New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
Undergraduate Program in Childhood/Childhood Special Education
SPCED-UE.1008 - Principles and Strategies in Teaching Students with Mild to
Moderate Disabilities
Monday 4:55 – 6:35
Instructor: Helen B. Friedlander
Telephone: 212-998-5471, Email: [email protected]
Office Hours: Tuesday and Wednesday 3:30-4:30 and by appointment
239 Greene Street, Room 534
Spring 2014
Course Description:
This course will continue to engage students in the process of planning and conducting
lessons with curriculum adaptations in order to maximize the learning experiences for
students with special needs in childhood classrooms. Students will develop competencies in
adapting curriculum in literacy, mathematics, science and social studies and will become
familiar with technology resources to support student learning. Instructional strategies and
models of instruction from various resources will be presented to address a range of
cognitive, communicative, motor and behavioral needs with an emphasis on individual
student “profiles, learning styles and interests”. (Tomlinson) The course will also include
opportunities to address the Special Education Edtpa guidelines with assignments linking IEP
goals to curriculum, lesson planning and individual student learning targets. There will be
opportunities to discuss day-to-day student teaching experiences as they relate to course
topics.
Required Texts: (Used throughout Fall and Spring semesters.)
Dichtemiller, Marsden, Meisels, Jablon. (2001). Omnibus Guidelines 4th Edition (The Work
Sampling System, Kindergarten Through Fifth Grade).
Haager,D., Klingner,J.K. (2005) Differentiating Instruction in Inclusive Classrooms
Giff, P.R., (2004) Pictures of Hollis Woods
Recommended Readings:
Bagley, M.T., Foley P.M., Kemnitz, M. (2005). Suppose the Wolf Were an Octopus: K-2. 3-4
and 5-6. Unionville, NY: Royal Fireworks Press.
Hannaford, Carla, Ph.D. (2005). Smart Moves: Why Learning Is Not All In Your Head. Salt
Lake City, Utah: Great Rover Books.
Miller, L.J. (2006) Sensational Kids NY: Penguin
Course Requirements and Grading
Attendance, Punctuality, Informed Participation 15%
Midterm/Omnibus Guidelines
30%
Mathematics/Literacy Project/Sp.Ed. Edtpa
30%
Final/Oral Presentation
25%
“Academic integrity is the guiding principle for all that you do, from taking exams, making oral presentations to
writing term papers. It requires that you recognize and acknowledge information derived from other, and take credit
only for ideas and work that are yours.”
http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_Academic_Integrity.php
Statement for students with special needs: Any student attending NYU who needs an accommodation due to chronic,
psychological, visual, mobility and/or learning disability, or deaf or hard of hearing should register with the Moses Center for
Students with Disabilities at 212-998-4980, 240 Greene Street, www.nyu.edu/csd.
SPCED-UE-1008
Spring 2014
Course Outline
Date
1/27
Topic
Overview of syllabus and
discussion of course assignments.
Discuss EdTPA/How it relates to
this course.
Working in dyads, respond to
“Why is number sense important
for understanding math?” And,
“How does language, attention,
visual-spatial orientation and
memory skills impact math
achievement?”
Assignment
Due: 2/03
Assignment:
Identify Child for work sampling assignment to be used for
mid-term and final; WSS section to be addressed is either
Language and Literacy or Mathematics.
Midterm due date : March 3 (5-6 page paper)
Read Chapter 8 in text: Teaching Math to Students with
High-Incidence Disabilities in Inclusive Settings.
2/03
Factors that contribute to math
difficulties
“What are the characteristics that
make it difficult for a child with
learning, intellectual or emotional
disabilities to master mathematical
concepts?”
Case Study: Gabby and Alexis
Due 2/10
Read mathematics section of the Omnibus Guidelines and
be able to discuss the developmental process of acquiring
math concepts and skills for the grade level you are
working in. Bring to class the IEP math and literacy goals
of your focus learner.
2/10
Discuss collecting data in
math/literacy for your focus
learner: IEP, curriculum based
assessments teacher anecdotal
reports and other related school
reports.
Due 2/24
Case Study Assignment in mathematics instruction with
students with learning disabilities.
“What are the elements of
effective math instruction and how
are they aligned with critical
elements for instructing students
with a range of abilities?”
By this time in the semester, you should have
accumulated the bulk of your data on your selected child.
Begin and complete writing the child snapshot and
organize your data based on the Work Sampling System.
Developing lesson plans based on
appropriate IEP goals, delineating
primary and secondary learning
targets.
2/17
Presidents Day
No classes
Due 3/03
Omnibus Guidelines Work Sampling System on Focus
Learner
2/24
3/03
3/10
Watch “On The Path” by Steve
Levy
“How can teachers make math
instruction accessible to all
learners?”
Complete Omnibus Guidelines Assignment
Writing challenges facing students
with disabilities; Strategies for
students with language/writing
difficulties
Assessment of Writing Samples,
use of interactive journals
Due 3/10
Using your focus learner, articulate three math or literacy
lesson plans (learning segments) using the performance
indicators of the Work Sampling System that you have
identified as academic needs of your student. The plan
should follow the format of the special education edtpa.
Distribute requirements of the
lesson plan.
Assignment: Planning and Instructional Write-ups on
Three Learning Segments in Literacy or Math
Assessing Learning Outcomes of
your focus learner’s new learning
based on your Omnibus Guidelines
assessment.
Due 3/24
Read Chapter 7 in the text: Writing Instruction for
Inclusive Classrooms
Assignment: Develop and complete the Assessment write-up of the three learning segments.
3/17
3/24
SPRING BREAK
Writing Instruction: Using detailed
information from the readings and
practice designing writing
experiences for struggling writers.
Due 3/31
Read chapter 9: Supporting Students’ Learning in the
Content Areas pp331-345.
Case study of a fourth grader:
Adaptations within the components
of the writing process, with
attention to individual (IEP) writing
goals.
3/31
Making Decisions on Instructional
Strategies
Case Study Scenarios
Due 4/07
Read Chapter 9: pp346-384.
Instructional Strategies for Working with English Language
Learners
4/07
Using metacognitive, cognitive and
social and affective strategies for
Due 4/14
Read “A Parent’s Guide to Sensory Integration”
4/14
4/21
4/28
5/05
&
5/12
instructional planning for English
Language Learners
Become familiar with all terminology for class discussion.
Sensory Integration video
Discuss how to best structure your
environment and lessons to
address students with sensory
integration dysfunction OT
Presentation
Video: Embedding language and
motor planning in yoga instruction.
Activity based on “Integrative
Movement Therapy…”
Discuss the obstacles to learning
that Hollis is consistently
confronted with and begin to talk
about how you would engage her
socially and academically.
Class Presentations
Due 4/21
Read “Integrative Movement Therapy…” Molly, Kenny et
al.
Final Class
Due 4/28
Read “Pictures of Hollis Woods” by Patricia Riley Giff
Due 5/05 or 5/12
Prepare a 5 minute talk articulating an instructional plan
for Hollis in literacy, including reading, writing and
speaking.