6. End of Chapter Questions
Discussion Questions
- How might Universal Design for Learning be important in fostering inclusive mathematics learning for each of these case study students?
- In what areas do the students need specially designed instruction related to math skills?
- What accommodations or modifications could be appropriate in the math classroom? Why?
- What “non-math” skills require support or specially designed instruction to allow the students to access and progress in the mathematics curriculum?
- Which student would you feel most comfortable working with in a general education setting? With which student would you feel the greatest need for support? Why?
Family and Guardian Communication
- Choose one of the case study students. Identify fun and practical math related activities that family members could do with the student at home or in the community.
- Design a handout or brief video that shares information about a math strategy with family members.
Collaboration
- Choose one of the students from the case studies above. Assign a grade level to that student. Work with a small group to review the grade level mathematics Standards of Learning for the grade level you have chosen. With your group identify 2 – 3 standards or essentialized understandings that should be prioritized for specially designed instruction. Be prepared to justify why you chose those skills as being high priority for this student.
Instructor Notes
The provided case studies lend themselves to IEP development, goal writing, and instructional planning. The following activities provide applications opportunities related to mathematics intervention planning.
Case Study Learner Profile – Students use the information from a case study and the Standards of Learning to establish high-priority standards for IEP goal development and specialized instruction. The Case Study Learner Profile should include responses to the following questions:
A. What specific standards or essential understandings within a standard did you identify as high priority for your student? Why are these skills important?
B. What two characteristics (personal or academic) does the case study student exhibit that will help them make progress toward the skills identified in Part A? Explain why those characteristics will be helpful. Make sure there is evidence of the characteristic in the case study.
C. What 2 – 3 characteristics does the case study student exhibit that may contribute to challenges in learning the skills identified in Part A? Explain how each of those characteristics may contribute to learning challenges. Make sure there is evidence of the characteristic in the case study.
Case Study IEP Goals – Students write goals for the case study student selected for the Learner Profile. The goals should be linked to the high-priority, grade level objectives identified in the Learner Profile. It can be useful to explore goals across the aspects of mathematics instruction such as number sense, computation, math reasoning, and applied problem solving. Students should develop goals using the format that is found in local school divisions. Many school divisions use “SMART goals.” The Virginia IEP system that is widely used across the Commonwealth uses a format similar to the following: Given task and supports, the student will action statement with degree of accuracy on measure by date one year from today (or less).
Accessible Math Instruction with Universal Design for Learning, Instructional Technology, and/or Assistive Technology – Students select a case study student and identify accommodations or modifications needed for mathematics learning. Students evaluate and edit existing lesson plans to implement features of Universal Design for Learning or Instructional Technology to increase accessibility for all learners, including the case study student. Additionally, students identify specific accommodations (including assistive technology) or modifications needed in the lesson specifically for the case study student.