Many special education students, especially those who are challenged with autism and cognitive impairments, can learn to tell time literally. However, their language impairments make this skill a huge challenge in the community and in general education classrooms.
The test will start at quarter after one.
For a student with a language impairment, a quarter represents a coin. Rather saying "quarter after one", try saying "one-fifteen".
You have 15 more minutes until you go to lunch.
For a student with a language impairment, elapsed time is an advanced skill. Rather than saying "you have 15 more minutes", try saying the exact time. "At 12:30 you will go to lunch."
Showing posts with label Math. Show all posts
Showing posts with label Math. Show all posts
Tuesday, December 2, 2008
Wednesday, November 26, 2008
Inclusion in Secondary Math
Special education students will struggle in math for one of three reasons.
1. The student has not mastered the skills required to do the math.
2. The student is unable to keep up with the pace of the class.
3. The student is a concrete learner and needs direct instruction in a rule based method curriculum.
Here's one idea for a modified lesson.
Have a worksheet available instead of using the text. Have 2-4 problems that the general education students are doing. Each problem is written twice. One with all the steps and answer provided. The student simply copies the steps and answer to the problems. The student is given access to and exposed to age appropriate instruction. The remaining work should be focused on the IEP goals. I suggest having a mixture of mastered skills and new skills at the student's learning level. This encourages independence and confidence. It also allows the paraprofessional to help other students in the class.
1. The student has not mastered the skills required to do the math.
2. The student is unable to keep up with the pace of the class.
3. The student is a concrete learner and needs direct instruction in a rule based method curriculum.
Here's one idea for a modified lesson.
Have a worksheet available instead of using the text. Have 2-4 problems that the general education students are doing. Each problem is written twice. One with all the steps and answer provided. The student simply copies the steps and answer to the problems. The student is given access to and exposed to age appropriate instruction. The remaining work should be focused on the IEP goals. I suggest having a mixture of mastered skills and new skills at the student's learning level. This encourages independence and confidence. It also allows the paraprofessional to help other students in the class.
Question Words
Who?
What?
When?
Where?
Why?
How?
Many students with disabilities have trouble answering questions because they don't know what kind of answer they are looking for. Although this is commonly worked on in special education classrooms, having a clue sheet will decrease anxiety and increase comprehension. This clue sheet can be placed in a classroom folder, binder or an agenda. It can even be made into a poster on the wall.
Who? (person, animal, cartoon character, etc.)
When? (time: calendar time, clock time, a year, an era, etc.)
Where? ( place: inside or outside - Examples are in the kitchen, at school, in Florida)
Why? ( because.....)
What is a tricky one. You have to look for other clue words.
What happened to... (event)
What time are we going to... (time)
What will he do to help.... (do... an action/verb)
How is another tricky one. You have to look for other clue words.
How do you.... (list the steps you have to do... actions/verbs)
How many.... (a number)
What?
When?
Where?
Why?
How?
Many students with disabilities have trouble answering questions because they don't know what kind of answer they are looking for. Although this is commonly worked on in special education classrooms, having a clue sheet will decrease anxiety and increase comprehension. This clue sheet can be placed in a classroom folder, binder or an agenda. It can even be made into a poster on the wall.
Who? (person, animal, cartoon character, etc.)
When? (time: calendar time, clock time, a year, an era, etc.)
Where? ( place: inside or outside - Examples are in the kitchen, at school, in Florida)
Why? ( because.....)
What is a tricky one. You have to look for other clue words.
What happened to... (event)
What time are we going to... (time)
What will he do to help.... (do... an action/verb)
How is another tricky one. You have to look for other clue words.
How do you.... (list the steps you have to do... actions/verbs)
How many.... (a number)
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