权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Addressing Accessibility in Middle School Mathematics

解决中学数学的可访问性

基本信息

批准号：
9911831
负责人：
Glenn Kleiman
金额：
$ 45.35万
依托单位：
Education Development Center
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2000
资助国家：
美国
起止时间：
2000-03-01 至 2003-02-28
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=9911831&HistoricalAwards=false
关键词：
Addressing Accessibility Middle Mathematics

项目摘要

9911831KLEIMANThis two-year project will develop a prototype of professional development materials to help middle grades mathematics teachers learn how to adapt NSF middle grades curriculum materials, classroom practices, and assessments to meet the needs of students with cognitive and language disabilities. The prototype will include sample lessons adapted from these curriculum materials to provide models for teachers. The materials will also help professional development providers assist mathematics and special education teachers in working together to improve instruction for students with the targeted disabilities. The professional development materials will support teacher professional development activities across an entire school year, with mathematics and special education teachers meeting together in study groups approximately once a month. Teachers will learn about the principles of universal design for learning and then complete "design experiments" in which they will apply these principles to adapt instruction to account for the targeted disabilities. The professional development materials to be developed in this project will address requirements of the Individuals with Disabilities Education Act 1997. The materials will be piloted in several school districts in the Boston area and will be evaluated through analysis of teachers' design experiments, self-reports, and action plans.

9911831KLEIMAN这个为期两年的项目将开发一个专业发展材料的原型，以帮助中年级数学教师学习如何适应NSF中年级课程材料，课堂实践和评估，以满足认知和语言障碍学生的需求。该原型将包括根据这些课程材料改编的样本课程，为教师提供模式。这些材料还将帮助专业发展提供者协助数学和特殊教育教师共同努力，改善对目标残疾学生的教学。专业发展材料将支持整个学年的教师专业发展活动，数学和特殊教育教师大约每月一次参加学习小组。教师将学习通用学习设计的原则，然后完成“设计实验”，他们将应用这些原则来调整教学，以考虑到目标残疾。本项目拟编制的专业发展材料将涉及1997年《残疾人教育法》的要求。这些材料将在波士顿地区的几个学区进行试点，并通过分析教师的设计实验、自我报告和行动计划进行评估。