1 Math CAMPPP 2012 Breakout 3: Programming for Students with Learning Disabilities Tuesday 2:45 – 4:45 pm

I. E. P. (Individual Education Plan) Find a partner that you have not yet met. Create a unique set of words to be represented by the acronym IEP that reflects what Connie and Ruth discussed in the plenary, e.g. YRCDS: Inclusion Engagement Performance”. Share acronyms with the large group. 22

Participant Learning Goals: Participants will: demonstrate understanding of 5 cognitive processes; verbal comprehension, perceptual reasoning, working memory, processing speed and visual motor integration and executive functioning. apply understanding of 5 cognitive processes to program for students with learning disabilities.

The 5 Cognitive Processes Verbal Comprehension Perceptual Reasoning Working Memory Processing Speed/Visual Motor Integration Executive Functioning 4

Jigsaw Activity: Applying our Learning Form Home Groups of 5 members. Discuss the primary fraction lesson - its learning goals, math content and what to expect from students. Select 1 slip of the 5 colour coded papers from the set of 5 cognitive processes. You will represent the selected process in the home group. 5

The 5 Cognitive Processes Verbal Comprehension (green) Perceptual Reasoning (pink) Working Memory (yellow) Processing Speed/Visual Motor Integration (blue) Executive Functioning (white) 6

Expert Group Activity: Home group members split into expert groups organized by cognitive process (about 9 members per expert group). Expert groups develop accommodations for the lesson to enable the cognitive process. 7

Home Group Activity Each member presents the accommodations of their expert group for the lesson. Members record accommodations. Members use coloured dots to track cognitive processes. 8 Verbal Comprehension (green) Perceptual Reasoning (pink) Working Memory (yellow) Processing Speed/Visual Motor Integration (blue) Executive Functioning (white)

Large Group Report: What AHA’S did you have as you engaged in this activity? Where were there overlaps in accommodations? Primary students don’t usually have IEP’s. How can this understanding of cognitive processes be useful in teaching primary grades? 9

Consolidation: Fraction lesson #2 Choose a partner from a different expert group. Discuss primary fraction lesson #2 - its learning goals, math content and what to expect from students. Create accommodations for this lesson based on all 5 cognitive processes. Use coloured dots to record where accommodations are to be used and write descriptions of them. 10

Reflection: (For your journal/treasure chest) Describe three distinct ways you will use the understandings from these plenary/breakout sessions in your teaching. 11

Further Classroom Consolidation Comment on the implications of the following quote on your teaching career. “Inside every human being there are treasures to unlock.” Mike Huckabee Mike Huckabee 12

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