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 5: Developing Strategies for Students with Memory Difficulties
Developing Strategies for Students with Memory Difficulties
She doesn't know any of her facts no matter how many times she writes them down.
Some days he seems to have learned his tables, but the next day the knowledge is gone.
How many times do teachers either make or hear statements like these? Research has shown that memory problems are common for students with learning disabilities (Reid & Lienemann, 2006). Typically, memory functioning is defined in terms of the length of time between the exposure and the recall, that is, long-term, short-term, and immediate memory. A more formal way of saying the same thing would be to refer to the three categories as remote, recent, and working memory (Neuropsychonline, n.d.). However, it ...