Math Strategies in an Inclusion Setting Shelby MacMeekin, NBCT Special Education Coordinator

Who are you? Who Are the Paraeducators? Survey: (N = 202) – predominately White, – English-speaking females – who hailed from 34 of the 50 states in the USA. – average of 7 years of experience, – had a family member or friend with a disability, – worked in a school within the $25K to $75K socio- economic range, and – worked in an elementary education inclusion class with 20 students in small groups or 1:1 – did not meet regularly with the supervising teacher.

What Inclusive Strategies Do You Use? The least frequently used strategies— – supervising peer tutoring sessions (36%), – coaching homework (26%), – supporting cooperative learning groups (14%). The most frequently used strategies— – directing student behavior (68%), – delivering individual instruction (59%), – teaching appropriate social skills (50%).

Sup-port’ v.t. To assist, further, sustain. To aid, encourage, keep from falling (Websters)

Three Levels of Support in an Inclusive Classroom  Low  Medium  High  Transitional/temporary We will talk about the unique characteristics of each and how they would look in an inclusion math setting.

Learning Targets FOCUS: SUPPORT FOR MATH IN AN INCLUSIVE SETTING 1) I will understand the different levels of support and what the role of the paraprofessional is. 2) I will learn about some resources that could be helpful in a math setting.

Low Level Support Support is available, but generally student initiated. The student could function in the general education environment without para-educator support, but would not work to his/her full potential

Example Para Terry is assigned to an Algebra class with three students that received specially designed instruction in the area of math. The students work independently, but ask clarifying questions of Terry when they are unsure of an answer or if they need an accommodation for a test.

Activities for Students that require Low Levels of Support  Communicate  Accommodate Partner  Utilize technology  Four Foot Rule

Moderate Level of Support Students that need this level of support require regular assistance to be successful in the general education setting.

Example Para Mary is assigned to an Algebra class. She spends most of her time working with Peter, a student with severe ADHD and organizational issues. She helps him to initiate all tasks, verbally. She reminds him to fill out his planner and turn in his work. She gives him prompts for most tasks and is never far away to monitor that Peter is doing what he is supposed to. She facilitates testing accommodations for him. Other students that need a low level of support sometimes come to para Mary for help, but most of her time is spent ensuring that Peter is successful in the classroom.

Activities for students that require a moderate level of support  Communicate  Break down tasks into manageable tasks  Provide assignments/tests to the special education teacher for assessment  Work toward building study/independence skills  Ten second and four foot rule  Parallel Tasks

High Level of Support Students that require a high level support usually require direct physical prompting and cues. The support of the para-educator is absolutely critical to the placement in the classroom.

Example Para Hillary is assigned to Jake. He is enrolled in a general education math class. She focuses her attention only on Jake and his needs, providing hand over hand support to help him complete assignments and tasks. All assignments and tasks are modified. Without Hillary’s support, Jake would be unable to participate.

Activities for students that require a high level of support  Communicate  Work toward building study/independence skills  Give options such as, “It is math work time. Do we pull out a math book or a science book?”

The positive side of para support in the classroom  Additional instruction  Convenience for teacher  Assistance with personal care needs  Additional skills and talents on the instructional team  For those with another language, potential for common language

Potential Inadvertent Downside Separation from classmates Sometimes paraprofessionals pull students to the back of the room or away from peers. To remedy this: Walk to the student as much as possible. Work with the student and those around the student, as well.

Potential Inadvertent Downside Unnecessary Dependence Sometimes students are hesitant to act independently without prompting. To remedy this: Use wait time, and give options wherever possible before giving a prompt. Reinforce independent behavior

Potential Inadvertent Downside Interference with Peer Interactions Sometimes a para creates a physical or imaginary boarder between the student and peers. To remedy this: Avoid hovering and assist other students to encourage student to interact with peers.

Potential Inadvertent Downside Insular relationships The para and student do everything together, to the exclusion of others To remedy this: Encourage student to interact with peers.

Potential Inadvertent Downside Stigmatization The student feels stigmatized that the para makes him/her stand out To remedy this: Be discrete, and work with many students, not just those with disabilities.

Potential Inadvertent Downside Instructional Issues The para does much of the work for the student and the student doesn’t learn to do the work for themselves. To remedy this: Turn direction back to teacher instruction as much as possible.

Potential Inadvertent Downside Less Teacher Engagement The general education teacher disengages from the student because they already have direct attention. To remedy this: Keep asking direction from the general education teacher. Ask the teacher to model the re-teaching of a skill if needed.

Now I know what not to do, so what should I be doing? Clarify Yes! Encourage Yes! Record-Communicate Yes! Modify Class Assignments No! Modify Tests No!

Teach with Manipulatives  90% of what we say and do is retained, while 50% of what we hear and see is retained (Thompson and Thompson 2005)  Helps with communications and provides an aid to thinking through visualization.  HOWEVER, students must understand symbolic meaning, not just see them as tools.

Assess Students Informally  Through checking-in with students, you will have the ability to assess informally the most important concepts and help fill in critical gaps in learning.

Differentiate instruction and Teach Math “Hot Spots”  Each grade level has “hot spot” topics that are introduced and small group instruction is a perfect venue for targeting these essential skills Second grade – addition and subtraction with regrouping Fourth grade – fractional concepts Secondary – negative numbers

Parallel Tasks  Scaffold Learning through parallel tasks and open questions. Parallel task meet the same needs of students at different developmental levels.

Communication Communication between the regular education teacher and special education teacher is essential to a successful program. You can help to facilitate this with an inclusion log.

We are what we repeatedly do. Excellence, therefore, is not an act but a habit – Aristotle Keep up the good work! Don’t forget your certificate and exit slip. THANK YOU!