EDSP 445: Methods for Early Childhood Special Education Mathematics
Prerequisites: EDSP 360 or EDSP 361 and minimum 2.5 GPA; or Instructor Permission
Credit Hours: (3)
Prospective educators are prepared with the background knowledge and skills necessary to promote literacy in mathematics for diverse learners in early childhood. An emphasis is placed on research-based techniques, strategies, and technologies to improve teacher instruction and student understanding of mathematical skills and concepts.
Detailed Description of Content of Course
Prospective educators are prepared with the background knowledge and skills necessary to promote literacy in mathematics for diverse learners. This course addresses developmentally appropriate methods for instruction and assessment of teaching standards of learning. An emphasis is placed on how to take the curriculum requirements and apply service delivery options, instructional methods, assessments, strategies, and adaptations to serve the individualized needs of students in early childhood. The course addresses the following topics related to improving teacher instruction and student understanding of mathematical skills and concepts:
(a) Theoretical foundations of best practices in mathematics early childhood education and early childhood special education;
(b) National, state, and local curricula standards;
(c) Assessment practices and progress monitoring;
(d) Inclusive instructional practices, adaptations, and interventions;
(e) Lesson design and implementation; and
(f) Assistive and instructional technologies.
Detailed Description of Conduct of Course
This course is conducted with emphasis on practical application of the subject matter through the following (not limited to): student participation and discussion, individual and collaborative group projects, presentations and demonstrations, technology applications, videos, readings, lecture, cooperative learning activities, written exams, and study guides.
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 Early Childhood Special Education/Early Intervention. Additionally, the National Association for the Education of Young Children (NAEYC), Virginia Early Childhood (VEC), National Council for Teachers of Mathematics (NCTM) and Virginia’s Foundation Blocks for Early Learning will be incorporated.
Upon successful completion of this course the students will be able to:
1.Demonstrate knowledge of Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards, NCTM, and the Virginia Standards in mathematics.
2.Use learner data to inform instructional design and implement instructional practices through task analysis and daily planning, including but not limited to: number and number sense, computation, measurement, geometry, data collection and statistics, and patterns and relationships.
3.Demonstrate knowledge of understanding the sequential nature of mathematics and vertical progression of mathematical standards.
4.Demonstrate knowledge of the multiple representations of mathematical concepts and procedures in early childhood, with incorporation of the universal design for learning.
5.Demonstrate an ability to use a range of specialized mathematics instructional strategies and research-based interventions that reflect best practice in early childhood mathematics instruction for students with and without disabilities in early childhood.
4.Model alignment of instructional practices and intervention with Virginia’s Foundation Blocks for Early Learning, NCTM and the Virginia Standards of Learning and state assessments.
5.Demonstrate knowledge of and ability to utilize current early childhood mathematics related assistive and instructional technologies to promote learning and independence for students in early childhood.
7.Model and directly use mathematics instructional strategies 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
8.Demonstrate knowledge of developmental theories and research that form the basis of math curricula and instructional strategies for infants and young children.
Assessment Measures
A variety of assessments may include, but are not limited to:
1.Tests and/or quizzes to assess mastery of course goals.
2. Class participation in discussions, small group activities, and reflective writing.
3. Detailed lesson plan on a math concept and competency.
4. Class presentations and demonstrations
Other Course Information
None.
Review and Approval
Revised April, 2009