March 19, 2020 • 8:30-16:30 •
This pre-conference session is divided in two parts.
First part of the day will be about Math disabilities presented by Michele Mazzocco and Gena Nelson.
The second part will cover Reading interventions presented by Sylvia Linan-Thompson.
8:30-12:00 Teaching Math to Students with Learning Disabilities
March 19, 2020 • 8:30-12:00
Michele Mazzocco and Gena Nelson
Children with math learning disabilities often leave teachers feeling “stumped” when instructional strategies that work for most children are unproductive with children with learning disabilities. In order for students with math learning disabilities to succeed in school mathematics, their teachers need to be aware of the many possible routes to difficulties learning, understanding, and applying mathematical concepts; and familiar with evidence-based practices for teaching mathematics to students with learning difficulties. In this session we will address (1) components of explicit and systematic math instruction; (2) incremental rehearsal and cover-copy-compare activities for building basic fact fluency; (3) the concrete-representational-abstract framework for bridging conceptual and procedural understanding; and (4) using multiple mathematics representations. Each of these strategies can be used as specialized instructional approaches for students with disabilities or as differentiation within a general education classroom.
Expanding upon our discussions of why math is so challenging for some students (from the Year 01 conference presentation), in this half-day pre-conference workshop we will introduce participants to effective, evidence-based practices for teaching students with mathematics learning disabilities, through lecture, video, case studies, and brief activities. The session will include a discussion of the essential strands of mathematics proficiency and how to support children with math learning difficulties at any grade level.
At the conclusion of the session, participants will be able to:
- Describe the many common characteristics of children with math learning disabilities and difficulties
- Understand how to identify and locate resources related to evidence-based practices in math for children with learning disabilities
- Describe evidence-based practices in math to support learning about number knowledge and skills, computation fluency, fractions, and word problem solving.
- Demonstrate how to create learning activities that incorporate evidence-based practices and differentiation in math for students with learning disabilities.
13:00-16:30 When Learning to Read Isn’t Easy
Classroom Practices to Differentiate and Scaffold Reading Instruction
March 19, 2020 • 13:00-16:30
Learning to read is a complex process and there are many factors that impact students’ ability to learn to read and to read to learn. Within any classroom, students have a range of
abilities, they learn at different rates, and need different levels of support.
Explicit and systematic reading instruction, a focus on strategy instruction, opportunities for wide reading, and the use of progress monitoring measure are all effective practices.
In this session we will address:
- the use of effective whole group instruction;
- the use of peer assisted learning to maximize instructional time;
- data-based grouping;
- cross-curricular strategies; and
- specialized instruction for students with learning disabilities, including Dyslexia.
We will use practice strategies, use case studies, learn procedures for peer-assisted learning to support students with reading learning disabilities and Dyslexia.