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023824 Special Education 4: Numeracy Instruction for Students with Learning Difficulties and Disabilities

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2018 is available in the Archives.

UTS: Education: Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

In this subject participants critically examine key issues, research and approaches in numeracy instruction for students with learning difficulties and a range of disabilities. They are provided with information and experiences which assists them to determine and utilise appropriate assessment tools and develop programs based on the assessment results. Participants examine adaptation of mainstream mathematics curricula and functional numeracy based on individualised ecological inventories. The role of language in numeracy instruction is also examined, and appropriate and motivating activities and teaching strategies to assist students to effectively learn are investigated in detail.

Subject learning objectives (SLOs)

a. Describe and critically analyse key issues and approaches in numeracy instruction for students with learning difficulties and disabilities
b. Determine and utilise appropriate assessment tools for students with a range of learning difficulties and disabilities including development of community based assessment procedures which determine effective use of numeracy in a variety of settings in the community
c. Develop detailed lesson plans for student with learning difficulties involving adaptation of mainstream curricula and based on effective use of diagnostic instruments
d. Develop individual education programs in functional numeracy for students with a range of disabilities
e. Construct and/or select learning experiences in the school and the community as appropriate for student?s instructional needs
f. Facilitate students? understanding and use of the language of mathematics in carrying out their mathematical activities
g. Evaluate the effectiveness of their own instructional decision-making

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)
1.5 Employ contemporary technologies effectively for diverse purposes (GTS 2, 4)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

6. Effective Communication

6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
6.2 Exhibit high level numeracy and literacies (GTS 2)

In particular, the objectives address in detail the planning and managing of the teaching/learning process and the value and use of a research base in teaching.

Teaching and learning strategies

The teaching and learning strategies in this subject will include lecture input, online resources, structured discussions, in class participation and presentations, allocated readings and engagement with assignments which critically examine and apply current research and practice in the area.

Mode of Presentation
This subject will be delivered in mixed mode format with a combination of tutorials and ongoing online communication between students and the lecturer.

Content (topics)

Content will include the following:

  • Adaptation of mathematics curricula (with a focus on basic computational skills and problem solving) to meet the needs of students with learning difficulties and disabilities.
  • Program development for students with learning difficulties and mild disabilities whose needs are met by appropriate adaptation of mainstream mathematics curricula.
  • Development of individual education programs for students with moderate and severe disabilities incorporating the extent to which functional numeracy can meet the student’s needs.
  • Assessment and implementation of the aforementioned programs with a focus on effective teaching strategies.
  • Examination of current research, reforms and debates in numeracy instruction in terms of meeting the needs of students with learning difficulties and disabilities.
  • Role of language in numeracy instruction and the effect that this role has on learning for students with learning difficulties and disabilities

Assessment

Assessment task 1: Introducing a mathematical concept

Objective(s):

a, b, c, e and g

Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevant syllabus outcomes, learning objective and pre-requisite skills identified 10 b 6.1
Quality of scripting to introducing the topic (including what the teacher will do/say, students will do/say and error correction techniques) 30 c 1.4
Appropriateness of guided and independent practice activities to support learning 20 c 1.2
Sufficient detail of all examples used and quality of resources 20 e 1.2
Evidence of consultation of appropriate literature 10 g 2.1
Overall cohesiveness and academic quality (language, literacy and referencing) 10 a 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Planning instruction for students with additional needs

Objective(s):

a, b, d, e and g

Weight: 40%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Quality of guided practice activities to support student learning with clear teacher-direction 30 d 1.2
Appropriateness of independent activities to practice the concept being mastery 30 e 1.2
Monitoring procedure collects useful data to demonstrate achievement (or not) of specific learning objective 20 b 1.2
Evidence of consultation of appropriate literature 10 g 2.1
Overall academic quality (language, literacy and referencing) 10 a 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Evaluation of online program/app/software

Objective(s):

a, d and g

Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Evaluation report includes all relevant background information (title, producer, screenshot, description (with regard to student with additional need), syllabus outcomes 20 d 1.5
Detailed evaluation of the app/program using the WA rubric with sufficient description of app/program features to justify analysis 50 a 2.1
Quality of handout prepared for peers which includes all stated features and available on UTSOnline 20 g 1.4
Overall academic quality (language, literacy and referencing) 10 a 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass each assessment for this subject.

Required texts

Core readings are available via UTS library eReadings 023824

Additional resources will be provided via UTSOnline

Recommended texts

Stein, M., Carnine, D. & Silbert, J. (2006). Designing Effective Mathematics Instruction: a direct instruction approach. Upper Saddle River NJ: Merrill.

References

References are provided via UTSOnline.

Other resources

Links to journals, websites and organisations are provided via UTSOnline.