Diane Torres-Velasquez, PhD Department of Teacher Education The University of New Mexico

1. Panel on Meeting the Needs of Special Populations Through Mathematics and Science Professional Development Diane Torres-Velasquez, PhD Department of Teacher Education The University of New Mexico NMCTM/NMSTA Annual Fall Conference Las Vegas New Mexico November 1, 2007

2. Attention Perception Memory Language Auditory processing Visual processing Visual-spatial processing Areas that might be affected by an exceptionality

3. How an exceptionality might look in Mathematics or Science for a student with • Asperger’s Syndrome • Learning Disability • Communication Disorder • Gifted

4. What does an Appropriate Curriculum Look Like? • Incorporates NCTM and NSTA goal of Mathematics and Science Education for ALL • Fosters Number Sense ~Graph Sense~ Inquiry Sense, etc. (a natural facility with concept and process at hand) • Bridges concrete to verbal & graphic/written representation • Applies to real life (i.e.. No limit on loan interest rates in NM - how much does a $200 loan REALLY cost? • Promotes what Torres-Velasquez and Westby call Scientific Literacy

5. The Role of Language • Language Development as a Goal • Typical Difficulties in Language for Exceptional Students • Language as a Tool for Teaching the content of Mathematics and Science • The Meaning of Literacy

6. Recommendations for Teachers(adapted from Van de Walle, ) • Students with exceptionalities are mentally capable • Classification is really not useful with out a clear description of how it affects the student’s learning • Remediation is not easy • Rather than just remediating, teach to the strengths of the student with a PASSION • Incorporate Universal Design for Learning

7. Universal Design for Learning • Based on architectural principles of beautiful and appealing access for ALL • http://cast.org/ • UDL incorporates multiple means of access: Multiple means of representation - ways of acquiring information and knowledge, Multiple means of expression -alternatives for demonstrating what students know, Multiple means of engagement - tapping into learners' interests, offering appropriate challenges, and increasing motivation.

8. What are the 3 Brain Networks? • http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10 • Recognition - What do you know? • Strategic- What strategies do you use to learn? • Affective - What emotional ties do you have to the content and what motivates you to learn/remember? • (What are your first memories of when you discovered you LOVED mathematics/ science?)

9. Post Panel Presentation Notes • Preparation of teachers in mathematics and science who can address Special Population Needs is a national challenge • Example of conversation with professor in state of Washington. • Mathematics education class taught jointly with general and special education • Challenge? Paradigms don’t match

10. Post Panel Presentation Notes • No two students in a single exceptionality category are alike. Don’t make assumptions about what a student can or cannot do. Use the diagnostic report that describes students strengths and need areas along with observations. • What might be difficult for one exceptional student, may be the gift of another. • Please convey and use your passion of mathematics and science ~ and help each student find and develop theirs.

11. Post Panel Presentation Notes • Much of what I wanted to say was highlighted even better by the teachers from Union Elementary - • The Affective Tie was demonstrated in engaging activities such as the Watermelon Seed Spitting Contest, The Multiplication Dance, etc.making learning enjoyable, I’m SURE!!!

12. Some of Diane’s Favorite Resources for Teaching Exceptional Students • Didax materials • Anything Marilyn Burns • GEMS • Bley, N.S. & Thornton, C.A. (latest ed.) Teaching mathematics to students with learning disabilities. Austin: pro-ed. • Van de Walle, J.A. (latest ed.) Elementary and middle school mathematics: Teaching developmentally. Boston: Allyn & Bacon.