SED 360

TEACHING STUDENTS WITH LEARNING PROBLEMS

FALL 2005

Dr. Marcee M. Steele                                                                      962-3365

Office # 270                                                                                      steelem@uncw.edu

Office Hours: M-W 7:00-8:15; T-R 7:00-9:15 & 10:45-12:15

 

 

TEXTBOOK

            Mercer, C.D., & Mercer, A.R. (2005).  Teaching students with learning problems.    Upper Saddle River, NJ:  Merrill Prentice Hall.

 

CATALOG DESCRIPTION

            Study of educational interventions for students with learning problems.             Emphasis will be on developmental, cognitive, medical, behavioral, and         constructivist approaches. Includes study of curriculum and instructional strategies in oral language, reading, literature, written language, math, content             areas, learning strategies, and study skills for grades K-12.  At least 15 field experience hours required.

           

CONCEPTUAL FRAMEWORK

This course will emphasize the Watson School of Education conceptual framework, developing highly competent professionals to serve in educational leadership roles.

 

GENERAL OBJECTIVES  During this course, students should be able to:

1.         Classify various service delivery and classroom organization alternatives according to student characteristics and administrative concerns

            2.         Identify relevant medical, cognitive, developmental, behavioral, and                              constructivist theories and approaches for students with learning problems

            3.         Identify Standard Course of Study scope and sequence for language arts,                  mathematics, social studies, and science k-12(SDPI.GC.1-1 and 1-3)

4.         Generate decisions about instruction appropriate for students with learning problems in the general curriculum grades k-12 (SDPI.GC.2-1 and 6-2)

5.         Generate decisions about remediation, compensation, and modifications for students with learning problems for general and special education settings k-12 (SDPI.GC.2-1 and 6-2)

6.         Generate appropriate methods for teaching language; reading; literature; writing; mathematics; social, emotional, and behavioral development; computer skills; and study skills, content area skills, and learning strategies to students with learning problems in the general curriculum (SDPI.GC.2-1 and 6-2)

7.         Generate recommendations for addressing family, diversity, and cultural concerns (SDPI.GC.8-1 and 8-2)

8.         Demonstrate use of various instructional methods and materials for     students with learning problems in the general curriculum (SDPI.GC.2-1            and 6-2)

 

9.         Generate lesson plans and unit plans using Standard Course of Study             goals and objectives with appropriate modifications for children with          learning problems (SDPI.GC.2-1 and 6-2)

 

REQUIREMENTS

            1.         Textbook summaries prepared for class discussion and C&I project

            2.         Class presentations of teaching strategies

3.         Classroom analysis based on 15 hours teaching students with learning                       problems in a public school setting

4.         Curriculum & instruction project

5.         Final exam conferences

 

GRADING POLICIES

1.         A minimum of 75% of class sessions must be attended to receive credit; however, attendance at all sessions is strongly encouraged.

2.         A minimum of 15 field experience hours must be completed to receive course credit.

3.         Participation in class discussions and activities is encouraged but will not be graded.

4.         Grades will be assigned as follows:

A          94-100%      

B          86-93%

C          75-85%

D          65-74%

F           below 65%

5.                  The curriculum & instruction project and classroom analysis grades will be based on content and technical quality with content weighted double

6.                  Chapter summaries and strategy presentations will be judged as acceptable or unacceptable and may be resubmitted until acceptable.

7.                  Final exam conferences are required to get credit for the course.

8.         Final grades will be determined as follows:

Curriculum & instruction project       50%

Classroom analysis                          50%

Final grade                                        100%   (If any course requirements are not submitted by due date or are judged unacceptable, the final grade will be lowered; no assignments will be accepted after the last day of class).