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Math Education Practices for Students with Disabilities and Other Struggling Learners Case Studies of Six Schools in Two Northeast and Islands Region States. Issues & Answers. REL 2008-No. 053

Author: Josephine LouieAmy BrodeskyJessica BrettLi-Ming YangYvette TanAll authors
Publisher: [Place of publication not identified] Distributed by ERIC Clearinghouse, 2008.
Edition/Format:   eBook : Document : English
Summary:
The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other struggling learners. The report intends to help educators by providing  Read more...
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Genre/Form: Reports, Evaluative
Material Type: Document, Internet resource
Document Type: Book, Computer File, Internet Resource
All Authors / Contributors: Josephine Louie; Amy Brodesky; Jessica Brett; Li-Ming Yang; Yvette Tan; Regional Educational Laboratory Northeast & Islands (ED)
OCLC Number: 1064030962
Notes: Availability: Regional Educational Laboratory Northeast & Islands. Available from: Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458. Tel: 617-618-2747; Fax: 617-969-1580; Web site: http://ies.ed.gov/ncee/edlabs/regions/northeast/index.asp.
Abstractor: ERIC.
Educational level discussed: Elementary Education.
Educational level discussed: Grade 1.
Educational level discussed: Grade 2.
Educational level discussed: Grade 3.
Educational level discussed: Grade 4.
Educational level discussed: Grade 5.
Educational level discussed: Grade 6.
Educational level discussed: Grade 7.
Educational level discussed: Grade 8.
Educational level discussed: Junior High Schools.
Educational level discussed: Middle Schools.
Description: 1 online resource (183 pages)
Responsibility: Josephine Louie, Amy Brodesky and Jessica Brett.

Abstract:

The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other struggling learners. The report intends to help educators by providing examples and ideas to consider for their own school or district efforts to improve math teaching and learning. This report describes in-depth practices at six schools (3 in Massachusetts and 3 in New York) that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs. Although each school found its own ways of providing math instruction to students with disabilities and other struggling learners, many schools adopted similar practices, including: (1) Classroom math instruction; (2) Math supports and interventions; (3) Assessment; (4) Collaboration among teachers; (5) Professional development; (6) Leadership; and (7) School culture. Findings from the study call for further research on how the roles of math specialists, schoolwide leadership practices, and different forms of teacher collaboration may affect math learning for students with disabilities and struggling learners. Three appendices are included: (1) Methodology; (2) Side by side summaries of characteristics and practices at the six case study schools; and (3) State assessment data for the six case study schools. (Contains 11 notes, 2 figures, 2 boxes and 54 tables.).

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