Activating the Untapped Potential of Neurodiverse Learners in the Math Classroom: Tools and Strategies to Make Math Accessible for All Students

Autor/in	Johnston, David
Titel	Activating the Untapped Potential of Neurodiverse Learners in the Math Classroom: Tools and Strategies to Make Math Accessible for All Students
Quelle	(2023), (158 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-03-238693-5
Schlagwörter	Leitfaden; Unterricht; Lehrer; Middle School Teachers; High School Teachers; Students with Disabilities; Special Education; Individualized Instruction; Student Evaluation; Classroom Environment; Educational Objectives; Mathematics Teachers; Special Education Teachers; Mathematics Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrer; High school; High schools; Oberschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualisierender Unterricht; Schulnote; Studentische Bewertung; Klassenklima; Unterrichtsklima; Educational objective; Bildungsziel; Erziehungsziel; Mathematics; Mathematik; Special education; Sonderpädagoge; Mathematics lessons; Mathematikunterricht
Abstract	All students deserve access to a rich and meaningful math curriculum. This book guides middle and high school teachers toward providing all learners -- including neurodiverse students -- with the support necessary to engage in rewarding math content. Students who receive special education services often experience a limited curriculum through practices that create long-term disadvantages and increase gaps in learning. The tools and strategies in this book help teachers better understand their students to move them closer to their potential. Chapters include differentiation, assessment, classroom structure, and learning targets. Both general education math teachers who have not been trained in special education support and special education teachers with a limited background in standards-based math pedagogy will learn new skills to improve their teaching from this practical resource. (As Provided).
Anmerkungen	Eye on Education. Available from: Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: orders@taylorandfrancis.com; Web site: https://www.routledge.com/k-12
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01