Articles

· []

The article discusses the importance of using assistive technology and supplemental services to promote inclusion in extra-curricular activities. Federal legislation stipulates that students with disabilities must have appropriate access to those activities that take place on school grounds. Students’ needs should be taken into account when making plans in this regard. Popular extra-curricular activities include theater, music, book clubs, athletics, and academic games. As a teacher, I may be called upon to head some of these activities and knowledge and awareness of the resources available is of extreme importance.

When considering technology for theater, one can consider working with a mobility and orientation specialist during rehearsals for example. Mechanical supports are available for students who play musical instruments. Book titles are available in different formats for students who have print-related disabilities. Screen readers are also available to students to help with games such as Math online games. Knowing this, for example is beneficial to future Math educators such as myself.

· [] This article cites appropriate steps to introducing early number sense to students with disabilities. It is said that ‘number sense’ is to Math, what ‘reading comprehension’ is to Reading. As a Math Educator, I will have to make accommodations in my lessons, to cater to students with disabilities. For example, students with dyscalculia have less ‘number sense’, and as such, key strategies must be employed by the teacher. The article cites three main strategies to aid in effective planning.

One such strategy is by providing concrete experiences for my students. For example, in order for students to grasp the concept of counting, I can have them count objects such as marbles, Popsicle sticks, or gummy bears. Another strategy is to teach the skills to mastery. If John does not get an answer fully correct, I should model the correct answer and even have the child say it with me. The third strategy the article mentioned was language connections. In other words—I need to teach the language of Mathematics so it has meaning to the students. I can connect mathematical terms to how it is used in real life—for example, I could use money to introduce the decimal system.

· []

This article gave a brief look into the world of dyscalculia. It can be considered a brief guide or checklist for teachers, and it is a checklist I will no doubt use to help me be aware of any potential problems my students may have. The article focuses on two main areas—what I should know, and the early warning signs. This information given is relevant for younger children, through to adulthood.

Dyscalculia is a life-long challenge and it is therefore necessary for me as an educator, to be aware of it, so I can know how it affects the various grade-levels I will be teaching, and how it is manifested. Since I will be teaching teenagers, there are certain warning signs that are common. These include difficulty estimating costs like grocery bills, difficulty learning math concepts beyond the basic facts, trouble with concepts of time, and trouble with mental math—to name a few.