Teaching Math to Students with Significant Disabilities

2010 Region 3 Education Service Center / Texas A&M University

Objectives

• Review and update self-assessment

• Review and update Change of Practice Plan

• Report back

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Training Goals

• Increase teachers’ knowledge about updated evidence-based math instructional strategies for teaching students with significant disabilities

• Bridge the gap between research evidence and teaching practice on effective math instructional strategies

• Equip teachers with knowledge of implementation procedures and techniques for a range of math instructional strategies

• Provide useful resources to assist teachers in teaching mathematics to students with significant disabilities

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Self-Assessment

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Number, operation, and quantitative reasoning—The student models addition (joining) and subtraction (separating) (K.4)

1Beginning Level Knowledge and

Skills

2Emerging

Knowledge and Skills

3 Confidence in

Knowledge and Skills

4Extensive

Knowledge and Skills

5 Ability to Serve as

a Resource for Others

Change of Practice Plan

• Determine which practices you will or will not change

• Record new practices you will use

• Record resources you’ll require to implement the intended change.

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Reporting Back

• What is the most important change you plan to make?

• What resources are most important for you to locate, gather, or acquire?

• What were you already doing that is consistent with what you learned?

• What was the most surprising or interesting thing you learned?

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Three Goals

• Teachers will be able to identify and describe four to five research-based instructional strategies

• Teachers will be able to identify learning needs for students with significant disabilities and use appropriate instructional strategies

• Teachers will be able to identify and locate different technological assistance and resources regarding teaching math skills to students with significant disabilities

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