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[Download] "Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators." by Exceptional Children # eBook PDF Kindle ePub Free

Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators.

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eBook details

  • Title: Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators.
  • Author : Exceptional Children
  • Release Date : January 01, 2006
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 269 KB

Description

Educational reforms in the United States continue to place increasingly higher demands on youth with and without disabilities. These demands are measured through mandatory district and state assessments that directly affect whether or not students graduate (Gagnon & McLaughlin, 2004). For example, the No Child Left Behind Act (NCLB, 2001) includes a focus on high standards and accountability for student learning. The Individuals With Disabilities Education Act (1997) assures that students with special needs are also included in current educational reform via mandated access to the general education curriculum to the greatest extent possible and participation in assessments with accommodations, as needed. Subsequently, general and special educators are faced with the task of assisting youth with disabilities, including those with learning disabilities (LD) and emotional/behavioral disorders (E/BD), to achieve maximum benefit from the curriculum and progress toward academic goals. Provisions within NCLB (2001) and IDEA (1997) also increase the expectations of teachers. To assist students with special needs, teachers must have the knowledge and training to provide effective instructional practices and assessment accommodations. For example, in the area of mathematics, teachers are expected to provide effective instruction on curriculum that addresses higher level math skills and encompasses open-ended, problem-solving tasks (see Maccini & Gagnon, 2000) as set forth by the National Council of Teachers of Mathematics Standards (NCTM, 2000). Currently, 42 states (Blank & Dalkilic, 1992, as noted in Thurlow, 2000) have developed state math standards consistent with NCTM.


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