Search Results for "teaching-mathematics-to-students-with-learning-disabilities"

Teaching Mathematics to Middle School Students with Learning Difficulties

Teaching Mathematics to Middle School Students with Learning Difficulties

  • Author: Marjorie Montague,Asha K. Jitendra
  • Publisher: Guilford Publications
  • ISBN: 1462537472
  • Category: Education
  • Page: 178
  • View: 4245
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A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.

Teaching Mathematics to Students with Learning Disabilities

Teaching Mathematics to Students with Learning Disabilities

  • Author: Nancy S. Bley,Carol A. Thornton
  • Publisher: Pro Ed
  • ISBN: 9780890798577
  • Category: Education
  • Page: 456
  • View: 9049
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The fourth of edition of Teaching Mathematics to Students with Learning Disabilities, like previous editions, is aimed at helping teachers in regular and special education settings adapt the Mathematics curriculum to meet the needs of students Learning Disabilities. The book reflects and incorporates the ongoing changes in the world of Mathematics. Material in this newest edition continues to emphasize problem solving and real world applications and also incorporates some of the changes presented in the most recent edition of Principles and Standards of School Mathematics (published by NCTM). It is intended to be an adjunct to material used in a variety of school Mathematics texts and provides a number of ways to individualize instruction and practice. To this end, specific techniques, examples and carefully sequenced activities have been included, and in many cases, updated to address the expanded availability and use of technology. The material has also been reorganized to more clearly address some of the sequences described throughout the book. The chapter on technology now includes an appendix listing commercial and shareware programs that can be adapted and used with students who have Learning Disabilities, and publisher and Internet addresses. Other topics include time and money; concepts and computation involving whole numbers, rational numbers and percentages; and some hard-to-learn upper grade topics such as ratio, proportion, integers, exponents, and scientific notation.

Teaching Math to Students with Learning Disabilities

Teaching Math to Students with Learning Disabilities

Implications and Solutions

  • Author: John F. Cawley,Anne Hayes,Teresa E. Foley
  • Publisher: N.A
  • ISBN: 9781578868254
  • Category: Education
  • Page: 161
  • View: 967
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This book includes two main sections: a discussion of problem solving and a section on computation with whole numbers. A primary theme of the text is that problem solving sets the stage for meaning and conceptual development with respect to numbers. The section on problem solving includes numerous problem-solving activities that have a dual purpose: the enhancement of language comprehension and cognitive development, and the enrichment of experiences in arithmetic problem solving. The section on computation stresses the use of both traditional and alternative arithmetic algorithms. The latter are introduced so as to provide the teacher with a means to enhance performance in the area of whole number arithmetic in such a way that the difficulties of the student are circumvented. Providing a range of arithmetic activities useful in both the general education and special education settings, the book addresses needs of students in both general education and special education.

Teaching Inclusive Mathematics to Special Learners, K-6

Teaching Inclusive Mathematics to Special Learners, K-6

  • Author: Julie A. Sliva,Julie Sliva Spitzer
  • Publisher: Corwin Press
  • ISBN: 9780761938910
  • Category: Business & Economics
  • Page: 146
  • View: 9881
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`The book is easy to read and captures one′s attention. It is dealing with a topic that is extremely important in today′s education community′ - Larry Osthus, Mathematics Consultant , Heartland Area Education Agency 11, Iowa The number of special needs students in regular classrooms keeps rising. At the same time as more of these special needs students are being included, mathematics requirements are being increased. NCTM (National Council of Teachers of Mathematics) standards emphasize development of algebraic understanding in early elementary grades. This book is designed to open windows of understanding, which will help teachers better recognize and compensate for the difficulties that special education students may encounter when learning mathematics. The author discusses general characteristics of learning disabled students as they relate to planning mathematics instruction. She also discusses instructional techniques and suggests modifications for facilitating these students′ learning. Many of these techniques and strategies are designed to address specific difficulties or weaknesses; however, it must be emphasized that these techniques are useful across the classroom and may benefit all of the students, and particularly those who may not be diagnosed as learning disabled but do have difficulty in math.

Math Instruction for Students with Learning Problems

Math Instruction for Students with Learning Problems

  • Author: Susan Perry Gurganus
  • Publisher: Allyn & Bacon
  • ISBN: N.A
  • Category: Education
  • Page: 384
  • View: 2894
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A field-tested and research-based approach to mathematics instruction for students with learning problems designed to build the confidence and competence of pre-service and in-service teachers (Pre-K-12). Field-testing over a three-year period showed the approaches in this book resulted in significantly improved teacher candidate attitudes about mathematics, increased mathematics content understanding, and professional-level skills in mathematics assessment and instruction. Teacher and student attitudes about mathematics are addressed from the first page, as are other student learning issues such as language, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. Written in a clear and engaging style this book is also organized to make it easy for practicing teachers to locate material, ensuring the text will continue to serve as a valuable reference in the classroom as well. "The author has a good overall view of what is needed to teach the target students. The format of the book flows well and gives needed support to each section as needed. ... The rationale for this book is very much in line with the current thinking as I see it for a book dealing with this type and scope of material." -J. Patrick Brennan, Ed.D., Armstrong Atlantic State University Highlights: References national mathematics content and process standards (NCTM) - standards often ignored by special education texts. Pre-K to 12 scope that enhances student ability to diagnose gaps in learning and provides appropriate content connections, a benefit that addresses NCLB's "highly qualified" requirement. Attention to both pedagogical issues and approaches and specific content area instruction, enabling students to develop a comprehensive pedagogical repertoire and strong content understanding. Realistic teacher vignettes incorporated in each chapter that connect to chapter concepts and offer additional opportunities for discussion. "Try This" boxes that actively engage students with the material during reading and instructors can draw on these additional exercises during class activities

Teaching Elementary Mathematics to Struggling Learners

Teaching Elementary Mathematics to Struggling Learners

  • Author: Bradley S. Witzel,Mary E. Little
  • Publisher: Guilford Publications
  • ISBN: 1462523110
  • Category: Education
  • Page: 180
  • View: 1326
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Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.

Teaching Mathematics Meaningfully

Teaching Mathematics Meaningfully

Solutions for Reaching Struggling Learners

  • Author: David Allsopp
  • Publisher: N.A
  • ISBN: 9781598575583
  • Category: Education
  • Page: 400
  • View: 5814
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Unlock Math Concepts for struggling learners with the second edition of this bestselling text, ideal for both preservice and in-service educators. Filled with invaluable tips, tools, and research-based strategies for Grades K-12, this comprehensive resource fully prepares teachers to demystify math for a wide range of learners, including students with learning disabilities, ADHD, and mild cognitive disabilities. This second edition gets eduators ready to, Uncover the barriers to students's math success and effectively break the down, Teach the big ideas of math and link them to Common Core State Standards, particularly the Common Core Standards for Mathematical Practice, Plan and implement student-centered instruction that responds to each learner's individual needs, Apply teaching practices for struggling learners within multi-tiered systems of supports (MTSS), Align research-based instructional approaches with NCTM Teaching Practices, Select assessment practices appropriate for struggling students, Use continuous assessment to inform instructional decision making, Educators will get practical materials to use in their classrooms, including more than a dozen Take Action Activities, reproducible planning forms (available in the book ad online), and an in-depth case study that illustrates how to implement the Teaching Mathematics Meaningfully process. With the strategies and tools in this timely textbook, teachers will have concrete ways to help students make sense of math, improve their proficiency, and generalize their knowledge across multiple contexts. What's New, Updated framework that makes the Teaching Mathematics Meaningfully process easier to follow, A clear and convenient summary of each step in the process, Framework now aligned with the Common Core State Standards, Incorporation of the most current research and recommended practices, Special focus on response to intervention/MTSS, Take Action Activities for practical application of the concepts and framework, More information on learning trajectories in mathematics

Der Zahlensinn oder Warum wir rechnen können

Der Zahlensinn oder Warum wir rechnen können

  • Author: Stanislas Dehaene
  • Publisher: Springer-Verlag
  • ISBN: 3034878257
  • Category: Science
  • Page: 311
  • View: 7791
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Wir sind umgeben von Zahlen. Ob auf Kreditkarten gestanzt oder auf Münzen geprägt, ob auf Schecks gedruckt oder in den Spalten computerisierter Tabellen aufgelistet, überall beherrschen Zahlen unser Leben. Sie sind auch der Kern unserer Technologie. Ohne Zahlen könnten wir weder Raketen starten, die das Sonnensystem erkunden, noch Brücken bauen, Güter austauschen oder Rech nungen bezahlen. In gewissem Sinn sind Zahlen also kulturelle Erfindungen, die sich ihrer Bedeutung nach nur mit der Landwirtschaft oder mit dem Rad vergleichen lassen. Aber sie könnten sogar noch tiefere Wurzeln haben. Tausende von Jahren vor Christus benutzten babylonische Wissenschaftler Zahlzeichen, um erstaun lich genaueastronomische Tabellen zu berechnen. Zehntausende von Jahren zuvor hatten Menschen der Steinzeit die ersten geschriebenen Zahlenreihen geschaffen, indem sie Knochen einkerbten oder Punkte auf Höhlenwände malten. Und, wie ich später überzeugend darzustellen hoffe, schon vor weiteren Millionen von Jahren, lange bevor es Menschen gab, nahmen Tiere aller Arten Zahlen zur Kenntnis und stellten mit ihnen einfache Kopfrechnungen an. Sind Zahlen also fast so alt wie das Leben selbst? Sind sie in der Struktur unseres Gehirns verankert? Besitzen wir einen Zahlensinn, eine spezielle Intuition, die uns hilft, Zahlen und Mathematik mit Sinn zu erfüllen? Ich wurde vor fünfzehn Jahren, während meiner Ausbildung zum Mathema tiker, fasziniert von den abstrakten Objekten, mit denen ich umzugehen lernte, vor allem von den einfachsten von ihnen- den Zahlen.

Legasthenie als Talentsignal

Legasthenie als Talentsignal

Lernchance durch kreatives Lesen

  • Author: Ronald D. Davis
  • Publisher: N.A
  • ISBN: 9783426775066
  • Category:
  • Page: 271
  • View: 6479
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Response to Intervention in Math

Response to Intervention in Math

  • Author: Paul J. Riccomini,Bradley S. Witzel
  • Publisher: Corwin Press
  • ISBN: 1412966353
  • Category: Education
  • Page: 151
  • View: 9257
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Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.

What Teachers Need to Know about Learning Difficulties

What Teachers Need to Know about Learning Difficulties

  • Author: Peter Westwood
  • Publisher: Aust Council for Ed Research
  • ISBN: 0864319363
  • Category: Education
  • Page: 105
  • View: 886
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Presents an overview of the education of learning disabled children, covering such topics as early identification and intervention, socal and behavioral issues, teaching strategies, and accommodation and support of students.

Differentiating Instruction for Students With Learning Disabilities

Differentiating Instruction for Students With Learning Disabilities

Best Teaching Practices for General and Special Educators

  • Author: William N. Bender
  • Publisher: Corwin Press
  • ISBN: 1412954460
  • Category: Business & Economics
  • Page: 206
  • View: 6073
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A guide to differentiated instruction covers such topics as metacognitive and scaffolded learning, tutoring, self-management, and assessment.

Learning Disabilities

Learning Disabilities

A Challenge to Teaching and Instruction

  • Author: Pol Ghesquière,A. J. J. M. Ruijssenaars
  • Publisher: Leuven University Press
  • ISBN: 9789058674449
  • Category: Art
  • Page: 200
  • View: 7487
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Research on learning disabilities has known a tremendous growth the last 25 years. Yet, despite the progress that is made in diverse domains, learning disabilities still stay a serious challenge to teaching and instruction. In this book the authors try to link original research findings on learning disabilities with instructional methods and teaching practices.The first part of the book brings together contributions about the cognitive, metacognitive and socio-emotional correlates of learning disabilities. These factors generally form a core aspect of the challenge of learning disabilities to teaching and instruction. The first three chapters concern the phenomenon of dyslexia. Van den Broeck critically evaluates the disputable role of intelligence in the concept and definition of dyslexia. Hutchinson, Whiteley and Smith explore the role of cognitive linguistic skills in the early identification of reading problems in emergent bilingual children. Van Ingelghem and colleagues study auditory temporal processing in children with dyslexia. In chapter 4 Desoete and Roeyers summarize their research on metacognition in children with mathematics learning disabilities. Finally, Gadeyne, Ghesqui?re and Onghena explore the relationship between academic achievement and behaviour problems.The second part of this book goes deeper into research on intervention and instruction methods. The first three chapters focus on reading problems. Whitely and her colleagues try to analyze why some children do not benefit from early, phonologically based interventions, leading to implications for the development of early screening tools and intervention schemes for these non-beneficiaries. Van Kraaenoord, Rohl and Rivalland report findings of an Australian study examining the programs and strategies used to teach and intervene in Australian classrooms for students with learning problems. Bouwer and Jordaan argue for the use of imaging as a learning support technique for children with dyslexia. The last two chapters explore the differential effect of direct and guided instruction for children with arithmetic learning problems. Kroesbergen and Van Luit focus on the acquisition and use of multiplication strategies. Milo and Ruijssenaars do the same for addition and subtraction up to 100.After reading this book, not all challenges of learning disabilities to teaching and instruction will be tackled. But it surely can offer some contribution in getting away from some of them. The authors hope it gives a lot of inspiration to the diverse audience we had in mind, practitioners as well as researchers of different disciplines.

Learning about Learning Disabilities

Learning about Learning Disabilities

  • Author: Bernice Y. L. Wong,Deborah Butler
  • Publisher: Academic Press
  • ISBN: 0123884098
  • Category: Medical
  • Page: 447
  • View: 8837
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Bernice Wong's Learning about Learning Disabilities was the first text to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Third Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and seven new chapters, coverage is both comprehensive and thorough, with three sections encompassing the research aspects of learning disabilities, the instructional aspects of learning disabilities, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults. Chapters summarizing research on learning disabilities include coverage of ADHD, memory, language processing, social competence, self-regulation, and brain structures as they apply to learning disabilities. Chapters focusing on instructional aspects of learning disabilities include coverage of teaching literacy, reading comprehension, writing, and mathematics. Readers will find Learning About Learning Disabilities, Third edition suitable for use as a reference source for researchers or a graduate level text. Reviews from previous editions: "An undergraduate text that strikes a careful balance between the intellectual (psychological) and practical aspects of learning disabilities." —BOOK NEWS, INC. "This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery." —CHILD ASSESSMENT NEWS "Learning About Learning Disabilities provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions." —BRITISH JOURNAL OF SPECIAL EDUCATION * Provides a balanced focus on both the conceptual and the practical aspects of learning disabilities. * Research coverage more comprehensive and of greater depth than any other textbook about learning disabilities * The work is distinctive in its treatment of such important areas as consultation skills and service delivery

Teaching English Learners and Students with Learning Difficulties in an Inclusive Classroom

Teaching English Learners and Students with Learning Difficulties in an Inclusive Classroom

A Guidebook for Teachers

  • Author: John W. Carr,Sharen Bertrando
  • Publisher: WestEd
  • ISBN: 0914409670
  • Category: Education
  • Page: 160
  • View: 5572
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This guidebook offers powerful, concrete ways to engage all middle and high school students -- especially English learners and students with other special needs -- in successful learning. Teachers will benefit from the practical, evidence-based approaches for teaching standards-based content in any subject area. School and district leaders will benefit from the sustainable schoolwide and districtwide practices that respect diversity and support inclusion. Authors John Carr and Sharen Bertrando provide invaluable insight, tools, and strategies, including: An effective framework for teaching diverse learners in any core discipline Specific steps and resources for helping students organize concepts, develop appropriate use of academic language, and communicate ideas effectively Rubrics identifying key characteristics of five English language proficiency levels, along with teaching strategies appropriate for each Methods for scaffolding assessments to ensure every student has a fair and accurate way to communicate what he or she is learning A lesson plan template for combining and putting into practice all of the ideas, approaches, and tools included in this guidebook

Teaching Reading Comprehension to Students with Learning Difficulties, 2/E

Teaching Reading Comprehension to Students with Learning Difficulties, 2/E

  • Author: Janette K. Klingner,Sharon Vaughn,Alison Boardman
  • Publisher: Guilford Publications
  • ISBN: 1462517374
  • Category: Language Arts & Disciplines
  • Page: 226
  • View: 2455
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This practitioner resource and course text has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapters on content-area literacy, English language learners, and intensive interventions. *Incorporates current research on each component of reading comprehension. *Discusses ways to align instruction with the Common Core State Standards. *Additional instructional activities throughout.

Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners

Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners

  • Author: Jennifer T. Mascolo,Vincent C. Alfonso,Dawn P. Flanagan
  • Publisher: John Wiley & Sons
  • ISBN: 1118417356
  • Category: Psychology
  • Page: 496
  • View: 6408
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A Resource for Designing and Implementing Intervention Programsfor At-Risk Learners This authoritative resource provides step-by-step procedures forplanning, selecting, and tailoring interventions for at-risklearners with a unique focus on how to individualize interventionsusing actual case examples. In addition, this volume offersguidelines for gathering and interpreting data in a manner thatassists in identifying targets for intervention and rich discussionand information relating to specific academic, cognitive, andbehavioral manifestations of students with learning difficulties inreading, math, writing, and oral language. Practitioners will alsorecognize and learn how to intervene with students from underservedand mis-served populations who are at risk for learning failureincluding English-language learners and students from impoverishedenvironments. Each chapter describes how specific difficulties interfere withclassroom tasks and explain how to select, modify, or otherwisetailor an intervention based on that information. As with allvolumes in the Essentials of Psychological Assessmentseries, this volume includes callout boxes highlighting keyconcepts, extensive illustrative material, and test questions. Thecompanion CD-ROM provides additional worksheets, case studies, andhandouts.