Unit 6 Week 1 Learning Disabilities

Learning Disabilities Online’s mission is to assist children and adults with learning disabilities to reach their full potential by offering advice and up-to-date information. They also offer educators with authoritative information about learning disabilities so they have a place to obtain any help that they may need. This site offers reliable information so a parent or a teacher can research learning disabilities and get information such as the definition of learning disabilities, the signs to look for, how to respond, and how to get help. It is estimated now that 2 million children in the United Sates have ADHD, attention deficit hyperactivity disorder and they offer

Outcome 1 Understand the legislation and policies that support the human rights ind inclusion of individuals with learning disabilities

c) Made it unlawful for employers to discriminate against people based on a disability, it gave individuals a greater chance

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

Learning disabilities are defined as the inability to process information and the inability to communicate effectively. This can cause problems during the child’s years in school. It is often characterized by as having a below average intellectual functioning level as well as below average adaptational skills.

Reinforce knowledge: As a class, students will watch and sing the video “pet shop counting” the class will watch this video two-three times, as this demonstrates visual images of matching number to same amount of objects.

The teacher will prompt the students with questions. For example, if the students do not know where to begin, the teacher may ask: “What do we do first? We have to underline all the important information in the problem that we need to solve it” - the students will then point out all of the important information for the teacher to underline (i.e. “43-page book”, “first day - 14 pages”, etc.) As with the problem modeled by the teacher, the students will first decide how to demonstrate the problem using counters. As the teacher places and counts the counters on the overhead projector, students can use their own counters to try and solve the problem on their desks. Afterwards, the teacher will help the students make an equation for the problem based on the actions they performed with the counters.

This school is a title one school serving more than 400 students. Out of this student population, 85% of students are economically disadvantaged. The school also serves students with disabilities (31%) and English language learners (6%). The dominating ethnicities are Black or African American (51%) and Hispanic or Latino (40%). This is an ICT fourth grade classroom with around 25 students between the ages of eight through ten. There are two teachers in the classroom, one specializes in special-education and the other in elementary-education. The students learn best through logical/mathematical, verbal/linguistic, bodily/kinesthetic, and interpersonal activities. Most of the students in the classroom are visual learners. Therefore, organizers, timelines, and artistic activities benefit their learning the best.

Objective: Student will inform audience on how to add and subtract decimals with and without regrouping.

Growing up with two siblings who are both handicapped has influenced me most as a person and student. My older sister Alex, who is 31, has cerebral palsy which impairs her both mentally and physically. This disability leaves her unable to care for herself and makes it hard to accomplish the most basic tasks that some take for granted like eating a meal or holding a conversation. My younger brother Harry, age 27, was diagnosed with severe learning disability as a child. He lives in Boston and works a part time job (stop and shop) but is heavily dependent on my parents to support him. Additionally, his potential for higher learning and employment is bleak.

Test your knowledge. The board game Tic Tac Toe does just that, test your skills at getting three objects in a row; and stop your opponent from getting three in a row, whether it is straight down, straight across or diagonally. You are to keep you opponent from getting three before you do. This game is to build students addition skills. There will only be single digit numbers used. The students must t be quick to answer. The object of the game is to get the students to think and be able to ad mentally. This game will also help students to learn their numbers. I will allow students to use paper and pencil to add the numbers if they are unable to give a correct response mentally. The number from each child will be what they are adding. Ex.

Coleman and Lamb (1985) described the Touch Math program as a multisensory program for students requiring remedial assistants with basic computational skills in grades second through twelfth grade. It can also be used as a supplemental program for students in kindergarten through fourth grade. The program offers a unique visual representation of numerals by adding “touch points” onto the numerals 1-9. Students are expected to touch each touch point, while counting aloud to learn the value of each numeral. This multisensory approach emanates from the use of auditory, tactile, and visual aspects of the technique. The authors depicted some strengths of the program as offering hands-on, visual aids to promote the ease of learning the value

#3 Think-Tac-Toe is a strategy that harnesses the visual pattern that is similar to the game of “tic tac toe”. Using this strategy, students must complete a desired activity within a specified timeframe. These types of lessons are a way to enhance expression and engagement for students with disabilities, and allow teachers to capitalize on the individual strengths and special interests of each student by utilizing opportunities to assess individuals with various forms of expression. This learning strategy is also useful because it provides learners with a choice in task assignment. Choice in general, and especially choice using a high-interest topic can help motivate students with disabilities, thus increasing the likelihood of task completion.

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

1. Finger Addition: This activity is simple and fun. Students can use it and don’t have to worry about not been able to write or getting confused. Finger counting has been around for years, however, some teachers have not practice it because it looks