Presentation:

• Use concrete manipulatives. Students with SLD in math often benefit from using concrete manipulatives to help them understand and learn new concepts. For example, you could give the student two sets of base ten blocks and have them physically add the two numbers together.
• Break the concept down into smaller steps. Instead of trying to teach the student how to add two-digit numbers all at once, break the concept down into smaller steps. For example, you could first teach the student how to add ones place values, then tens place values, and then finally two-digit numbers.
• Provide visual supports. Visual supports can help students with SLD in math to understand and remember new concepts. For example, you could create a number line or a addition chart to help the student visualize the addition process.

Expression:

• Allow the student to choose how they want to express their understanding of the concept. Some students with SLD in math may prefer to express their understanding verbally, while others may prefer to write it down or draw a picture. Give the student the opportunity to choose the method of expression that works best for them.
• Provide the student with feedback on their understanding. Once the student has expressed their understanding of the concept, provide them with feedback. This feedback can help the student to identify any areas where they need additional support.

2. Differentiated instruction using assistive technology

• Text-to-speech software. Text-to-speech software can read aloud text that is displayed on a computer screen. This can be helpful for students with SLD in math who have difficulty reading.
• Math software. Math software can provide students with a variety of tools and resources to help them learn and practice math skills. For example, math software can provide students with practice problems, tutorials, and interactive games.

3. Grouping strategy in the video

In the video, classroom teachers Angela Olton and Claire Moore completed a small group lesson. The students in the group were not grouped by disability. However, the teachers did differentiate instruction for the students in the group based on their individual needs. For example, the teachers provided some students with more support and scaffolding, while other students were able to work more independently.

I think the grouping strategy that Olton and Moore used was effective. By grouping students together based on their individual needs, the teachers were able to provide each student with the level of support that they needed to succeed.

4. Co-teaching methods

Here are three different co-teaching methods:

• One teach, one assist. In this method, one teacher leads the instruction while the other teacher assists students who need additional support.
• Station teaching. In this method, students rotate between different stations, each of which is led by a different teacher. One station may be for students who need additional support, while another station may be for students who are ready for more challenging work.
• Parallel teaching. In this method, both teachers teach the same lesson to the whole class, but they may differentiate the instruction in different ways. For example, one teacher may provide more visual supports, while the other teacher may provide more opportunities for hands-on learning.

Co-teaching methods can be beneficial in an inclusion class because they allow teachers to provide more individualized instruction to students with different needs. Co-teaching methods can also help to reduce the workload on individual teachers and to create a more supportive learning environment for all students.

Benefits of co-teaching in an inclusion class:

• Differentiated instruction: Co-teaching allows teachers to provide differentiated instruction to students with different needs. This can help all students to succeed in the classroom.
• Reduced workload: Co-teaching can help to reduce the workload on individual teachers. This can allow teachers to focus on planning and delivering effective instruction to all students.
• Supportive learning environment: Co-teaching can help to create a more supportive learning environment for all students. This is because co-teaching allows teachers to work together to provide students with the support and scaffolding that they need to succeed.