SPED 5313 Case Study week 2
docx
keyboard_arrow_up
School
Lamar University *
*We aren’t endorsed by this school
Course
5313
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
6
Uploaded by tosoianu
1
Lesson Plan/Learning Map – Special Education
Subject: Math
Date: March 9, 2024
Teacher’s Name: Mrs. Osoianu / Ms. Wilson
Student’s Name: Aubrey L.
Grade/s: 2
nd
grade working on 1
st
grade TEKS
.
Lesson Topic: Identifying coins / counting money.
Setting:
General Education setting with co-teaching 1.
By the end of 36 instructional weeks, Aubrey will be able to identify coins, including a penny, nickel, dime, and quarter, and count coins up to one dollar with 80% accuracy in 4 out of 5 trials. 1.4(A) identify U.S coins by name, including pennies, nickels, dimes, and quarters by value and describe the relationships among them.
1.4(C) use relationships to count by twos, fives, and tens to determine the value of a collection of
pennies, nickels, and/or dimes. 2.5(A) determine the value of a collection of coins up to one dollar (TCMPC, 2024). 2.
Aubrey will be able to identify a penny, nickel, dime, and quarter. She will use her background knowledge, as well as new knowledge to be able to skip count by twos, fives, and tens to count coins up to one dollar. This skill will be important in her everyday life skills such as
going to the grocery store. Aubrey recently started going into the general education setting for inclusion during part of her core academic classes. She has only been in the life skills setting
2
since attending school, so for the past few months we have been slowly introducing her to the general education curriculum they are doing in her class. 3.
The learning will take place in Ms. Wilson’s second grade general education classroom, which has 21 students. Mrs. O, the special education teacher, will work with a group of four students. Aubrey has a special desk, so her wheelchair is able to fit comfortably underneath. Mrs.
O will sit beside her to set up any assistive technology attachments or provide assistance she may
need during the lesson or assignment since she has limited mobility in her arms due to her orthopedic impairment. There are two other students in the group that receive in class support and one higher general education student who also helps Aubrey or the others with academic assistance when needed. Ms. Wilson will have another small group at her back table, while the other students are working in small groups at their desks in groups of typically three to four. Ms. Wilson monitors behavior with a stop light in the front of her classroom which displays green for
good, yellow for the students are getting too loud, or red which means the students are not doing what they are supposed to be doing. When Ms. Wilson turns the light to yellow, she typically rings the classroom doorbell and redirects the students to be at a level 1 which is a whisper. 4.
Aubrey will identify coins and count by 2’s, 5’s and 10’s up to one dollar when presented with a variety of coins with 80% accuracy for 3 consecutive days. 5.
The materials Aubrey will need to complete this assignment are magnetic pennies, nickels, dimes, and quarters. She will have a variety of number of each, so she is able to skip count by 2s,
5s, and 10s until she gets to one dollar. Incentives will be stickers, a sticker chart, and tokens. Other equipment that she will need to complete this will be a straw with a magnet connected to the end of it.
3
6.
The teacher will use explicit instruction, visual aids, and manipulatives. There will be five observations, once a day within her in class support math block from 1-1:30 p.m. when she is in the general education setting. The baseline data will be taken on Thursday and the progress monitoring data will be taken on the following Wednesday. The teacher will show visual aids of each coin as shown below to teach the student the value and identity of the coin.
Aubrey will use the straw with the magnet taped at the end to choose the coin that matches the name of the coin being asked. For example, I will ask her to choose which coin is a quarter, and by placing the straw in her mouth, she will guide the magnet to the correct magnetic coin. The student will be provided with 15 seconds of wait time to initiate a response. If she chooses an incorrect answer such as a nickel, I will provide her with another opportunity and say “No, this is
a nickel, and we are looking for a quarter. Try again.” If she chooses the correct answer, she will receive positive reinforcement. “Great job, Aubrey! That is a quarter.” She will also receive a
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
sticker on her sticker chart. When she receives a total of ten stickers, she will be able to choose a reinforces such as a snack or 10 minutes of free time with a friend. Aubrey will be given a total of ten questions during each of her thirty-minute math sessions. 7.
Data collection used for this lesson will be percentage recording. “A percentage measurement expresses a proportional quantity, correct-to-incorrect responses” (Jensen, 2022). I will record the number of times Aubrey identifies the correct coin and/or the correct value of the coin during her in class support time. This method will be beneficial for my lesson because I will
divide the number of correct answers by the number of opportunities Aubrey was given. This will give me an accurate percentage Aubrey was successful each day during the lesson. This will help me with a visual to see if Aubrey is retaining the information taught, if she needs to be taught in a different way, or if I need to adjust her goal accordingly.
5
References
Blagovechtchenski, E., Koriakina, M., Bredikhin, D., Agranovich, O., Kadieva, D., Ermolovich, E., Jääskeläinen, I. P., & Shestakova, A. N. (2023). Similar Cognitive Skill Impairment in Children with Upper Limb Motor Disorders Due to Arthrogryposis Multiplex Congenita and Obstetrical Brachial Plexus Palsy. International journal of environmental research and public health, 20(3), 1841. https://doi.org/10.3390/ijerph20031841
. Cachecho, S., Boruff, J., Wong, T., Lacombe, F., & Dahan-Oliel, N. (2021). Psychosocial wellbeing among children and adults with arthrogryposis: a scoping review. Health and quality of life outcomes, 19(1), 263. https://doi.org/10.1186/s12955-021-01896-5
. Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students.
(3rd ed.). Pearson.
Dahan-Oliel, N., Cachecho, S., Fąfara, A., Lacombe, F., Samargian, A., & Bussières, A. (2022). Expert guidance for the rehabilitation of children with arthrogryposis: protocol using an integrated knowledge translation approach. Research involvement and engagement, 8(1), 5.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8857823/
. Jensen, A. (2022, April 19). Taking Effective Data: Percentage and Rating Scales. ABA in School. Retrieved March 11, 2024, from https://abainschool.com/percentage-and-rating-
scales/
. Texas Curriculum Management Program Cooperative (TCMPC). (2024). TEKS Mathematical Vertical Alignment. https://www.teksresourcesystem.net/module/standards/Tools/VerticalViewerViewDetail?
matrixId=53&standardId=180661
.
6
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help