course are prepared with the background knowledge and skills necessary to promote mathematical literacy for diverse learners. Developmentally appropriate methods for instruction and assessment of teaching national and state math standards in number and number sense; computation and estimation; measurement and geometry; patterns, functions and algebra; and, probability and statistics will be modeled and practiced. An emphasis is placed on the complex nature of numeracy acquisition and development and the sequential nature of mathematics including mathematical concepts, mathematical thinking, calculation, and problem-solving. Students learn to take curriculum requirements and apply service delivery options, instructional methods, assessments, strategies, and adaptations to serve the individualized needs of students. Specialized mathematics instructional strategies and evidence-based interventions that reflect best practice in mathematics for students with disabilities, including those with more significant disabilities are applied throughout the course.
Topics addressed in the course include:
- Theoretical foundations of best practices in mathematics education and special education;
- National, state, and local curricula standards;
- Assessment practices and progress monitoring;
- Inclusive instructional practices, adaptations, and interventions;
- Lesson design and implementation; and
- Assistive and instructional technologies.
VI. Detailed Description of Conduct of Course:
This course places an emphasis on practical application of the subject matter through participation and discussion, individual and collaborative group projects, presentations and demonstrations, technology applications, videos, readings, lecture, tests, and/or quizzes.
VII. Goals and Objectives of the Course:
Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill items. Specialty sets included in this course cover competencies for the Individualized General Curriculum and Individualized Independence Curriculum.
Students enrolled in this course will be able to:
- Demonstrate knowledge of the general curriculum mathematics requirements and expectations and how to provide access to the curriculum based on individual characteristics and needs.
- Demonstrate foundational knowledge of the complex nature of numeracy acquisition and the sequential nature of mathematics including mathematical concepts, mathematical thinking, calculation, and problem-solving.
- Use learner data to inform in instructional design and implement instructional practices to address calculations, reasoning, and problem-solving skills.
- Demonstrate knowledge of and ability to use a range of specialized mathematics instructional strategies and research-based interventions that reflect best practice in mathematics instruction for students with disabilities including those with more significant disabilities.
- Align instructional practices and intervention with the Virginia Standards of Learning and state assessments.
- Demonstrate knowledge of and ability to utilize current mathematics related assistive and instructional technologies to promote learning and independence for students with disabilities in the general curriculum and the ability to evaluate the effectiveness of the use of the technologies.
- Demonstrate the ability to develop and use curriculum-based and standardized mathematics assessments to conduct ongoing evaluations of instructional materials and practices to determine effectiveness and assess student needs as it relates to the mathematics curriculum design and delivery.
- Apply appropriate instructional strategies to model and directly teach mathematics in a variety of settings, collaborate and co-teach with general educators to develop and implement instructional practices that meet the needs of students with disabilities in the mathematics general curriculum, and monitor student progress.
VIII. Assessment Measures:
Formative and summative measures may include but are not limited to:
- Class participation and discussions
- Field activities including data collection
- Individual and group projects
- Class presentations and demonstrations
- Case studies
- Reflective writing
- Tests and quizzes
Other Course information:
This course is co-listed with EDUC 410: Teaching and Learning Mathematics (now EDUC 410: Methods for Elementary Mathematics Instruction)
Review and Approval
August 2020