How to make math add up for all students

Between the pressure to meet standards and the overwhelming number of different learning needs that students have, planning lessons has become more complex. Judith Storeygard provides proven approaches to understanding the behaviors of children with special needs and effectively teaching all students.

Using research-based and field-tested methodology, this book's teaching strategies include differentiated instruction, with an emphasis on co-teaching between general educators and special educators. Included are examples from teachers who have put these techniques into practice and guidelines for reproducing their successes in your classroom. Key topics include: Strategies for teaching students with autism, ADHD, and various learning disabilities; Ways to develop students' cognitive flexibility; How to help learners plan, organize and self-monitor in mathematics class; A new focus on mathematical strengths and learning ability rather than on deficits and labels

There are numerous resources to help teachers address literacy needs, but few address mathematics, until now. Count Me In! will bring out the full potential in all of your students—and in you as an educator.



Never mind the labels; my child has learning difficulties, what can we do about them?

This statement by a parent whose child with special needs has been diagnosed over the years with attention deficit hyperactivity disorder (ADHD), Asperger's syndrome (now included with autism spectrum disorders), nonverbal learning disorder (NLD), and pervasive developmental disorder (PDD)1 reflects the purpose of this book. The book's intent is to provide a resource for teachers by addressing some of the common learning characteristics ascribed to students with special needs. The information and episodes in the book go beyond the labels and uncover some of the complexities, strategies, and reflections from teachers about their mathematical work with these students.

Stories from parents of students with special needs, such as the parent quoted ...

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