Addressing Special Educational Needs and Disability in the Curriculum: Maths
The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making maths lessons accessible and interesting for all pupils, including those with special needs. The author draws on a wealth of experience to share his understanding of special educational needs and disabilities and show how the maths teacher can reduce or remove any barriers to learning.
Offering strategies that are specific to the context of maths teaching, this book will enable teachers to:
- adopt a ‘problem solving’ approach to ensure students use and apply mathematics at all times during their learning
- develop students’ understanding of mathematical ideas
- structure lessons to empower and actively engage students
- create a mutually supportive classroom which maximises learning opportunities
- plan the classroom layout and display to enhance learning, for example displaying number lines, vocabulary lists and pupils’ work
- successfully train and fully use the support of their teaching assistants.
An invaluable tool for continuing professional development, this text will be essential for secondary maths teachers (and their teaching assistants) seeking guidance specific to teaching maths to all pupils, regardless of their individual needs. This book will also be of interest to secondary SENCOs, senior management teams and ITT providers.
In addition to free online resources, a range of appendices provide maths teachers with a variety of pro forma and activity sheets to support effective teaching. This is an essential tool for maths teachers and teaching assistants, and will help to deliver successful, inclusive lessons for all pupils.
Table of Contents
A few words from the series editor
Chapter 1 Meeting SEND: Your responsibility
Chapter 2 The Inclusive Mathematics Classroom
Chapter 3 Teaching and Learning
Chapter 4 Monitoring and Assessment
Chapter 5 Managing Support and Intervention
Chapter 6 Real Pupils in real Classrooms
Max Wallace is Lead Practitioner for Maths at King Edward VI Community College, Devon, UK