Math Curricula For Learners With Exceptionalities

Catalog description

This course explores research-supported general and specialized mathematics curricula to prepare candidates to design, adapt, and implement mathematics lessons and instructional materials that meet the diverse learning needs of students with exceptionalities. The course includes an embedded clinical practice experience within classroom settings, requiring teacher candidates to demonstrate and apply course-based knowledge and skills through the design, delivery, and evaluation of inclusive, evidence-based mathematics instruction in collaboration with school-based professionals. Course Learning Outcomes 1. Apply principles of UDL when selecting, adapting, and modifying math assessments to accommodate student(s) with exceptionalities, including students who are nonverbal, have intense intervention needs, or are English Learners. (CEC Initial: 2.1, 2.2, 4.1, 4.2, 5.1) 2. Evaluate research-supported math instructional strategies and materials appropriate to the strengths, needs, and characteristics of students with exceptionalities. (CEC Initial: 3.1, 3.2, 5.2, 5.3, 5.6) 3. Apply strategies to work effectively with general education teachers and support staff to provide services that incorporate differentiated instruction, transition assessments, and assistive technology that facilitate students’ math learning and the students’ learning environment. (CEC Initial: 4.1, 5.4, 7.1, 7.2, 7.4) 4. Create math lesson plans, based on national, state and/or local math curricula standards, and the scope and sequence of grade-level/chronologically-aged appropriate general education math curriculum that incorporate UDL, research-supported math instructional strategies and materials, and provide meaning-filled math learning opportunities that facilitate students’ ability to make connections (e.g., learning mathematics in the context of cooking and art). (CEC Initial: 3.1, 3.2, 5.2, 5.3, 5.6) 5. Create math lesson plans that incorporate UDL and apply research-supported strategies to provide specially designed mathematics instruction, including strategies for providing explicit and systematic instruction, and strategies for using technology to engage students in solving authentic, real-world problems and meaning-filled math learning opportunities that facilitate students’ ability to make connections (e.g., learning mathematics in the context of cooking and art). (CEC Initial: 3.2, 5.2, 5.3, 5.6) 6. Evaluate math instruction, monitor progress, and make instructional changes to support students’ math learning. (CEC Initial: 1.3, 4.1, 4.3, 5.1) 7. Design, implement, and critically evaluate individualized instruction and learning environments during supervised fieldwork by integrating academic and behavioral support strategies to optimize outcomes for students with exceptional needs. (CEC Initial: 4.3, 5.6, 6.1, 6.2) 8. Analyze and synthesize evidence-based practices to develop, justify, and refine instructional plans aligned with student strengths and goals, while collaboratively evaluating the impact of partnerships with families, school teams, and community agencies on student learning and engagement. (CEC Initial: 1.2, 5.1, 7.1, 7.2, 7.3) 9. Reflect on and synthesize professional experiences critically to advance instructional decision-making, strategically integrate educational technologies, and evaluate readiness for effective practice in diverse educational settings that promote equitable access to high-quality learning opportunities for all students. (CEC Initial: 1.1, 1.3, 2.2, 5.2) View Class Schedule