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Students with special needs may be weaker in their use of some of the representations. For these students, it may be especially important to use multiple representations for two purposes. First, including representations that currently work well for the student ensures the understanding of the current mathematical topic.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
The totally new component of the Special Assistance Program [11] was the provision of 1000 SARTs for "the delivery of services to children with special needs." These designated teachers were given "a major on-site school responsibility for facilitating a productive relationship between parents and pupils and teachers."
Instruction and the academic supports provided in this tier should be differentiated to meet students' needs and learning styles. [ 4 ] Students who appear below-grade level on academic screening assessments will often qualify for Tier 2 intervention, which typically involves evidence-based interventions focused on specific content or skills ...
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...
That is the teacher is in control of instruction, not the student, and information is given to students (2002). This view is exceptionally strong when focusing on students with math disabilities and math instruction. Fuchs et al. (2008) comment,
The alternatives to mainstreaming for special needs students are separation, inclusion, and excluding the student from school. Normally, the student's individual needs are the driving force behind selecting mainstreaming or another style of education. Mainstreaming does not involve putting a child full-time in a special school.
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