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Math CAMPPP 2012Programming for Students with

Learning Disabilities

K-4 Breakout 3

Minds On: I. E. P. (Individual Education Plan)

• Find a partner that you have not yet met.• Create a unique set of words to be

represented by the acronym IEP that reflects what Connie and Ruth discussed in the plenary,

e.g. YRCDS:

Inclusion Engagement Performance • Share acronyms with the large group.

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Participant Learning Goals:

Participants will:•demonstrate understanding of 5 cognitive processes; verbal comprehension, perceptual reasoning, working memory, processing speed and visual motor integration and executive functioning.•apply understanding of 5 cognitive processes to program for students with learning disabilities.

Action: The 5 Cognitive Processes

• Verbal Comprehension• Perceptual Reasoning• Working Memory• Processing Speed/Visual Motor Integration• Executive Functioning

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Jigsaw Activity: Applying our Learning

• Form Home Groups of 5 members.• Discuss the primary fraction lesson - its

learning goals, math content and what to expect from students.

• Select 1 slip of the 5 colour coded papers from the set of 5 cognitive processes. You will represent the selected process in the home group.

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The 5 Cognitive Processes

• Verbal Comprehension (green)• Perceptual Reasoning (pink)• Working Memory (yellow)• Processing Speed/Visual Motor Integration (blue)• Executive Functioning (white)

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Expert Group Activity:• Home group members split into expert

groups organized by cognitive process (about 9 members per expert group).

• Expert groups develop accommodations for the lesson to enable the cognitive process.

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Home Group Activity• Each member presents the accommodations

of their expert group for the lesson. • Members record accommodations.• Members use coloured dots to track cognitive

processes.

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• Verbal Comprehension (green)

• Perceptual Reasoning (pink)

• Working Memory (yellow)

• Processing Speed/Visual Motor Integration (blue)

• Executive Functioning (white)

Large Group Report:

• What AHA’S did you have as you engaged in this activity? Where were there overlaps in accommodations?

• Primary students don’t usually have IEP’s. How can this understanding of cognitive processes be useful in teaching primary grades?

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Consolidation: Fraction lesson #2

• Choose a partner from a different expert group.• Discuss primary fraction lesson #2 - its learning

goals, math content and what to expect from students.

• Create accommodations for this lesson based on all 5 cognitive processes. Use coloured dots to record where accommodations are to be used and write descriptions of them.

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Reflection – Your Choice• Describe three

distinct ways you will use the understandings from these sessions in your teaching.

• Comment on the implications of the following quote on your teaching career.

“Inside every human being there are

treasures to unlock.”Mike Huckabee

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