Planning, Teaching, and Assessing Children with Learning Disabilities

Planning, Teaching, and Assessing Children with Learning Disabilities
Because each child has specific learning needs, strategies that work for one child may not
work for another. Yet there are some general ideas that can help as you plan instruction for
children with learning disabilities. The following questions should guide your planning:

1. What organizational, behavioral, and cognitive skills are necessary for the children with
   disabilities to derive meaning from this activity?
2. Which children have known weaknesses in any of these skills or concepts?
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   Planning, Teaching, and Assessing Children with Exceptionalities
   Table 1 Interventions for Teaching Mathematics in a Multitiered System of Support
   Tiers Interventions
   Tier 1 A highly qualifi ed regular classroom teacher
   • Incorporates high‐quality rigorous curriculum and has expectations for all children to be challenged
   • Builds in Common Core State Standards Mathematical Practices and NCTM Mathematical process standards
   • Commits to teaching the curriculum as defined
   • Supports children’s use of multiple representations such as manipulative, visual models, and symbols
   • Monitors progress to identify struggling children and children who excel at high levels