Strategies for Teaching Math to Middle and High School Students With Special Needs

2022 ◽  
pp. 488-509
Author(s):  
Pam L. Epler
Keyword(s):  
High School Students ◽  
Special Needs ◽  
State Standards ◽  
Background Information ◽  
School Students ◽  
Students With Special Needs ◽  
Disabilities Education Act ◽  
Teaching Math ◽  
12Th Grade ◽  
Education Act

This chapter is designed to inform and educate 6th- through 12th-grade teachers on how to provide math activities for students with an identified learning disability as defined by the Individuals with Disabilities Education Act. The chapter provides an introduction to the topic, background information on teaching math at the secondary level, research-based instructional strategies that can be used for teaching math to students with identified special needs, and specific manipulatives that can be created and utilized to teach the Common Core State Standards in Mathematics to this population. Additional resources and readings are included as well.

Strategies for Teaching Math to Middle and High School Students With Special Needs

2019 ◽  
pp. 232-252
Author(s):  
Pam L. Epler
Keyword(s):  
High School Students ◽  
Special Needs ◽  
State Standards ◽  
Background Information ◽  
School Students ◽  
Students With Special Needs ◽  
Disabilities Education Act ◽  
Teaching Math ◽  
12Th Grade ◽  
Education Act

This chapter is designed to inform and educate 6th- through 12th-grade teachers on how to provide math activities for students with an identified learning disability as defined by the Individuals with Disabilities Education Act. The chapter provides an introduction to the topic, background information on teaching math at the secondary level, research-based instructional strategies that can be used for teaching math to students with identified special needs, and specific manipulatives that can be created and utilized to teach the Common Core State Standards in Mathematics to this population. Additional resources and readings are included as well.

Under the Law: Disciplinary policies for students with special needs

2020 ◽  
Vol 101 (8) ◽  
pp. 64-66
Author(s):  
Julie Underwood
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Section 504 ◽  
Students With Special Needs ◽  
Individuals With Disabilities ◽  
Special Education Placement ◽  
Disabilities Education Act ◽  
The Law ◽  
Education Act

Schools must have rules and procedures in place for disciplining all students, but for students with special needs, there are special considerations. Students with disabilities receive special protections under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. When determining whether and how to discipline students, schools must consider whether the behavior is caused by the disability. If students are eligible for services under IDEA, schools must also consider whether the consequences, such as suspension, could constitute a change in the student’s special education placement. In this Under the Law column, Julie Underwood describes the current laws related to disciplining students with disabilities and shares some example cases.

Facilitating Student Participation in Individualized Education Programs through Motivation Strategy Instruction

1994 ◽  
Vol 60 (5) ◽  
pp. 466-475 ◽  
Author(s):  
Anthony K. Van Reusen ◽  
Candace S. Bos
Keyword(s):  
High School Students ◽  
Students With Disabilities ◽  
Strategy Instruction ◽  
Public Law ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Disabilities Education Act ◽  
Motivation Strategy ◽  
Education Act

Public Law 101–467, the Individuals with Disabilities Education Act of 1990, specifies that students with disabilities, especially secondary-level students, should have an opportunity to participate in IEP conferences. This study investigated the effectiveness of strategy instruction designed to foster students' active participation in IEP conferences. High school students with learning disabilities and their parents participated in either strategy instruction or an orientation lecture/discussion. Results indicate that strategy-instructed students identified more goals and communicated more effectively during their conferences than did the contrast students.

scholarly journals Eating Behaviour and Food Preferences of Tîrgu Mures High School Students

2018 ◽  
Vol 64 (4) ◽  
pp. 157-160
Author(s):  
Maria Salcudean ◽  
Victoria Rus ◽  
Florina Ruta ◽  
Catalin Moise Dogar ◽  
Iustinian Simion ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Dietary Habits ◽  
Food Additives ◽  
Eating Behaviour ◽  
Food Products ◽  
Background Information ◽  
Young Generation ◽  
School Students ◽  
Health Lifestyle

AbstractIntroduction. Due to a busy and exhausting urban lifestyle parents do not always have the necessary time to pay sufficient attention to the quality of the dietary habits of their children.Objective. Starting from the premise that teenagers have insufficient information about healthy eating, the present study aimed to highlight eating behaviours and nutrition knowledge deficits in a group of 427 high school students from Tîrgu Mures.Methods. An observational study based on lifestyle and food frequency consumption was conducted. In 2017, students in fifteen classes from several High School Institutions from Targu Mures, Romania, were asked to complete a questionnaire with questions relating to the current state of health, lifestyle characteristics, anthropometric indicators, frequency of daily meal consumption, significance and intake of food additives, leisure activities performed and also teenagers’ preferences for food products.Results. The average age of the respondents was 16.1 years old, 72.6% were boys, and 82% lived in the city. 43.6% of respondents stated that food is a necessity, while 22% asserted that food characterizes a pleasure for them. Concerning the calorific value of foods, 32.8% stated that they have no interest in the calorie content of different food products while only 26%, mainly girls, took notice of these. 31.10% of respondents indicated that they include the recommended amount of vegetables in their daily diet, 22% prefer to eat preserved foods while increased consumption of sweets was observed in 39.80%. 55.50% of respondents ate breakfast on a regular basis, and 37% read food labels.Conclusions. The results emphasise the necessity to develop more effective educational programs designed to create necessary background information for a young generation, change adolescent dietary behaviours for the better, and thus prevent dietary related diseases.

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