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 4: Developing Students' Cognitive Flexibility
Developing Students' Cognitive Flexibility
It can be difficult to look beyond our preconceived notions of disabilities and how they impact student growth. Often teachers, including myself, are tempted to “give” students with special needs the answer, to try to remediate their misunderstandings by offering a sequential series of steps to follow. Michael (a student who lacked cognitive flexibility) challenged me to reexamine my ideas and he offered insights that helped me to appreciate the complexities of mathematical thinking. (Ms. Thompson)
Students who are diagnosed with conditions such as autism spectrum disorder (ASD), Asperger's syndrome, pervasive developmental disorder (PDD), or nonverbal learning disorder (NLD) often have impairments in comprehension and a tendency to adhere to rules and procedures without understanding (Burkhardt, 2007; Pennington, 2009). ...