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Teaching Math to Students with Significant Disabilities

Teaching Math to Students with Significant Disabilities. Review and Summary. Objectives. Review and update self-assessment Review and update Change of Practice Plan Report back. Training Goals.

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Teaching Math to Students with Significant Disabilities

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  1. Teaching Math to Students with Significant Disabilities Review and Summary 2010 Region 3 Education Service Center / Texas A&M University

  2. Objectives • Review and update self-assessment • Review and update Change of Practice Plan • Report back 2010 Region 3 Education Service Center / Texas A&M University

  3. Training Goals • Increase teachers’ knowledge about updated evidence-based math instructional strategies for teaching students with significant disabilities • Bridge the gap between research evidence and teaching practice on effective math instructional strategies • Equip teachers with knowledge of implementation procedures and techniques for a range of math instructional strategies • Provide useful resources to assist teachers in teaching mathematics to students with significant disabilities 2010 Region 3 Education Service Center / Texas A&M University

  4. Self-Assessment Number, operation, and quantitative reasoning—The student models addition (joining) and subtraction (separating) (K.4) 2010 Region 3 Education Service Center / Texas A&M University

  5. Change of Practice Plan • Determine which practices you will or will not change • Record new practices you will use • Record resources you’ll require to implement the intended change. 2010 Region 3 Education Service Center / Texas A&M University

  6. Reporting Back • What is the most important change you plan to make? • What resources are most important for you to locate, gather, or acquire? • What were you already doing that is consistent with what you learned? • What was the most surprising or interesting thing you learned? 2010 Region 3 Education Service Center / Texas A&M University

  7. Three Goals • Teachers will be able to identify and describe four to five research-based instructional strategies • Teachers will be able to identify learning needs for students with significant disabilities and use appropriate instructional strategies • Teachers will be able to identify and locate different technological assistance and resources regarding teaching math skills to students with significant disabilities 2010 Region 3 Education Service Center / Texas A&M University

  8. Thank you! 2010 Region 3 Education Service Center / Texas A&M University

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