having the students with learning disabilities work on unit activities with a peer partner who has strong skills in math.asking the special education teacher to review the planned activities and utilizing adaptations suggested for each student who has learning disabilities.preparing a selection of alternative activities that require less advanced math skills for the students with learning disabilities.The teacher can best help ensure this outcome by: Make sure that all of the students with learning disabilities will be able to participate fully in unitĪctivities.
The teacher has planned a new instructional unit on probability and wants to
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Demonstrate knowledge of how to develop partnerships with individuals, businesses, and institutions in the community and how to use community resources to expand and enrich student learning.Ī high school math teacher has a few students in her classes who have learning disabilities that affect variousĪspects of their math performance.Apply knowledge of how to collaborate effectively with specialists and others in the school community to meet student needs and enhance student learning.Demonstrate knowledge of effective methods for establishing and maintaining supportive, collaborative relationships with professional colleagues in given school contexts.Identify strategies for conducting effective conferences with parents/guardians, addressing the concerns of parents/guardians in various contexts, and interacting effectively and appropriately with all families, including those with diverse characteristics, backgrounds, and needs.Demonstrate knowledge of the importance of school-home communication, factors that facilitate or impede communication, and methods of initiating and maintaining effective communication with all students' families.