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VIEW WEBINAR ARCHIVE (68 min.)
VIEW WEBINAR SLIDES (1.3 MB)
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| NECC Math Specialist Fred Gross and REL-NEI Researcher Amy Brodesky listen to a question during a webinar on school practices to improve math teaching and learning for students with disabilities. |
Under No Child Left Behind, schools must raise students' performance on state math exams among all student subgroups, including students with disabilities. A REL-NEI Issues & Answers Report published in September 2008 finds that six schools in Massachusetts and New York perceived by education leaders as exemplary in elementary math teaching and learning use both math-specific interventions, such as additional math support time, and schoolwide practices, such as teacher collaboration, to enhance math education for students with disabilities.
In this webinar co-hosted with the New England Comprehensive Center (NECC), REL-NEI researchers Amy Brodesky and Josephine Louie, of Education Development Center (EDC), described the six schools’ practices for improving math learning and identified the challenges that schools face. Fred Gross, a math specialist with NECC, facilitated a discussion with attendees about how the findings are relevant in schools, placing a special emphasis on connecting the research to the work of practitioners.
Presenters:
Michelle LaPointe, Fast Response Research Manager, REL–NEI, Moderator
Fred Gross, Math Specialist, New England Comprehensive Center, Discussant
Amy Brodesky, Josephine Louie, Coauthors, “Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in Two Northeast and Islands Region States”
More Information:
 
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