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Record Nr. |
UNINA9910821871703321 |
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Autore |
Storeygard Judith |
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Titolo |
Count me in! K-5 : including learners with special needs in mathematics classrooms / / Judy Storeygard ; foreword by Karen Karp |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif. : , : Corwin Press, , 2012 |
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ISBN |
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1-4522-8364-8 |
1-5063-3580-2 |
1-4522-7990-X |
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Descrizione fisica |
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1 online resource (xvii, 146 pages) : illustrations |
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Collana |
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Disciplina |
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Soggetti |
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Mathematics - Study and teaching (Elementary) |
Individualized instruction |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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""FRONT COVER""; ""COUNT ME IN! K�5 ""; ""CONTENTS""; ""FOREWORD""; ""ACKNOWLEDGMENTS""; ""Publisher�s Acknowledgments""; ""ABOUT THE AUTHOR""; ""ABOUT THE CONTRIBUTORS""; ""INTRODUCTION ""; ""Making Sense of Mathematics: The Guiding Principle of This Book""; ""Focus on Labels: Ableism""; ""Inconsistency of Labels""; ""Labeling Impedes Differentiation""; ""Including a Variety of Instructional Strategies: The Approach of This Book""; ""Organization of This Book""; ""Note""; ""CHAPTER 1: BUILDING A CULTURE OF ACCEPTANCE IN THE INCLUSIVE MATHEMATICS CLASSROOM"" |
""Recognizing Differences and Supporting Strengths""""Making the Classroom a Safe Place""; ""Promoting Responsibility""; ""Acknowledging Frustration""; ""Summary""; ""CHAPTER 2: SUPPORTING STUDENTS IN EXPRESSING MATHEMATICAL IDEAS""; ""Issues Related to Expressive Language Difficulties""; ""Effective Strategies""; ""Making Connections""; ""Using Their Own Language""; ""Using Representations""; ""Providing Structures""; ""Summary""; ""CHAPTER 3: HELPING STUDENTS BUILD THE CAPACITY TO ATTEND TO AND FOCUS ON MATHEMATICAL IDEAS ""; ""Diagnosis and Labeling""; ""Classroom Strategies"" |
""Whole-Group Discussions""""Keeping Discussions Active""; ""Sharing Strategies""; ""Keeping Consistent Structures""; ""Understanding What |
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Students Know""; ""Using Technology""; ""Summary""; ""Notes""; ""CHAPTER 4: DEVELOPING STUDENTS� COGNITIVE FLEXIBILITY""; ""Explicit Teaching""; ""Developing a Set of Limited Choices""; ""Language""; ""Using Representations and Contexts""; ""Selecting Strategies""; ""Working in Groups""; ""Summary""; ""CHAPTER 5: DEVELOPING STRATEGIES FOR STUDENTS WITH MEMORY DIFFICULTIES""; ""Building on Student Strengths""; ""Sixth and Seventh Grades"" |
""Developing a Conceptual Foundation""""Grounding Skills and Concepts in Understanding""; ""Summary""; ""Notes""; ""CHAPTER 6: BUILDING STUDENTS� ABILITIES TO PLAN, ORGANIZE, AND SELF-MONITOR IN MATHEMATICS CLASS""; ""Providing Entry Points""; ""Guided Math Group: Introducing the Problem With First Graders""; ""Using Technology""; ""Connecting to Prior Knowledge With Third Graders""; ""Intervention With a Second Grader""; ""Self-Monitoring: Students Evaluating Their Own Work""; ""Gradual Release of Responsibility""; ""Summary""; ""Note""; ""CONCLUSION"" |
""Complexity of Teaching in Inclusive Mathematics Classrooms""""Making Sense of Mathematics""; ""Making Mathematics Explicit""; ""GLOSSARY AND RESOURCES""; ""Ableism""; ""Abstract Thinking""; ""Accommodations""; ""Asperger�s Syndrome""; ""Attention Deficit Hyperactivity Disorder (ADHD)""; ""Autism Spectrum Disorder""; ""Cognitive Flexibility""; ""Common Core State Standards Initiative""; ""Differentiation""; ""Disproportionality""; ""Executive Function""; ""Expressive Language Disability""; ""Gradual Release of Responsibility""; ""Individualized Education Program (IEP)"" |
""Interactive Whiteboard"" |
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Sommario/riassunto |
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Between the pressure to meet standards and the overwhelming number of different learning needs that students have, planning lessons has become more complex. Judith Storeygard provides proven approaches to understanding the behaviors of children with special needs and effectively teaching all students. Using research-based and field-tested methodology, this book's teaching strategies include differentiated instruction, with an emphasis on co-teaching between general educators and special educators. |
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