S
    SIMON FRASER UNIVERSITY
    EDUCATION 374-3 ?
    (T1.00)
    SPECIAL TOPIC: MILD MENTAL HANDICAPS
    Summer Session, 1991
    ?
    Instructor: ?
    G. Tindal
    (July 15— 24)
    Monday - Saturday
    8:30 a.m. - 12:20 p.m.
    Location: University of Victoria
    Cornett A221
    PREREQUISITE:
    Educ 401/402, or equivalent and certified practising teacher.
    COURSE
    DESCRIPTION
    Effective instruction for students with mild handicaps provides direct instruction in
    strategies for incorporating the latest research in reading and writing into classroom
    practice. A range of formats are utilized to foster this translation.
    - Readings from a college text on design of instruction is used as the core information
    ?
    base: supplemental readings from the professional literature also are included.
    - A lecture format is used to focus the readings on topics, which include: A problem-
    solving model, effective instructional routines, reading comprehension instructional
    strategies, critical thinking skills in the content areas, curriculum adaptation, student
    writing skills, and finally, study and survival skills needed for succeeding in general
    education classrooms.
    - Demonstration and guided practice on instructional strategies is provided within the
    class time to experiment with explicit strategies for incorporating these various areas
    into classroom practice.
    - Independent projects in each area are used so that teachers can leave the Institute
    with their own materials formatted appropritely for classroom use.
    COURSE OBJECTIVES
    Three specific objectives guide this course:
    1.
    Delineate a cogent and explicit framework for preparing material and delivering
    instruction in language arts (reading and written expression).
    2.
    Present guided practice in adopting, developing, or adapting materials used and
    strategies for presenting instruction in the language arts.
    3. Operationalize a systematic procedure for maintaining instruction in special education
    settings in relationship to general education settings and procedures.
    This course is based upon a combination of three perspectives:
    - Explicit instruction, which incorporates many elements of direct instruction. Very clear
    procedures are employed with overt guidelines, for developing materials and
    delivering instruction, all of which are teacher directed.
    - Behavioral engineering, which incorporates the principles of applied behavior
    analysis in understanding and managing student behavior.
    - Empirical basis for instructional programs, which builds from the research base in?
    curriculum and instruction that has been developing for the past 20 years.
    .
    ?
    S
    COURSE REQUIREMENTS
    For the first two days, the only assignments are to read assigned chapters and complete a
    Reading Reaction Form (to be distributed on the first day). Four assignments are then
    required every other day, beyond the readings and reaction sheets. All assignments
    require preparation of an instructional routine and presentation of it in class.
    Students will be expected to participate in class discussions on readings and student
    presentations. Each student will self-monitor their participation and award themselves
    either a point for participating each day or no point for failing to participate (Total of 10
    points).
    Evaluation of the four take home projects will be based on an analytic judgement,
    distributed on four dimensions, each having a 5-point scale (Total of 80 points).
    1.
    Organization and layout - Minimum criteria (rating of 3) include typed or legible
    written narrative and script, table of contents and referenced use of appendices, and
    use of headings and style according to APA guidelines.
    2.
    Comprehensiveness and coverage - Minimum criteria (rating of 3) include use of
    strategies from readings and lectures and consideration of various instructional
    dimensions, such as materials, motivational strategies, presentation and
    demonstration, feedback and correction techniques, and monitoring-reporting
    systems.
    3.
    Explicitness and detail - Minimum criteria (rating of 3) include description of terms
    and procedures that are replicable and standardized, providing substantive
    documentation of both materials and interactive strategies.
    4.
    Scholarly Integration - Minimum criteria (rating of 3) include empirical justification of
    strategies from the professional literature and expectations of performance outcomes
    for students.
    BIBLIOGRAPHY
    Booth, C.B. (1987). Practical ideas for teaching writing as
    p
    process. Sacramento, CA:
    California Department of Education.
    Graham, K.G., & Robinson, H.A. (1987). Study skills handbook: A guide for all teachers.
    Newark Delaware: International Reading Association.
    Kameenui, E.J., & Simmons, D.C. (1990). Designing instructional strategies: The
    prevention of learning problems. Columbus, OH: Charles Merrill.

    Back to top