Abstract
Formal education offers the best ideas and skills to learners with different educational needs and expectations. Educationists and researchers should be ready to address the educational needs of every disabled student. This discussion offers my experience after attending a lesson for learners with autism. The essay identifies the instructional methods used by the teacher during the exercise. I have also included the ideas and concepts learned from the field experience.
Class Setting
The exercise targeted learners with different learning disabilities. The students learned how to divide and multiply fractions. I selected this group because it would equip me with the best practices for teaching learners with disabilities. The teacher portrayed the best skills and competencies. This explains why the teaching process was informative and successful.
Brief Description of the Program
The program targeted students with different learning disabilities. Most of the learners had autism. Most of the learners were aged between 12 and 16 years. Most of these students encountered difficulties during the learning process. This explains why “students with different conditions such as autism encounter various difficulties in mathematics” (Kluth, 2009, p. 37). The most promising thing was that the teacher was competent. She offered the best ideas and skills to her learners. This explains why the experience was inspirational and meaningful to me.
Instructions Used to Teach Mathematics
The teacher used the best instructions to teach her students. The teacher used both visual and graphic representations to instruct her learners. The approach helped the learners solve most of the mathematical problems. The teacher also guided the learners to solve the mathematical problems using different visual objects. The students were also guided using explicit and systematic instructions. The teacher presented the best plans (or methods) to deal with various mathematical problems. The teacher used different visual methods and objects during the learning process. The teacher also encouraged her learners “to verbalize their thinking processes” (LePage & Courey, 2013, p. 65). The learners used the best steps during the problem-solving processes.
The teacher encouraged the learners to work as teams and share their ideas. The educator used peer-assisted approach to encourage the learners (Baker, Gersten, & Lee, 2002). The teacher used a multi-modal approach to help her students access the core standards of the lesson. She also taught the learners how to master every mathematical skill or concept used to solve the problems. The use of visual aids and explicit instructions made it easier for the learners to solve the problems. The class setting portrayed the best practice for teaching students with disabilities.
Methods Used to Assess Learning: Assessment Data
The experience equipped me with the best approaches to assess learning. The teacher analyzed every answer given by the learners and encouraged them to work as teams. The teacher used an Assessment Comparison Chart (ACC) to review the learning process. This chart identifies “the learner’s disability, instructional method used, achievement from the learning process, and recommendations for future practice” (Kluth, 2009, p. 58). This tool helps teachers realize their professional goals. The teacher analyzed every process used by the learners to solve the mathematical problems. The collected data helped the teacher understand whether the teaching practice was successful or not.
What I have learned about teaching mathematics
This exercise has taught me many things about teaching mathematics to disabled learners. The teacher should always focus on the needs of every student. I now know why teachers should make the best changes to the assessment and teaching methods. The teacher should use the best method depending on the needs of the learner (Kluth, 2009). I now understand the best approaches for instructing students with learning difficulties in mathematics. Teachers and educators should always motivate their learners when giving mathematical instructions (Adkins & Larkey, 2013). This approach will make the learning process successful.
Reference List
Adkins, J., & Larkey, S. (2013). Practical Mathematics for Children with an Autism Spectrum Disorder and Other Developmental Delays. New York: Jessica Kingsley Publishers. Web.
Baker, S., Gersten, R., & Lee, D. (2002). A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students. Elementary School Journal, 10(1), 51-73. Web.
Kluth, P. (2009). Teaching Students with Autism and Asperger’s Syndrome in the Inclusive Classroom. New York: NPR Incorporation. Web.
LePage, P., & Courey, S. (2013). Teaching Children with High-Level Autism: Evidence from Families. New York: Routledge. Web.