Math Learning Disability Teaching Strategy

Math Learning Disability Teaching Strategy

Abstract

The purpose of this research paper was to conduct research on a multi-sensory math strategy for students with math disabilities and without disabilities. The teaching strategy was applicable to all students from preschool age up to high school classrooms. Multi-sensory techniques are directly related to effectively teaching math to children with math disability by the use of sensory manipulatives that involve the use of sight, touch, hearing and movement to understand the math concepts that are scaffolded based on prior knowledge to students with math disabilities. The research studies that were detailed came from two different studies conducted on the effectiveness of multisensory math strategies on student achievement. Both research studies involved conducted studies with students in both experiment or control groups and different phases of instruction using multi-sensory math strategies. Future implications for teachers of these strategies include teaching trainings that educators can directly relate to and practically implement using varying manipulatives and technology that incorporate multi-sensory teaching of math concepts.

Keywords: multi-sensory, teaching, strategy, Math, effective, student, achievement

Math Learning Disability Teaching Strategy

Everyday a child is born entering into the world with parents that have hopes, dreams, and aspirations for their future. Watching their child develop social, cognitive, and emotional skills to interact with their family and the world around them. What is truly unique to every child born into the world is that they each have their own qualities, dispositions, attitudes, learning styles, and learning abilities. There are circumstances that do arise as parents and family watch their child enter into and become a part of an education setting. Issues can become evident to both educators and parents that their child is having some difficulty learning concepts with certain subjects and perhaps this should be addressed through family conferencing, setting up appropriate screening and testing, receiving diagnosis, and setting up an individual learning plan for the child.

Everyday teachers interact with and help children with and without learning challenges and/or disabilities work to master concepts in subjects that they are required to teach based on their school district and state and government standards. Teachers whom have both students with learning disabilities and without face the daily challenges of developing effective teaching strategies to help all the students achieve success in their classroom. This poses a significant question, what is a learning disability? Learning disability is defined under IDEA as “a disorder in one or more of the basic psychological processes involved in understanding or in usage of language, spoken language, written language, which can manifest itself in an inability to listen, think, speak, read, write, spell or do mathematic equations or concepts. Additionally, this can include conditions such as brain injury, perceptual ability, minimal brain dysfunction, dyslexia, dyscalculia, developmental aphasia” (Raymond, 2017, p.102).

The focuses of this research paper is information and research that relates to students with a math disability (dyscalculia) and multi-sensory teaching strategy that covers not only  for students with this disability but any student with any learning style. “Learning disabilities in math, which is called dyscalculia)” can severely affect the ability of a child to amass the skills necessary to memorize, organize numbers. Operate signs, word problems, algebraic thinking, and number facts (Learning Disabilities and Disorders, 2017, p.4). According to Raymond (2017) Students that have dyscalculia have challenges that include to memorize basic number concepts. “Organizing numbers in paper format to complete math calculations such as addition, subtraction, multiplication and division. In addition, those students that also have issues with reading struggle to decipher word problems and/or stories and identify the numbers in short term memory and to recognize the association between the word problem and the numbers”(Raymond,2017,p.111).

Research reveals, according to that often” in school setting dyscalculia is referred to as a math learning disability” (“Understanding Dyscalculia”, 2017). Research also reveals according to Understanding Dyscalculia (2017) that students with a math disability often have struggles with holding numbers off the top of their mind and doing math problems involving several steps. According to Dyscalculia.org (2017) there are four types of dyscalculia: developmental- a marked disproportion between the student’s developmental level and cognitive ability in math abilities, quantitative- issues with counting and calculating, qualitative-challenges in comprehending math instructions or failure to master the steps of a math operation, and intermediate- unable to operate using math symbols or numbers.

Dyscalculia is a perplexing disability to researchers because there is no significant cause that that develops dyscalculia. However research does state some possible causes, “genetic- dyscalculia runs in families and genes could play a role in the disability passing down to future generations, brain development- differences in the surface area, thickness and volume, activation areas in the brain involving math function, environment- linkage to drug and alcohol use in pregnancy and low birth weight, or brain injury-can cause acquired dyscalculia” (“Understood.org”, 2017).

     Multisensory teaching is not a concept that is new to educators in all ages of development. The fundamental concepts developed in early childhood development teach us that children learn through taste, touch, smell, hear, and look as a way to acquire knowledge of environment and concepts. Children learn from a very early time in their development during what Piaget would describe as the sensorimotor stage in which children birth to age three build knowledge and concepts of their world through sensory experience and motor activity. This fundamental stage of development is of the absolute importance for children to have these sensory experiences. If they opportunities are not offered and exploration is not encouraged for a child early one this can have a significant impact on how they process concepts, people and things in their world. This is not just foster in an educational environment, is especially beneficial if sensory experiences and learning is established at home and with family support for children of all ages.

However, the strategies modify as newer concepts and technologies are developed to incorporate multi-sensory strategies. For example, multi-sensory strategies used for years by teachers have included hands on manipulatives for addition, subtraction, multiplication, division, sorting and grouping by using tools such as beads, cereal, sorting beads, sticks, counting bears, number puzzles, card games, measuring cups, weights, scales, dice, cubes and dominoes. With the advances in technology in today’s education classroom for students of all ages there have been exciting new tolls for teachers to use for their multisensory teaching.

These include, smart board touch interactive instruction, (hence no more use of traditional blackboards with chalk that my generation grew up with). In addition, computer interactive software that includes games, practice quizzes, and learning strategies for students to practice their math skills, and other technologies. According to Learning Abled Kids (2017) current multisensory math curricula include: Math-U-See (MUS)- hands on math , uses demonstration videos, DVDS, manipulatives and workbooks, Touch Math- uses multisensory math instruction and is proven effective through research, Base 10,ETA Hand2mind- uses manipulatives and workbooks.

Introduction of multi-sensory math strategy

      Multi-sensory math teaching strategies is a tool to assist teachers and educators in their instructional development of curricula, lesson planning, and effective ability to teach math concepts by using all the senses to all their students in their classrooms with and with disabilities. Multisensory math is teaching strategies to teaching children with math delays and/or disorders. The concept of using sight, touch, hearing and movement in practical ways to teach math and understand numbers and symbol representation. Multi-sensory teaching uses multiple senses at a time. Multisensory teaching offers children more than one way to make connections with math concepts.

Multisensory teaching can assist children with learning more effectively. What makes a multi-sensory math strategy so beneficial to the education setting is its practical and multifaceted approaches to teaching students math. From the early child hood classroom setting to the high school setting even the most basic tools used in early child hood teaching can be used for all ages with the use of items already used in the classroom for teachers to effectively deliver math concepts and learning success to their students by the use of all the senses, sight, touch, smell, hear, taste.

Explaining the strategy

     “Multisensory learning relies on a child’s sight to look at text and pictures, it relies on a child’s hearing to listen to what a teacher is describing” (National Center for learning Disabilities (NCLD), 2017). Multisensory teaching uses visual, auditory, tactile, and kinesthetic learning activities. Using all the senses at the same time is in fact multisensory instruction.  Multi-sensory techniques are developmentally and academically appropriate practices in inclusive classrooms for developing math skills and concepts for all students. Using manipulatives, practical items from the real world and nature, and technology in the classroom every day that can be used for other concepts or activities such as cubes, cheerios, blocks, food, dance, clapping chants, sticks, setting up a store to sell baked goods using paper money to work on money skills, smart board technology, computer software interactive technology, visual pictures, posters and games.

The most practical and knowledgeable way to explain a multi-sensory teaching strategy is to provide an example for further understanding and implementation. For example the strategy that will be demonstrated could be applicable to varying ages. Take for example a unit that is commonly used in the beginning grading period of a school year. Apples, apples can be used for different learning strategies, rather it be reading, language, culinary, science, math and other subjects. Using a unit on apples to teach math, this involves more than just reading, listening, and talking about how apples grow or what the look like. Using hands on multisensory strategies such as the apple unit can make challenges and learning easier for children to collect data, make connections between old and new information. According to the National Center for Learning Disabilities (2017) “understanding and working through problems and, using nonverbal problem solving skills”.

This multisensory strategy of math would also scaffold the child’s learning by feeling, tasting, sorting pieces of apples, how many different colors of apples, how many different tastes there are of the different apples used, what is the shape when they touch and hold the apple.

Apples, as it applies to math can be used as a strategy for teaching the concepts of math fractions and sorting by identification and developing a graph of tasting results. So to do this a the teacher would need, construction paper, markers, paper plates, various types of apples that have different color, shape and taste, tally sticks, culinary aprons and chef hats. Part of preparation would have the teacher slice the apples ahead of time for student safety and also have whole apples to use in the strategy.

The students will use their paper plates to arrange their apple slices, paper and markers to mark to tally mark how many slices there are of each type of apple. For each apple the taste that would apply a happy face for what they like and a sad face for what they do not like. The smart board technology would be applied when the results are visually displayed by both the students and teacher talking about the apple sorting and tasting. Based on the results from all the students a graph will display a bar graph will display how many students liked the Granny Smith Apple, the Red Delicious Apple, Honey Crisp Apple, Golden Delicious Apple and Fiji Apple. After tallying the results a pie graph and the result of the choices will be visually written on the smart board using fractions. For example, one fourth of the students liked the Golden Delicious, one half of the students liked the Granny Smith.

In addition, the teacher can record anecdotal observations of the students during the apple activity, take pictures as visual documentation, make a copy of the students work to collect as a copy for samples of the students work in their portfolio. The teacher can also create a visual presentation on poster board of the pictures taken from the lesson and have each student draw or write a short note about what they recall from the apple activity. The poster can be displayed on the community of learner’s bulletin board.

Detail of the research on its effectiveness of the strategy

     According to research conducted by Obaid (2013), the study that was conducted was on the investigation of the effectiveness of multi-sensory approach for teaching student with learning disabilities in a sixth grade classroom. The study included the use of pre and post tests to measure the achievement of the students. The sample of students were comprised of 117 sixth grade female students that came from two different schools for girls located in the country of Jordan. The study was separated into four different groups, two experimental groups and two control groups for the purpose of the study. Sixty two students were placed in experimental groups and fifty students were placed into the control group. The experimental group were taught using the multi-sensory strategy for eight weeks .Were as the control group of students were taught in traditional ways for the eight week period. Pre and post tests were given to both group at the beginning and end of the study to collect evidence of any influence multi-sensory teaching had on the group that was experimental.

The results of the study were displayed into two different tables for the control and experimental groups for the pretest and the post test. The results showed little significant difference in the pretest according to Obaid (2013) table two pretest results. The results of table three post test results showed that according to Obaid (2013) there was a significant difference in data results. The difference that was noted was the experimental group that had the multi-sensory instruction had a positive effect on the students’ achievement. The gains came from the experimental group scoring 85.58 mean score and the control group mean score of 76.15 on the post test. According to Obaid (2013), these results demonstrated that the multi-sensory approach to addition and other math concepts showed too effective and demonstrated marked improvement for the experimental group and the difference between the control groups that did not have the multi-sensory strategy for the math concepts.

According to the research conducted by Simon and Hanrahan (2004) they conducted a study to demonstrate the effectiveness of a multi-sensory math strategy with children with learning disabilities. The study included the math concepts of “three-row, double digit addition problems using dot-notation method” (Simon & Hanrahan, 2004, p.1) The study used the Touch Math multi-sensory teaching strategy during two phases of the study, the first being the teaching phase which involved the students counting doing a specific pattern. The Intervention phase involved students progressing nine different levels of addition concepts. According to Simon and Hanrahan (2004) the Touch Math method involves students learning the positions of dots on each number from one to nine following a specific pattern. Additionally Touch math multi-sensory method, is a system “of breaking down the task of adding into small, logical steps without requiring the storage of math facts into memorization” (Simon & Hanrahan, 2004, p.195).

According to Simon and Hanrahan (2004) the multi-sensory math strategy was proven effective and the results showed achievement in the students in the study. The results showed that “all three of the students mastered the pattern of dots after one session of instruction and completed the nine instructional levels with ten sessions” (Simon & Hanrahan, 2004,p.202) Additionally, “once the students mastered the solving the addition problems using the dot notation” ( Simon & Hanrahan, 2004, p. 202).the students chose the teaching Touch Math method to solve the addition problems presented to them in instruction with any math solving strategy and that the multi-sensory strategy method had been retained in the students in the study with “success after one and a half to four-and-a-half months after instruction” (Simon & Hanrahan, 2004,p.207).

Practical Implementation of the strategy

     Practical implementation of a multi-sensory math strategy should be a fun, interactive experience for students to learn, create and enjoy learning math concepts for all learners. Practical techniques to use for implementation involve the students learning by doing. This can happen in many various ways that do not just apply to math concepts. However, practical implementation of a math multi-sensory strategy would involve developing and planning activities for students learn the specific math concept that is to be achieved and having the students using all their senses with manipulatives and technology in the classroom to achievement success.

The practical techniques to implement should work all learners in the classroom, with or with learning disabilities.  An important piece of practical implementation is a teacher that acknowledges, encourages, provides feedback, models, demonstrates, creates or adds challenge to scaffold learning, asks questions, provides assistance and information of concept, and gives directions for exactly what the children’s actions should be. According to Hodnett (2017) practical techniques include:

• Visualizing with beads- is a manipulative that can help students solve math problems, such as addition, subtracting from, and moving the beads around provides a visual way for students to understand how the math concepts works.
• Building with colored cubes and tiles- is an effective way to teach number patterns and grouping numbers by adding or taking away the cubes or tiles.
• Drawing math problems- drawing out a math problem is a way for students a way for students to see what they learned from using the beads and tiles by writing down a math problem such as 3*2, the student would draw two columns of stars with three stars in each column on paper. When they are done drawing they should see six stars colored on the paper.
• Tapping out numbers- can help the student feel the task they are mastering such as using this in multiplication problems in sets of three, every third number gets a louder tap than the others and the student writes the number down.
• Making musical connection- using songs and stories to incorporate math is a fun way for students to learn counting up and down.
• Putting movement to math- using clapping of the hands stomping of the feet to count up or count down numbers.
• Building with base ten blocks-using cubes, short sticks and long sticks, and flat blocks to learn  cube is one’s, short  sticks are ten’s, 100’s are long sticks and flat block is one 1000’s . For instance if the teacher ask the student to show them the number 135 they student would choose one flat block for 100, three short sticks for ten’s and five cubes for one’s.
• Using smart board technology- the student can draw out their math problem just like they would on paper by using the touch of their finger and it displays in an easy to read and visually appealing format right in front of the student art the touch of their fingertips.

Those were just a sample of the many techniques that teachers can use to practically implement a multi-sensory teaching strategy into their classroom. In addition, teachers should also use additional strategies along with the math strategy that can transition along with multi-sensory math strategy. These include the use structured peer grouping or assisting with math activities, modifying the instruction based on the results from assessments of the students to meet the needs of all the learners, and providing chances for students to voice their math knowledge and thinking of a math concept.

Inclusiveness of the strategy

According to “The Inclusive Classroom” (2017) Federal law in the United States mandated by IDEA, states that students with disabilities should be placed in their neighborhood school with as much time as possible in a general education classroom that is a least restrictive environment. Lerner (2017) describes that the least restrictive environment  provides young children with the opportunities to learn social and communication skills through being with typical peers, fosters the development of friendships by playing and working with typical children and promotes diversity and acceptance in the classroom and in outside settings.

The multi-sensory math strategy that has been detailed is an appropriate example of what a multi-sensory math strategy would look like in an inclusive classroom. The manipulatives, technologies, used in the strategy are applicable to all learners, including ELL learners in the classroom community. The teaching strategy encourages active learning and student engagement, students with disabilities are free to learn at their own pace, parental involvement is encouraged, and encourages the students to make choices rather it be challenging their knowledge or learning from their choices. The multi-sensory math strategy also inclusion delivers accommodations for the ELL learners in the classroom using Spanish/English picture cards for the math concepts with the Spanish language printed or written on the cards, visual Spanish math and language posters are posted in the room. In addition, the computer math software has math programs for ELL learners.

The inclusiveness of the strategy is set up visually for student engagement throughout the classroom for center and small group instruction. There is centers for multiple learning experiences including, math and manipulatives, creative writing and journaling, dramatic and creative arts play, computer and listening center, smart board technology, language and reading center, quit area, science , music center, and multi-cultural tools are used throughout the centers in the room, including stories, pictures, music, clothing, computer software and culinary experiences, and musical instruments. The multi-sensory strategy supports, in awareness to different ethnic backgrounds, children with physical or learning disabilities and creating a classroom of a caring learning community.

Summary of the strategy

     In conclusion, the multi-sensory math strategy is an inclusive, academically appropriate, and effective strategy to assist teachers in providing an enriching and interactive learning experience to math concepts. The foundation of the strategy is grounded in the experiences learned in early child hood learning experiences. From the time an infant is born through school age children brain development is constantly growing and expanding. However, if the brain connections and synapses are not having the impulses necessary for learning development at a young age through sensory experiences and can affect their learning experiences.

What makes this strategy a common and effective use in classrooms in today’s educational setting is that multi-sensory math strategies can be beneficial to all learners. For learners with vast amounts of sensory knowledge and learners that have had limited sensory experiences. As part of the supports for the IEP’s for the student with disabilities in the classroom and all students, the teacher should share some practical math strategies that they have observed in the students for the parents to practice at home so the learner can be supported both in the classroom and at home with math concepts. The teacher should also consider developing a resource handout for families with parent support resources for children with learning disabilities, websites that have multi-sensory math games for parents to use with their child, parent support groups and agencies in the community for parents with children with disabilities.

Evaluation of teaching strategy

SELF & FINAL EVALUATION

Research Paper – Teaching Strategy – LD

(This document must be completed and included in your final submission)

For each area below indicate a plus or minus based on your own self-evaluation.  Write 5 -10 sentences on your rationale for your self-assessment.

Name: Shannon Belcastro  Date: 7/13/17

Research paper on Teaching Strategy

Plus/minus

1. Introduction +

I did a throughout introduction of the background information of both math disability and multi-sensory teaching strategy. With emphasis on the awareness that all children are unique individuals with their own traits, strengths and weakness. In addition, children are born entering into the world with parents that have hopes, dreams, and aspirations for their future. Watching their child develop social, cognitive, and emotional skills to interact with their family and the world around them. What is truly unique to every child born into the world is that they each have their own qualities, dispositions, attitudes, learning styles, and learning abilities. There are circumstances that do arise as parents and family watch their child enter into and become a part of an education setting. Issues can become evident to both educators and parents that their child is having some difficulty learning concepts with certain subjects and perhaps this should be addressed through family conferencing, setting up appropriate screening and testing, receiving diagnosis, and setting up an individual learning plan for the student.

2. Explanation of the Teaching Strategy +

I did a throughout analysis of the multi-sensory teaching strategy and  I researched on my topic using the multi-sensory strategy with students with math disability .This research covered symptoms and behaviors with math disability and the practical implications and implementation of the strategy in an inclusive classroom with students with disabilities learn in the same environment as their peers.

3. Research Details on Effectiveness of the Teaching Strategy +

I thoroughly researched article findings that discussed the effective implementation for that multi-sensory teaching strategy for dyscalculia and what teacher’s steps teachers take in delivering the strategy. The research findings described Manipulatives demonstrate or model to model addition, subtraction, multiplication, division, and algebraic concepts .Multi-sensory teaching uses multiple senses at a time. Multisensory teaching offers children more than one way to make connections with math concepts. Multisensory teaching can assist children with learning more effectively. Multisensory learning relies on a child’s sight to look at text and pictures, it relies on a child’s hearing to listen to what a teacher is describing. Multisensory teaching uses visual, auditory, tactile, and kinesthetic learning activities. Using them all at the same time is in fact multisensory instruction.

4. Practical Implications of the Teaching Strategy +

I thoroughly examined the practical implications for teachers using the multi-sensory math strategy in their classrooms. This fundamental stage of development is of the absolute importance for children to have these sensory experiences. If they opportunities are not offered and exploration is not encouraged for a child early one this can have a significant impact on how they process concepts, people and things in their world. This is not just foster in an educational environment, is especially beneficial if sensory experiences and learning is established at home and with family support for children of all ages e awareness of multi-sensory experiences from an early age starting early childhood experiences.

5. Summary +

I summarized the identifying characteristics of dyscalculia disability and the foundational background of multi-sensory teaching for educators and parents to use in the educational setting and as additional learning and support opportunities in the home. It is of significant importance that parents and teachers review and communicate about the student with disabilities learning style, strengths, weaknesses and abilities in math and any are of changes/improvements observed and address those observations and concerns. The parent has to be an advocate for their child and meet with all those vested in the development, education and growth of their child with disabilities.

6. Correct referencing page APA style  (Approx.5 references) +

I reviewed my research paper daily any grammar, spelling errors and researched presentation style that is appropriate for 6^th edition APA format. I reviewed all the paragraphs in the paper for sentence structure and word choices. I continuously checked for proper punctuation, and put bulleted items into my research paper that help visually identify the characteristics of the LD.

7. Submitted document for plagiarism check & must pass plagiarism check +

I followed correct APA style and formatting according to the 6^th edition APA manual and the Purdue Owl website. I double checked grammar, punctuation and correct referencing and citations continually as I worked on my paper. When I had concerns that I needed more examples I looked on YouTube for instructional APA videos that would walk me through correct APA format.

8. Spelling, grammar, & presentation style of the paper  +

I reviewed my research paper daily any grammar, spelling errors and researched presentation style that is appropriate for 6^th edition APA format. I reviewed all the paragraphs in the paper for sentence structure and word choices. I continuously checked for proper punctuation, and put bulleted items into my research paper that help visually identify the characteristics of the LD.

9. Followed APA style throughout manuscript +

I followed correct APA format throughout all sections of the paper. Specifically double and triple checking where in the paper headings are to go. For example, the reference title goes in the upper middle section of the reference page and double spacing for reference page. The abstract includes first letter capitalized, no bold heading or underlining. Subheading are left aligned and are in bold heading first word capitalized and no period after, considered level two of APA headings.

10. Evidence of higher level thinking +

I frequently checked Bloom’s taxonomy to make sure my writing was demonstrating higher levels of thinking and word expression throughout my paper. I researched examples of analyzing and synthesizing along with future trends. This was very helpful to my writing an effective and descriptive analysis of current finding s and research findings.

Overall Assessment:   +

My overall assessment of the research paper is that I effectively and professionally detailed description and characteristics of dyscalculia (math) disability and the multi-sensory teaching strategy for teachers to effective implement into their education setting. The strategy included the use a variety of objects, images and models. Visually displaying math terms and symbols. Using small numbers to introduce new concepts. Using peer grouping and peer support. Encouraging learners to make choices about sensory methods used. Using concrete materials to build understanding and relate to real life. Such as sorting beads or buttons. Using visual aids with mathematic problem solving. I detailed current findings and research findings that covered examples of effective multi-sensory math strategies and the practical implications of this strategy.

SELF & FINAL EVALUATION

PPT for Teaching Strategy

(This document must be completed and included in your final submission)

For each of the areas below indicate a plus or minus based on your own self-evaluation.  Write 5-10 sentences on your rationale for your self-assessment.

Name: Shannon Belcastro  Date: 7/11/17

PPT Created

Plus/minus

1. Clear font on PPT +

The power point I created for my teaching strategy was visually appealing with easy to read font on each slide. Every slide had titles of that were clear and descriptive of the topic on each slide.

2. Informative PPT explaining the Teaching Strategy +

The information that was explained in the power point was detailing the background information about dyscalculia (math) disability and multi-sensory teaching strategy. Information was carefully explained about dyscalculia that included characteristics of the disability and techniques that can be helpful for a student with this disability. The multi-sensory teaching strategy was thoroughly explained with information about what the strategy is, how it is used in the classroom and tools to help practically implement the strategy into an inclusive classroom.

3. Research Base on the Effectiveness of the Teaching Strategy +

The research that was described in the power point backs up the teaching strategy on its effectiveness described that effective multisensory instruction is appropriate for all students, inclusion classes, students with learning disabilities, ELL learners and, all learners without or without disabilities. Additionally, the research states that Additional findings suggest that effective multisensory strategies that use manipulatives with their students for concept modeling.

4.  Presented in the PPT +

The descriptive information in the power point gave examples of the multi-sensory strategy that can be implanted in the classroom. In addition the power point used an appealing background and was formatted and presented with professional, informative, researched based information for teachers to educate themselves about the math disability and multi-sensory math strategy. The emphasis on the strategy that is supported by research is the use of manipulatives while incorporating the students to use all of their senses to support the scaffolding of new math knowledge based of their prior knowledge.

5. Applicable to a wide range of ages & abilities +

The multi-sensory teaching strategy is applicable to all ages and abilities from preschool to high school. The emphasis is on effectively delivering manipulatives used to practically implement the strategy in the classroom. The types of manipulatives may change based on the age and ability of students but the strategy is effective for all students. Even adults not in school and parents at home can try this strategy by applying a real world situation into a math concept. Such as preparing a snack at home based on portion size and amount in a serving. The manipulative (food) can be touched, smelled, tasted and is visually and auditorally presented in a format that would incorporate counting out and measuring of the snack.

6. Informative and clear PPT provided with references & websites +

The power point was informative and provided practical ideas and strategies to use in classrooms. The power point also provided resources for teachers about dyscalculia and multisensory teaching strategies. All listed resources had websites to visit to view the information presented and references were included for all web based and research based information included in the power point.

Overall Assessment:

My overall assessment of my power point presentation is that I delivered an effective and practical presentation of information and resources that can assist teachers in implementing this strategy into their classroom. My categories of the presentation was well organized and descriptive of the information on each slide. Slides included the title page with the topic clearly stated, information about dyscalculia, information about multisensory strategies, how to use multi-sensory strategy, research on the effectiveness of the strategy, resources for teachers with websites, and a reference page of all cited information used in the presentation.

In addition, I believe multisensory strategies will continue to have future implications on how math concepts are to be taught to students with and without disabilities. Part of having an inclusive classroom is developing techniques and strategies for subject concepts based on the learning styles of each student. Multi-sensory teaching incorporates the ability for the teacher to effectively teach the strategy by using all the senses.

SELF & FINAL EVALUATION

Handout for Teaching Strategy, Legal and Practical Implications-

(This document must be completed and included in your final submission)

For each of the areas below indicate a plus or minus based on your own self-evaluation.  Write 5-10 sentences on your rationale for your self-assessment.

Name: Shannon Belcastro  Date: 7/13/17

Handout Created

Plus/minus

1. Clear font on Handout(s) +

The handout I created for my teaching strategy was visually appealing with easy to read font on each section covered. Every section of the handout had titles of that were clear and descriptive of the topic on each section that described the math (dyscalculia) disability, teaching strategy, and IEP’s: legal implications on parent advocacy.

2. Informative Handout explaining the Teaching Strategy +

The information that was explained in the handout was detailed the background information about dyscalculia (math) disability and multi-sensory teaching strategy and the legal implication for parent advocacy with children with learning disabilities. Information was carefully explained about dyscalculia that included characteristics of the disability and techniques that can be helpful for a student with this disability. The multi-sensory teaching strategy was thoroughly explained with information about what the strategy is, how it is used in the classroom and tools to help practically implement the strategy into an inclusive classroom.

3. Research Base on the Effectiveness of the Teaching Strategy +

The research that was described in the handout supports the teaching strategy on its effectiveness described that effective multisensory math instruction is appropriate for all students, inclusion classes, students with learning disabilities, ELL learners and, all learners without or without disabilities. Additionally, the research states that Additional findings suggest that effective multisensory strategies that use manipulatives with their students for concept modeling.

4.  Information Clearly Presented within the Handout +

The descriptive information in the handout gave examples of the multi-sensory strategy that can be implemented in the classroom. In addition the handout used an appealing background and was formatted and presented with professional, informative, researched based information for teachers to educate themselves about the math disability and multi-sensory math strategy. The emphasis on the strategy that is supported by research is the use of manipulatives while incorporating the students to use all of their senses to support the scaffolding of new math knowledge based of their prior knowledge. In addition, the research based findings on IEP’s and the legal implications on parent advocacy were clear emphasized past and current implications that state and government case decisions, laws and statues have been put into action.

5. Applicable to a wide range of ages & abilities +

The multi-sensory teaching strategy is applicable to all ages and abilities from preschool to high school. The emphasis is on effectively delivering manipulatives used to practically implement the strategy in the classroom. The types of manipulatives may change based on the age and ability of students but the strategy is effective for all students. Even adults not in school and parents at home can try this strategy by applying a real world situation into a math concept. Such as preparing a snack at home based on portion size and amount in a serving. The manipulative (food) can be touched, smelled, tasted and is visually and auditory presented in a format that would incorporate counting out and measuring of the snack. In addition, the research findings for IEP’s: legal implications for parent advocacy can be informative for teachers and parents of children of any age.

6. Informative and clear handout provided with references & websites +

The handout was informative and provided practical ideas and strategies to use in classrooms. The handout also provided resources for teachers about dyscalculia and multisensory teaching strategies, and IEP’s: legal implications for parent advocacy. All listed resources had websites to visit to view the information presented and references were included for all web based and research based information included in the power point.

Overall Assessment:

My overall assessment of the handout is that I delivered an effective and practical presentation of information and resources that can assist teachers in implementing this multi-sensory math teaching strategy into their classroom. My categories of the presentation was well organized and descriptive of the information on each section. The sections included the title page with the topic clearly stated, information about dyscalculia, information about multisensory strategies, how to use multi-sensory strategy, research on the effectiveness of the strategy, legal implications discussing IEP’s and parent advocacy, resources for teachers and parents with help[ resources and websites, and a reference page of all cited information used in the presentation.

 

 

 

 

 

 

References

Hodnett, B. (2017, July 9). Eight multisensory techniques for teaching math. Retrieved July 9, 2017, from Understood: https://www.understood.org/en/…/8-multisensory-techniques-for-teaching-math

Lerner, J. (2017, July 9). Critical issues in teaching young children with learning disabilities. Retrieved June 12, 2017, from LD Online: http://www.odonline.org/article/Critical_Issues_in_Teaching_Young_Children_with_Learning_Disabilities

Multisensory math instruction for kids with learning disabilities. (2017, June 26). Retrieved June 27, 2017, from Learning Abled Kids: http://learningabledkids.com/multi_sensory_training/page27-multisensory_math_instruction.htm

National Center for Learning Disabilities (NCLD). (2017, June 22). When trouble with math equals a learning disability. Retrieved from Reading Rockets: http://www.readingrockets.org/article/when-trouble-math-equals-learning-disability

Obaid, M. (2013). The impact of using multi-sensory approach for teaching students with learning disabilities. Journal of International Educatiiion Research, 9(1), 75-82. Retrieved June 9, 2017, from https://www.cluteinstitute.com/ojs/index.php/JIER/article/view/7502/7568

Raymond, E. (2017). Learners with mild disabilities: A characteristic approach (5th ed.). Boston: Pearson Education, Inc. Retrieved July 9, 2017

Simon, R., & Hanrahan, J. (2004). An evaluation of the Touch Math method for teaching addition to students with learning disabilities in mathematics. European Journal Of Special Needs Education, 19(2), 191-209. Retrieved July 7, 2017, from http://search.ebscohost.com.ezproxy.lib.usf.edu/login.aspx?direct=true&db=aph&AN=13133214&site=ehost-live

Understanding Dyscalculia. (2017, June 26). Retrieved June 26, 2017, from Understood.org: https://www.understood.org/en/learning…/dyscalculia/understanding-dyscalculia