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.
Chapter 3: Helping Students Build the Capacity to Attend to and Focus on Mathematical Ideas
Helping Students Build the Capacity to Attend to and Focus on Mathematical Ideas
Working with students who are active and have difficulty focusing is especially challenging in an inclusive classroom with a wide range of needs. Furthermore, there are many complexities in considering how to plan for students who seem to have problems focusing and attending. This chapter briefly lays out some of the complexities involved in considering attentional difficulties, and then provides examples and episodes concerning students who need help in focusing on mathematics ideas, no matter how they are labeled.
Diagnosis and Labeling
Students who are diagnosed with attention deficit hyperactivity disorder (ADHD) represent one of the most prevalent categories of childhood disorders ...