EDC has won one grant award—and is a partner in two other awards—in the latest round of the Next Generation Learning Challenges (NGLC), which announced $7 million in funding for 19 innovative programs to help students master seventh- to ninth-grade level math and reading content.
The Inclusive Schools Network has announced that the 8th Annual Inclusive Schools Week will be held December 1-5, 2008. Inclusive Schools Week highlights the accomplishments of families, schools, and communities that have dedicated time, labor, and resources to promoting inclusive education.
How should mathematics instruction change to fit the needs of students
with learning disabilities? Fred Gross, principal investigator of EDC’s
Addressing Accessibility in Mathematics, has been helping teachers across the United States answer this question.
For many schools, it’s difficult to find the right combination of communication, compassion, and connection to help students who are struggling because of disabilities or ethnic or linguistic differences. While all schools are required to develop Individualized Education Programs (IEPs) for students with disabilities, these programs often focus on addressing deficits and do not reflect the whole student or the family’s hopes for that child’s future.
Like many school districts across the nation, Rochester, Minnesota, struggles to address the disparities in academic achievement among its students. Helping this city of 100,000 identify and address these gaps is the focus of new research conducted by EDC.
“We needed the school and community to see that addressing the gaps in education was important for all children, not just those of color and with disabilities,” says EDC’s David Riley.
Thousands of teachers across the nation teach a wide range of learners, and with No Child Left Behind and IDEA legislation, they are increasingly accountable for the performance of all their students, including those with disabilities.
EDC’s David Riley discusses efforts to provide all children with a quality education, including minorities, students of low socio-economic status, students just learning English, and students with disabilities.
Chanté genuinely loves teaching seventh grade math. But she feels overwhelmed by the wide range of students in her class—a third of whom have disabilities. And she worries that by making accommodations for them she may be watering down the mathematics.