This video provides an overview of collaborative teacher inquiry (CI) and how it can be used to facilitate and investigate new ways of supporting students with learning disabilities (LDs) in the area of math. This video features interviews with educators from the Peterborough Victoria Northumberland and Clarington Catholic District School Board (PVNCCDSB), including a Special Education Consultant, a Student Achievement Consultant, and a Grade 7/8 Teacher. Each participant discusses the importance of CI and how CI and manipulatives might be used to support the learning of students with LDs in the area of math. We trust that watching the CI process in action will motivate educators in both general education and special education settings.
By Nicole Lauzon Introduction "About 3 to 8% of school-aged children have a math learning disability." Centre of Excellence for Early Childhood Development, 2011 Arithmetic must be integrated into classroom activities to allow students to acquire useful reflexes, not only at school, but also in their daily lives. It is an important part of mathematics, [...]
This evidence-based article provides an overview of fundamental mathematical skills, and strategies for supporting students with LDs in mathematics. It also provides an explanation of the brain areas related to mathematical skill acquisition.
Please click here to download the PDF transcript for this webinar. Webinar Description: Approximately 5% of children have a specific learning disability* affecting their ability to acquire even the most basic numerical and mathematical skills. This difficulty has been referred to as ‘developmental dyscalculia’. So what is developmental dyscalculia, how does it impact learning, and how can [...]
Explicit Instruction: A Teaching Strategy in Reading, Writing, and Mathematics for Students with Learning Disabilities
Explicit instruction involves using highly structured and sequenced steps to teach a specific skill. With this approach, the educator intentionally aims to teach students with learning disabilities using a series of actions in three main stages.
Children with learning disabilities(LDs) in math may have difficulty grasping what a number is and understanding the connection between a quantity and the corresponding symbol. For these children, place value is a difficult concept to grasp.
The use of heuristics, or self-strategies, in mathematics can have a profound impact on a student’s ability to quickly and accurately solve a math fact or word problem. Students with learning disabilities (whether math specific or not) will especially benefit from the structure and sequence a heuristic provides.
Although there are a number of problem solving strategies that students use in mathematics, good problem solvers usually construct a representation of the problem to help them comprehend it. The use of visual representation during instruction and learning tends to be an effective practice across a number of subjects, including mathematics.
CRA is a sequential three level strategy promoting overall conceptual understanding, procedural accuracy and fluency by employing multisensory instructional techniques when introducing the new concepts. Numerous studies have shown the CRA instructional strategy to be effective for students both with learning disabilities and those who are low achieving across grade levels and within topic areas in mathematics.
by Mary Land, Graduate Student, Faculty of Education, University of Ottawa and Cheryll Duquette, PhD, University of Ottawa Description of the Strategy: Students with learning disabilities (LDs) may demonstrate specific deficits in mathematical problem solving. They include difficulties reading the problems, identifying operations needed to solve, inability to set up the problem’s manipulatives, retrieving arithmetic [...]