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2 pages/≈550 words
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-1
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
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MS Word
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$ 8.91
Topic:
You are an inclusion teacher for a grade 10 student named Seth who is taking Geometry.
Essay Instructions:
(Persona) Student Background: Seth is a 16-year-old boy in the 10th grade. He has cerebral palsy, no use of his right arm and leg, and a mild intellectual disability. According to his most recent evaluations, he reads at a third-grade level and performs at a fourth-grade level in mathematics. Seth has difficulties with reading comprehension and fluency, though he has strong verbal skills and communicates on level for his age group. Seth enjoys science and gravitates especially toward anything having to do with animals. He serves as the facilitator for weather reporting each day in class where he is charged with looking up the current forecast, changing it on the classroom reporting boards and communicating the information to the rest of the class. Another strength is Seth’s ability to identify patterns. For example, in math when working on skip counting, Seth is able to quickly recognize and replicate patterns.
Directions:
Part One
Select a grade 10 Geometry standard to teach Seth. Be sure to provide scaffolds, supports, and any accommodations Seth may need in order to access the lesson. Provide rationale for the scaffold, supports, and accommodations selected.
Part Two
Create a persona of elementary student. Select a grade level math standard to teach. Be sure to provide scaffolds, supports, and any accommodations the student may need in order to access the lesson. Provide rationale for the scaffold, supports, and accommodations selected.
Part Three
Identify at least 4 numeracy skills from the two lessons. Explain the teaching strategies for the skills. Why are these numeracy skills important in math?
Essay Sample Content Preview:
Mathematics Inclusion Teaching for Students with Disability
Student Name
University
Course
Professor Name
Date
Mathematics Inclusion Teaching for Students with Disability
Teaching students with a disability can be complex and requires patience and expertise in handling them. Identifying workable teaching models for the students is essential to match student needs. The choice of teaching techniques is determined by the student’s strengths and abilities, learning objectives, and characteristics.
A Geometry Standard to Teach Seth
Adopting a working teaching approach is fundamental to be tailored to Seth’s specific needs, which must take into account both his cerebral palsy and intellectual disability. The selected supports and scaffolds are to make sure geometry concepts are open for him and to capitalize on his strong points. Scaffolds and supports, however, are aimed at helping him overcome his difficulties. The need for physical models with manipulations that Seth can carry out with the working hand becomes imperative due to his disability. He can work on more significant and concrete geometric figures with materials even when he has limited motor functions. This project facilitates Seth in understanding congruence and similarity through a practical exercise, which, in the end, makes him deeply understand geometric principles. Seth’s struggle with reading and fluency warrants particular teaching techniques.
Seth could use visual aids such as high-contrast diagrams and color-coded guidelines to strengthen his oral skills and mellow out his reading problem. These diagrams supplement the verbal description and help him to understand things more clearly (Nurjanah et al., 2021). Moreov...
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