Anticipating and responding to learner variability can make using talk moves complex. The authors... more Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
The 2017 Supreme Court ruling in Endrew vs. Douglas County charged educators to provide evidence ... more The 2017 Supreme Court ruling in Endrew vs. Douglas County charged educators to provide evidence toward the attainment of Individual Education Plan (IEP) goals beyond de minimus educational benefit. The purpose of this article is to present two methods that may be useful for supporting IEP teams in evaluating progress toward the attainment of IEP goals. We present trend analysis and goal attainment scaling as single-case outcome methods for evaluating progress toward attaining IEP objectives and determining benefits from instruction. Each method is described along with its respective strengths and limitations, followed by examples of the methods for evaluating IEP goals. Implications for school psychology practice and implementation to support special educators and IEP teams toward evaluating educational benefits in school-based settings are discussed.
We challenge traditional models of individual differentiation and share design principles that br... more We challenge traditional models of individual differentiation and share design principles that broaden competence and participation for all students, including those with disabilities.
Anticipating and responding to learner variability can make using talk moves complex. The authors... more Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Engagement in problem-solving and mathematical discussion is critical for learning mathematics. T... more Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards-based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards-based mathematics through multi-modal curriculum, consistent routines for problem-solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem-solving and discussion. This review concludes with implications for teaching and learning.
Anticipating and responding to learner variability can make using talk moves complex. The authors... more Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
The 2017 Supreme Court ruling in Endrew vs. Douglas County charged educators to provide evidence ... more The 2017 Supreme Court ruling in Endrew vs. Douglas County charged educators to provide evidence toward the attainment of Individual Education Plan (IEP) goals beyond de minimus educational benefit. The purpose of this article is to present two methods that may be useful for supporting IEP teams in evaluating progress toward the attainment of IEP goals. We present trend analysis and goal attainment scaling as single-case outcome methods for evaluating progress toward attaining IEP objectives and determining benefits from instruction. Each method is described along with its respective strengths and limitations, followed by examples of the methods for evaluating IEP goals. Implications for school psychology practice and implementation to support special educators and IEP teams toward evaluating educational benefits in school-based settings are discussed.
We challenge traditional models of individual differentiation and share design principles that br... more We challenge traditional models of individual differentiation and share design principles that broaden competence and participation for all students, including those with disabilities.
Anticipating and responding to learner variability can make using talk moves complex. The authors... more Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Engagement in problem-solving and mathematical discussion is critical for learning mathematics. T... more Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards-based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards-based mathematics through multi-modal curriculum, consistent routines for problem-solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem-solving and discussion. This review concludes with implications for teaching and learning.
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