Math strategies for special education students Essay example

Special education students often lack the necessary mathematical skills needed to be independently successful in the secondary classroom. These students face challenges in applying the basic math skills needed as well as retaining basic math skills from grade level to grade level. Lack of understanding, in addition to causing classroom difficulties, can cause other personal and social dilemmas for the special education students. Lack of motivation, anger, lack of self value, and other disruptive behaviors may occur as a result of the difficulties the special education students have in the classroom. In order to help these students to overcome poor problem solving skills, effective strategy based instruction is needed. Teachers†¦show more content†¦2007). The NCTM agreed that reform was needed areas such as basic skills instruction and instruction in problem solving (Bottge et al. 2007). Bottge, Kwon, LaRoque, Rueda, Serlin (2007) looked at the use of Enhanced Anchore d Instruction (EAI) to help boost problem solving skills of students with disabilities in the area of math. EAI immerses students directly in problems that are delivered in a combination of multimedia and hands-on contexts (Bottge et al. 2007). EAI contains three main parts, probing questions by the teachers to guide student understanding, students working together in small groups to discuss and find solutions to problems, and explicit instruction on skills and concepts by the teachers as the students need them. During this particular study of EAI on math instruction, 100 students were divided into groups. One group received math instruction using EAI methods while the other group received instruction using the teachers’ typical methods. A pre-test was administered to both groups to gain a baseline of math experience and knowledge. The math instruction using the EAI method used a video anchor to enhance instruction. The use of technology in EAI provides students with l earning disabilities access to a wide range of math tasks that previously were unattainable due to learning deficits (Maccini Strickland, 2010). The video gave students a visual representation of the types of math problems they were workingShow MoreRelatedSpecial Education Students Placement and Performance Outcomes on Math Assessments1508 Words   |  7 PagesThe issue of educational placements for students with disabilities has been an ongoing issue of debate brought to attention in 1975 by the passage of the Education for All Handicapped Children Act, now known as the Individuals with Disabilities Act (IDEA). This act required that procedures be enacted that would protect the rights of disabled children and assure that to the extent appropriate handicapped children are educated with children who are not handicapped and that the removal of handicappedRead MoreThe Importance Of Instruction For Students With Or Without Disabilities1106 Words   |  5 Pagesneeds of students wi th or without disabilities (Friend Bursack, 2015). It forms a bridge from the content to the learner in four dimensions; content, process, product and learning environment (Tomlinson, 2000). Tomlinson (2008) stated that differentiating instruction calls for teachers to have â€Å"clear learning goals†¦ [that are] crafted to ensure students engagement and understanding† (pg. 27). In differentiated instruction, teachers use effective evidence-based instructional strategies (Watts-TaffeRead MoreA Puzzling Paradox1462 Words   |  6 Pageslot about learning disability and special education all throughout this course, during this research, and during observation time in the classroom. Special education, a program developed in order to provide a free, appropriate education to all students, even those with special needs, was developed because of the passage of laws such as the Education for All Handicapped Children Act (EHA, Public Law 94–142), later known as the Indi viduals with Disabilities Education Act (IDEA), and has evolved overRead MoreI Study Math Instruction For A Total Of Five Hours867 Words   |  4 PagesMarch 4th 2016. I observed math instruction for a total of five hours. The 12 students (grades 7-12, ages 13-18) present in the classroom all qualify for special education services. Mr. Dayton teaches math and science to students in a Special Day Class (SDC) setting. Students are in Mr. Dayton’s classroom  ½ of the school day for math and science instruction. Due to privacy concerns, he would not disclose all of the specific disabilities represented by the students in his classroom but he didRead MoreIntroduction. Teaching Math And Science Were Important1358 Words   |  6 PagesIntroduction Teaching math and science were important for students in elementary grades. Learning mathematics and science requires hands-on activities, observation, critical thinking and analysis of the content. Mathematics and science are interrelated (Charlesworth, and Lind, 2010). The processing skills in math are required to problem solve in science (Charlesworth and Lind, 2010). As per the text by Charlesworth and Lind, (2010) the science skills such as creating a hypothesis, observing, recordingRead MoreDescriptive Essay : Walking Down And The New Adventure 946 Words   |  4 Pagesleft. I am buzzed through another set of doors and the new adventure begins. As I enter Miss Stralow’s classroom she is teaching the students in math. Miss Strawlow introduces me to the class, they smile and wave/say â€Å"Hi Mrs. Jasso†. I’m early so I sit in the back of the room observing her teaching and the students interest and participation in the math sheet, it’s about subtraction. Miss Stralow does not have a smart board in her room but she does have a projection machine and a dry eraseRead MoreStudents Receive Special Education Services908 Words   |  4 PagesThe classroom that I observe where students receive Special Education services was Mrs. Robistows classroom. She has ten students in her class and six of those students receive special educations services, and five of the ten students are English Language Learners. These students come to her room for these different services. Since I have already done an interview with Mrs. Robistow, I interviewed the RTI coordinator, Mrs. Chupich. She teaches kindergarten through third grade. Mrs. Chupich has beenRead MoreMichelle Is A Second Grade Student At An Inclusive Classroom878 Words   |  4 PagesThe Student Michelle is a second grade student in an Inclusive classroom. Her twin is also in the classroom and is a special education student as well. Michelle has an IEP and a significant speech and language delay. She is also an ENL student. For math and writing classes, an ENL teacher pushes in. Michelle is pulled out for speech therapy sessions. Michelle was exposed to the following teaching strategies: Teacher-mediated Environmental Arrangements- Most of Michelle’s lessons areRead MoreThe Importance Of Inclusion For Special Education1154 Words   |  5 Pages77), â€Å"inclusion is when a student with special learning and/or behavioral needs is educated full time in the general education program. The student with special education needs is attending the general school program, enrolled in age-appropriate classes 100% of the school day† (Idol, 1997, p.4). By enforcing inclusion, special education students are brought out of isolation and placed back into the general education classroom among their peers. This prepares the students for the real world by teachingRead MoreCurrently I’M Doing Field Work At School A, Observing A1447 Words   |  6 Pagesis the general education teacher and Teacher B is the special education teacher. Teacher A has experience working in an inclusive co-teaching classroom for at least fifteen years. As a reminder, there are thirty-two students in the classroom with twelve students having IEP’s. Students with learning disabilities make up the majority of students while some have a speech and language disability and only two students have health impairment. The only times I’ve seen students leave the classroom