THE STUDENT WITH A LEARNING DISABILITY & MATH
24/03/2015 THE STUDENT WITH A LEARNING DISABILITY & MATH ACHIEVEMENT Topic Topic Topic Topic Help #1: A broad overview of LD and Math #2: Gap Closing and Curriculum #3: Preparing for Explicit Instruction #4: Accommodating with Technology’s 1 24/03/2015 The Ministry of Education defines learning disability as one of a number of neurodevelopmental disorders that persistently and significantly has an impact on the ability to learn and use academic and other skills and that: 1. affects the ability to perceive or process verbal or non-verbal information in an effective and accurate manner in students who have assessed intellectual abilities that are at least in the average range; 2. results in (a) academic underachievement that is inconsistent with the intellectual abilities of the student (which are at least in the average range) and/or (b) academic achievement that can be maintained by the student only with extremely high levels of effort and/or with additional support; 3. results in difficulties in the development and use of skills in one or more of the following areas: reading, writing, mathematics, and work habits and learning skills; 4. may typically be associated with difficulties in one or more cognitive processes, such as phonological processing; memory and attention; processing speed; perceptual-motor processing; visual-spatial processing; executive functions (e.g., selfregulation of behaviour and emotions, planning, organizing of thoughts and activities, prioritizing, decision making); 5. may be associated with difficulties in social interaction (e.g., difficulty in understanding social norms or the point of view of others); with various other conditions or disorders, diagnosed or undiagnosed; or with other exceptionalities; 6. is not the result of a lack of acuity in hearing and/or vision that has not been corrected; intellectual disabilities; socio-economic factors; cultural differences; lack of proficiency in the language of instruction; lack of motivation or effort; gaps in school attendance or inadequate opportunity to benefit from instruction. 2 24/03/2015 Our students with Learning Disabilities have the ability and desire to learn, they just need to learn the right things, at the right time, in the right way. EASY RIGHT? Common Deficits of a student with an LD Reading Comprehension Impact on Mathematics Executive Functions Letter/Symbol confusion Common Deficits of a student with an LD Understanding what a word problem may be asking Planning, organizing and choosing and reflecting on strategies. Trouble deciphering letters that form words and symbols that communicate meaning Impact on Mathematics Working Memory Auditory Processing Visual Processing Processing Speed Formulas, mental computations Accuracy and memory of what’s heard Tracking information on a page (BEDMAS, Algebraic Equations) Getting information from the brain to the page before it’s gone. 3 24/03/2015 Numeracy is usually a secondary concern regarding a student’s Learning Disability. There is a primary focus on reading/writing intervention. It doesn’t take long for Math gaps to widen. Today’s focus will be on the Junior/Intermediate Student. Why might that be??? WJ III Score: (Student in Gr 7) Math Fluency: Gr 1.5 Calculations: Gr 2.2 Applied Problems: Gr 2.5 Broad Math: Gr 1.5 Basic Math: Gr 1.5 INTERVENTION REQUIRED Where do we turn? What’s out there? Where do we start? 4 24/03/2015 Before PPM 8 Tendency to see formal assessment data and immediately modify curriculum to match the grade level equivalents noted in the reports. After PPM 8 Gap Closing Material Leaps & Bounds Gap Closing Material FREE resource available on Math EduGains site Aligned with Ontario curriculum Grade 6 and Grade 9 focus, with consideration for Grades 4-10 included Number Sense focus (Gr 6) and Number Sense, Algebra, and Proportional Reasoning focus (Gr 9) More of an emphasis placed on targeted accommodations with a strong recommendation to ONLY consider modifying if all accommodations have been attempted and unsuccessful. Leaps & Bounds Available commercially through Nelson’s publishing Aligned with Ontario curriculum. Available as Gr 3/4, Gr 5/6 and Gr 7/8 resource material All strands covered with particular focus on Number 5 24/03/2015 Provide a Road-Map for intervention. Where can I start when there are so many deficits noted and how can I provide this intervention within the context of an integrated classroom. Gap Closing Material Colour copies available for FREE from Queen’s Printing Press Available as PDF to be used with assistive technology (Premier/Kurzweil) Diagnostic Tools for each module Choice of open-ended task vs guided instruction for each lesson. Leaps & Bounds Student booklets available as consumables, or on CD with PDF and Word versions SMART Board activities included for some lessons Diagnostic tools for each module Choice of open-ended vs guided instruction for each lesson. 6 24/03/2015 Module #1: Module #2: Module #3: Numbers Module #4: Numbers Module #5: Module #6: Operations Module #7: Module #8: Representing Fractions Comparing Fractions Representing & Renaming Whole Comparing & Ordering Whole Multiplying & Dividing Relating Situations to Mathematical Representing & Comparing Decimals Decimal Computation INSTRUCTIONAL FLEXIBILITY Looking at the Gap Closing topics first (our Road Map) can allow us to pick curriculum expectations that give us flexibility to teach our students what they need most urgently. The module titled “Relating Situations to Mathematical Operations” is essential instruction, not only for students with LDs, but for ALL students within a classroom. If it’s essential to teach, let’s find a curriculum expectation that aligns with this module. FOUND IT: solve multi-step (or single step) problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools (e.g. graphs, calculators) and strategies (e.g. estimation, algorithms) 7 24/03/2015 It’s a robust, broad curriculum expectation that allows us the flexibility to teach exactly the skills that our LD students need without teachers feeling pressured to cover specific and isolated pockets of grade-level curriculum. It is an expectation that spans two or three years in the Number Sense strand with very little change These are the types expectations we want to emphasize on an IEP (if we are modifying). #1: #2: #3: #4: Explicit Instruction Strategy Instruction Visual Representation Meaningful Practice WHAT THE HECK IS EXPLICIT INSTRUCTION ANYWAYS???? How is explicit instruction in math different from explicit instruction in reading??? 8 24/03/2015 The following topics could be addressed in order to help teachers become more explicit in their Math instruction. ◦ Pre-teaching and re-teaching vocabulary ◦ Preparing ourselves for student misconceptions and highlighting those misconceptions with students. ◦ Using examples and non-examples to explicitly teach real-life application of math concepts ◦ Strategy instruction What sections will we address early on? What sections might we re-visit? 9 24/03/2015 In each module of the Gap Closing Resource OR Leaps & Bounds there is a section in the front-matter titled “Possible Reasons Why a Student Might Struggle” Here, there are many student misconceptions listed. These misconceptions can help us prepare for students who will struggle and quickly correct the misconception with explicit instruction so that these misconceptions don’t become embedded in the student’s knowledge. Our brain likes to discriminate to form concepts Discrimination restricts the range of examples used to form a concept This can be encouraged, promoted and made explicit through the use of non-examples This activity would be introduced later on in instructional scope and sequence to avoid confusion. Malamad, 2012 10 24/03/2015 Explicitly teaching students about when and why to use certain strategies is just as important as teaching students HOW to use certain strategies Let’s discuss….. When should we use a calculator? When should we NOT use a calculator? Discuss. When should we use manipulatives? When should we avoid using manipulatives? Discuss. 11 24/03/2015 No amount or quality of technology will ever replace good pedagogical practice of a teacher/interventionist. Technology supports are varied in their uses and practicalities [each of these highlighted tools has their flaw(s)] Don’t discount your student’s ability to learn a new technology and watch you learn along with them…..things won’t always be smooth, but there is value in the journey. Go easy on yourself…..promise to learn one new thing WELL! 12 24/03/2015 KEY FEATURES An iPad App and computer program that focuses on “brain training” through interactive games/puzzles Addresses weaknesses such as: memory, attention, problem solving, math fluency FEATURES THAT BENEFIT THE LD LEARER Repetition Visual Cues Minimal reading (except survey) Concrete tracking of progress Highly engaging games Focus on fluency (especially in Math) Brain Games & Brain Training - Lumosity KEY FEATURES An iPad App and webbased program that allows students to record and share their demonstration of a skill via an interactive w.b. Students can access a teacher’s demonstration of a skill as well for extra clarification/practice. FEATURES THAT BENEFIT THE LD LEARER Repetition of information Recorded oral responses instead of written responses. Rehearsal of information prior to presentation. (stop/pause/delete feature) 13 24/03/2015 KEY FEATURES A FREE tool for all Gr 7-10 students in Ontario where they have access to an Ontario Certified teacher for support with math homework. Interactive w.b. and chat where student and tutor work in realtime. Recorded “Best Sessions” and “Listen and Learns” available 24/7 where students can access the instruction of a topic from start to finish A comprehensive glossary with pictures and words. Repetition of information Extra practice Explicit instruction Audio chat rooms that limit the amount of text a student has to read and type Comprehensive glossary which communicates math terms in clear, concise manner. Homework Help Promotional Video (2 mins) KEY FEATURES FEATURES THAT BENEFIT THE LD LEARER Ministry supported resource aligned with Gap Closing material found on EduGains site Interactive activities that are highly visual and explicit. Focus on Fractions and Patterning & Algebra Activities associated with Grade levels/curriculum. FEATURES THAT BENEFIT THE LD LEARER Visual representation of concepts Explicit instruction Repetition of instructions if needed Text is provided, but also read-aloud. Virtual manipulatives Immediate feedback Opportunities for extra practice 14 24/03/2015 CLIPS Web Link 15
© Copyright 2024