Good article in our link for today with some great advice on how to work with students with learning disabilities. Here are the headlines:
Resist the temptation to de-emphasize language in math class, especially for English-learners and those who have language-related disabilities. De-emphasis is probably a disservice.
Consider how broad student labels can conceal mathematical skill. English-learners, depending on their prior schooling, and students with disabilities, depending on their specific disability, can have widely varying math abilities and knowledge.
Focus on what students can do rather than fixating on what they cannot.
Although we don’t believer there are Math and non Math people in this world, the article from the NY times is well meant and gives good pointers to help your students work their math problems.
Please do not forget Dr Schreuder also has her video series MomsTeachMath with over 100 downloadable tools, templates, games and activities and videos on how to work with your students, now with 50% off to help all those homeschooling-not-by-choice parents.
Students with learning disabilities need stability, predictability and spiral review as much as possible. With many schools closing for weeks this may cause serious disruption to the carefully build up progress over the course of this school year. I’m happy that the OSERS have seen this and has sent out the guidance in our link for today, emphasizing that students in special education need to continue to receive their services. If your school decides other wise, send them a copy of this guidance and ensure the continued support for our learning disabled students.
The wonderful Kahn academy has now also embraced the process of spiral review.
In an email they explained it as follows:
We’re thrilled to announce that one of the most requested features in Khan Academy’s history is coming to you on February 3: Personalized Spiral Review in Course Mastery!What’s Spiral Review? Spiral Review provides spaced repetition of the skills your students have already started practicing. Research shows that by spiraling these skills over time and across lessons, students minimize learning loss and boost knowledge retention.What does it look like for students? Starting February 3, your students will start unlocking Mastery Challenges at the top of the course page in Course Mastery-enabled math classes whenever they’ve:
Achieved Familiarity in at least three skills
And reached Proficiency in at least one skill
And then they’ll get six personalized questions (based on time elapsed since last practice and level of proficiency) to hone their expertise:
Achieving equity for all students is quite a challenge for many schools. This also goes for the children with learning disabilities who need this more then ever. The Waterford.org site has a good article about it. Best quote:
“The route to achieving equity will not be accomplished through treating everyone equally,”
When working with students who have learning disabilities it is easy to always look at what their problems are. This way it also prompts the student to focus on their weaknesses with all related problems that this may cause. The article in the link for today shows how you can help the students look at their strengths rather than at their problems. Nice quote: “talk about a sea of strengths around some islands of weaknesses”
We have looked at this before but there is a considerable overlap between the students with ADHD and the students with Dyscalculia. This has some impact that is described in the magazine additudemag and we link to that article below.
A quite different take on what could cause dyscalculia in our link for today.
The writer claims it all has to do with a faulty human GPS (proprioceptive & vestibular systems). Dyscalculia is mentioned in a long list of other things that could affect you and it can all be helped with finding a better balance. Long read but worth it.
In the area of math, if a test is to accurately reflect a dyslexic or dyscalculic student’s aptitude or achievement in math, accommodations (like a calculator) must be put in place to ensure the test is accurately assessing the knowledge, understanding, or problem solving ability, rather than processing speed, handwriting ability, or ability to speed or accuracy of retrieving basic math facts.
Dyscalculia is an under-researched learning difficulty and as a result, there is little guidance for teachers on how to support learners with the condition. The TES website condensed some valuable insights into dyscalculia, the indicators and how to assess for it in this article in our link for today.
Effective instruction aimed at the missed or poorly understood concept is the best remedy for a learning gap. Students need the opportunity to apply the concept in a variety of situations and to ask questions to clear up any misunderstandings. Fixing a learning gap due to a conceptual misunderstanding takes time and practice.
The EF+Math Program is a new initiative to fund bold approaches through inclusive discovery and development to dramatically increase math outcomes for students in grades 3-8. They focus on students who have been traditionally underserved.
Privacy & Cookies Policy
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.