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“Math Teachers are from Mars; TVIs are from Venus! Training Math Teachers to Work with Students with Visual Impairments Presented by Derrick W. Smith, Ed.D., COMS®

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"But I Can't Teach Math..." Remove bias! Have to have an open mind Be willing to learn. Your primary role is to focus on access to mathematics (compensatory skills). What else?

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Strategies for Working with Math Teacher Be nice, make friends! Approach as supportive collaborator, not a competitor. ("I am here to help you!") Remember for WHOM you are working! Open communication (phone, email, etc.) Ask for a print copy of the text with the answer key. Work out a system to keep ahead of the lessons. What other ideas have worked for you?

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Etiquette: What to teach them! Treat student fairly, not equally. Using terms such as "see", "look", "write", etc. is okay. Avoid vague positional terms such as "over there". Be specific: "Two inches to your right." Allow student to discuss their disability, abilities, and special tools with the class. What else?

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Sighted Guide and Room Teach the math teacher and the students how to use sighted guide. – This is not only for movement around the classroom but for emergency situations. Allow the student to travel around the room independently after orientation. Provide a seat that is easily accessible. What else?

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Spoken Mathematics Critical to mathematics instruction is the ability of the educator to write on the board. Without teaching all Nemeth Code to the math educator, the TVI needs to instruct on HOW to talk while writing on the board. Major issues: – Fractions, groupings, radicals, superscripts, subscripts,

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Spoken Mathematics Handout

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Materials and Methods Technology: Train the student and explain to the math teacher. – Provide basic overview of Duxbury and Scientific Notebook – Explain the basic process of how to use a brailler – Explore options for calculators Nemeth Code: Train the student and stay ahead of the textbook. – Provide basic introduction to math teacher. Show them the beauty of the Code. – TSBVI Reference Sheets

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The more THEY understand, the better the situation will be!

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Instructional Paradigm Shift

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Co-Teaching’s Promise Co-teaching is a suitable model that promotes the inclusion and acceptance of students with disabilities in the general education classroom. Co-teaching allows a highly-qualified content specialist to collaborate with a highly-qualified instructional specialist to provide instruction based upon evidenced-based practices.

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Research on the Impact of Co-Teaching Currently, the research on the impact of co- teaching is mixed. Most studies find some increases in academic performance for all students. Most studies find major impacts on behavior: – Lower disciplinary referrals – Higher attendance rates – Higher level of social integration

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Collaboration “Interpersonal collaboration is a style for direct interaction between at least two co- equal parties voluntarily engaged in shared decision making as they work toward a common goal” (Cook & Friend, 2009, p. 7). Style of interaction: – Not directive, – Not accommodative or facilitative

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Characteristics of Collaboration Voluntary? Parity Among Participants Based on Mutual Goals Shared Responsibility for Participation and Decision Making Share Resources Share Accountability for Outcomes

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Co-Teaching is NOT… Co-teaching is not necessarily collaboration. Collaboration is HOW individuals interact. Good co-teachers collaborate. Team Teaching Inclusion

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