Instrumentation in Mathematics

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

There should also be hands-on time to include this strength, using magnet boards or sentence strips. Students with learning disabilities do have the ability to overcome the disability; it is just a matter of building on strengths and finding new ways that work for the student to learn. It is not that students with learning disabilities have something wrong with them, they only learn in a different way. In fact, all students learn differently and focusing on each student's strengths would benefit them greatly in their education. As teachers, we should apply methods we use in Special Education to all students. For instance, using accommodations such as graphic organizers or flexible means of presentation helps all students excel. The graphic organizers assist with students' overall understanding and attention during the lessons. The flexible means of presentation such as lecture, group work, and hands on work allows all students to learn the material as they each have a different primary mode of learning visual, auditory, kinesthetic, and tactile.

Casey, J., McLaughlin, T. F., Weber, K. P., & Everso, M. (2003). THE EFFECTS OF FIVE MINUTE PRACTICE, UNLIMITED PRACTICE, WITH SAFMED CARDS ON CORRECT AND ERROR RATE IN MATH FACTS FOR TWO ELEMENTARY SCHOOL CHILDREN WITH LEARNING DISABILITIE. International Journal of Special Education, 66-72.

Based on Crystal's current levels of functioning in Mathematics, Crystal has been able to make progress in the general education setting with a limited understanding. Crystals basic math skills and problem solving skills may cause her to not understand mathematic process if they are involved with these essential skills. Based on interaction and informal observations of crystal in both Special and General education settings, Crystal struggles to complete operations such as long division past a decimal, multiplication with regrouping and skip counting by numbers as low as

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

Students with learning disabilities struggling with so many things and in so many ways. Problems with listening, reasoning, memory, attention, selecting and focusing on relevant stimuli, and the perception and processing of visual and/or auditory information are experienced by students with learning disabilities (Heward, 2010). These difficulties and struggles with learning may grow more apparent by middle school and will often continue for a life time. Not learning to read,

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

In this artifact, I researched for alternative technological tool(see Assistive technology.doc) for students with disabilities to represent how technology could be a great assistance for them. This assignment represents how technology could be used by all students no matter what they need. Therefore, in this assignment, I looked for tools and ways to implement access to technology resources for students who have neuromuscular difficulties, and/or difficulties of counting with her finger to show that there are varieties of technological tool for all the needs.

Research shows that mathematics achievement is increased through the long term use of concrete instructional materials and students

Rivera-Batiz (1992) stated, “Mathematical achievement of individuals strongly predicts their success later in life.” Watson & Gable (2012) mention that basic academic skill are fundamental to long-term academic success and, on a post-secondary level obtaining employment in a highly competitive job market.” National Longitudinal Transition Study-2 (NLTS-2); ( Newman, et al., 2011) stated that more than three quarters of youth with disabilities test below the mean. Far less information is attainable on mathematics than reading instruction (Gregoire’ & Desoete, 2009). The same report mentioned that 45% of students with disabilities compared to 25% of their typical peers complete a below standard curriculum. What makes mathematics a strong

Watson and Gable (2012) suggests that further studies be designed to help unravel the complexities of mathematics learning disabilities (MLD). Current ways of testing contain flawed measurement, multiply learning disabilities, an a agreement of a definition of MLD. They also suggest that earlier diagnosis in early grade school would help narrow the educational gap. But that earlier intervention would also help. Disadvantage children are more likely to struggle in school. There is a great need for research based on high schools, the main focus of the mathematics literature is based on elementary schools and show that there is still approximately the same educational gap when the student is 18 as their was at 6. Schmidt and Burroughs (2015) said that one of the key factors is the inequality of all students being exposed to the math; therefore have an unequal opportunity to learn the same math as the

Ms. Kostos is a second grade teacher. During her time as a teacher she has seen the math standards and expectations for students evolve from just getting an answer, to thinking about how a problem is solved and communicating that process to others, while using the

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Other types of traditional applications include tutorial programs, simulation programs, and problem solving programs. Tutorial programs differ greatly from drill and practice software. Instead of re-teaching already learned information, these programs introduce new information, concepts and ideas. Simulation programs are visual simulations that help children with special needs learn how to make good choices. “These programs model reality and allow students to use their skills to make decisions and solve problems in a safe learning environment.” (Olson, 325) These programs are especially useful in preparing individuals with special needs for life after graduation. By being placed in different situations, children are able to gain knowledge that may help them later on in life. The great aspect of these programs is that the children do not need to leave the computer in order to gain useful outside knowledge. Problem solving programs are also very useful in educating kids with special needs. In these types of programs, children are given a problem and then required to take the necessary