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VIEW WEBINAR ARCHIVE (68 min.)
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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.
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