TEKS Reading (Prek Exit Level)

Teaching Math to Students with Significant Disabilities

Teaching Math to Students

with Significant Disabilities

Developed by

Song Ju, Glenda Byrns, and Dalun Zhang

Center on Disability and Development

Texas A&M University

This professional development training consists of modules created for the Low Incidence Disabilities in Special Education Statewide Network, led by Region 3 Education Service Center in conjunction with the Texas Education Agency.

Foreword and Acknowledgements

Forward

The Low Incidence Disabilities in Special Education (LID) network works to meet the needs of students with severe and profound cognitive disabilities, students who are medically fragile, and students who are deaf-blind or low-functioning deaf. This statewide network is a decentralized function of the Texas Education Agency (TEA), with leadership provided by Region 3 Education Service Center. The network consists of representatives from each of the 20 educational service centers and TEA. For more information, or to download the training modules, visit the LID website at: http://www.esc3.net/index.php/3-lid-home.

The modules can be used together as one training, delivered across two days, or as separate modules delivered over a more extended period of time. The content of each module reflects current research-based understanding of mathematics as it relates to students of all ages (3 to 21) with low-incidence disabilities and the Texas Knowledge and Skills standards.

The modules consist of presentation slideshows, participant notes, participant resource guides, self-assessments, and change-of-practice planning documents.

Acknowledgements

The project leadership is grateful to the work of Texas A&M University’s Center on Disability and Development. Appreciation also goes to the authors of this training material: Song Ju, M.A.T., Glenda Byrns, Ph.D., and Dalun Zhang, Ph.D. They have created a valuable training tool for our state for teaching mathematics to students with significant disabilities.

Special acknowledgement is extended to members of the steering committee for their work reviewing the draft modules and field-testing the materials with area teachers. The following served as members of the steering committee:

Gayle McNurlen, Region 10 ESC Marcia Montague, Region 6 ESC

Sharon Rutherford, Region 11 ESC Dana Pitman, Region 5 ESC

Ann Jacobson, Region 13 ESC Mary Scott, Region 3 ESC

Contact Information

Low Incidence Disabilities in Special Education

ESC Statewide Leadership Function

Region 3 Education Service Center

Mary Scott, Ed. Specialist

Website: www.esc3.net

ESC contact information is available at LID website

Region 3 Education Service Center

1905 Leary Lane

Victoria, Texas 77901

Dr. Julius Cano, Executive Director

Email:

Website: www.esc3.net

2010 Region 3 Education Service Center / Texas A&M University

Teaching Math to Students with Significant Disabilities

These materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions:

Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from the Texas Education Agency;

Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use without obtaining written permission of the Texas Education Agency;

Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered, and unchanged in any way:

No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or noneducational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee.

For more information, please contact , or call (512) 463-9270.

2010 Region 3 Education Service Center / Texas A&M University

Teaching Math to Students with Significant Disabilities

Presenter Guide

Content Overview

There are eight modules in Teaching Math to Students with Significant Disabilities. The Introduction module opens the training with an overview of the purpose and goals of the training, summaries of characteristics associated with certain disabilities, math standards and relevant documents, and information of universal design and assistive technology. The Review and Summary module closes the training by reviewing the training goals and conducting self-assessment. The other six modules include the main contents of the training. Each of the modules focuses on a specific instructional strategy for teaching math to students with significant disabilities. These include Explicit Instruction, Systematic Instruction I—Scaffolding Instruction, Systematic Instruction II, Opportunities to Respond, Functional Math and In Vivo Instruction, and Concrete-Representational-Abstract Instruction. Each of the instructional strategies modules consists of a title page, objectives, definitions, research evidence, descriptions, procedures, examples, activities, and a closure.

In this booklet, you will find module materials, including a presenter’s preparation checklist, presenter’s notes, handouts, and activity sheets. The appendix section includes a glossary, recommended readings and resources for each module, and a bibliography.

Table of Contents

· Introduction (approx. 60 to 90 minutes)

· Module 1: Explicit Instruction (approx. 60 to 90 minutes)

· Module 2: Systematic Instruction I—Scaffolding Instruction (approx. 60 to 90 minutes)

· Module 3: Systematic Instruction II (approx. 90 to 120 minutes)

· Module 4: Opportunities to Respond (approx. 90 to 120 minutes)

· Module 5: Functional Math and In Vivo Instruction (approx. 90 to 120 minutes)

· Module 6: Concrete-Representational-Abstract Instruction (approx. 90 to 120 minutes)

· Review and Summary (approx. 30 minutes)

· Appendix

o Glossary

o Recommended Readings and Resources

o Bibliography

Features of Booklet

· Dividers and tabs can be used to navigate different section of the booklet. Tabs include Presenter Guide, Introduction, Module 1: Explicit Instruction, Module 2: Systematic Instruction I—Scaffolding Instruction, Module 3: Systematic Instruction II, Module 4: Opportunities to Respond, Module 5: Functional Math and In Vivo Instruction, Module 6: Concrete-Representational-Abstract Instruction, Review and Summary, and Appendix.

· Colored pages are used to differentiate different types of materials—green is used for presenter’s preparation checklists, blue for handouts, and yellow for activity sheets.

· Presenter notes consist of presenter scripts, actions, and directions. These notes serve as a general guide to presenters regarding what can be said or done during the presentation. Different styles are used to represent different types of notes:

– Bolded notes represent actions to take, animations to perform, or directions for presenters—for example, “Say” and “Read slide.”

– Notes that are not bolded represent what presenters say.

· Presentation slides are uniquely designed. If there is an activity or a handout to go along with a slide, a symbol that looks like a sticky note will appear on the upper right corner of the slide to remind the presenter.

Suggestions for Presenters

· Module materials can be presented altogether as a complete training or separately as topical training. Presenters are encouraged to use these materials flexibly and make decisions based on available time, number of sessions, and audience needs. Depending on the needs, presenters can adjust their presentation by skipping certain slides within a module or using only some of the modules.

· To prepare for a presentation, it may be necessary to go through presenter notes, along with the presentation slides. It is also a good idea to test animations and know where handouts and activities are needed. The presenter’s preparation checklist is a guide for preparing materials for participants.

· Presenters may use their own scripts based on the needs of the audience. In some instances, the examples included in the training materials may not meet the needs of the audience, and presenters are encouraged to generate more examples and incorporate creative ideas into their presentation.

2010 Region 3 Education Service Center / Texas A&M University