Ses Reference Handbook

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SES Reference Handbook

Table of Contents

Introduction & Purpose2

Timeline of any significant development in mathematics education2

Definitions related to special education4

Categories of identification established by public laws8

Recommendations for curriculum planning from the National Council of Teachers of Mathematics (NCTM)9

Mathematics curriculum standards for grades K -1213

Assessment for students with special needs14

Visual Processing Speed/Visual Processing14

Short-Term Memory/Auditory Processing15

Fluid Reasoning/Long Term Retrieval15

Visual Processing Speed/Visual Processing15

Short-term Memory/Audio Processing15

Fluid Reasoning/Long-term Memory15

Alternative Test Formats16

Assessing students with special needs16

The Assessment Process18



SES Reference Handbook

Introduction & Purpose

While children with disorders in mathematics are specifically included under the definition of Learning Disabilities, seldom do math learning difficulties cause children to be referred for evaluation. In many school systems, special education services are provided almost exclusively on the basis of children's reading disabilities. Even after being identified as learning disabled (LD), few children are provided substantive assessment and remediation of their arithmetic difficulties. (Loveridge & Carr 2008)

This SES handbook is aimed at teaching math concepts to students of K-12 with disabilities. Very visual, bright, with lots of information charts, math vocabulary, formulas, examples of math procedures to solve problems etc. are given in this handbook. It is also a great reference tool for parents also in helping thier child get through math by providing examples and explanations.

Timeline of any significant development in mathematics education


The curriculum reforms of the 2000s led to the development of a new mathematics curriculum (see Ministry of Education, 2002), the first in a series of new curriculum documents for the compulsory school sector


Concern about the need for better assessment tools to identify children's knowledge and understanding on entry to school at five led to the development of School Entry Assessment (SEA)/ Aro matawai Urunga-a-Kura (AKA), consisting of three tools: Checkout/Rapua (Numeracy), Concepts about Print/Nga Tikanga o te Tuhi Korero (Literacy), Tell Me/Ki Mai (Oral Language). Both English and Maori versions of each tool were produced.


A research seminar on mathematics education identified several key issues; developing teachers' pedagogical content knowledge, improving teaching quality and confidence, providing resources to support teaching and learning, making research more accessible, and emphasizing the importance of mathematics education prior to school.


A publicity campaign, Feed the Mind/Whangaihia te Hinengaro was launched, using television, radio, posters, swatches (cards connected at one end that can be spread out in a fan shape), and leaflets to give parents ideas about ways they could use everyday materials and experiences to support their children's mathematics learning.


Ministry of Education policy development initiatives focused on stages of early number development. Count Me In Too was piloted nationally with teachers of children at Years 1-3.


All of the work described above provided the impetus for a major initiative in mathematics education, the Numeracy Development Project. The Numeracy Development Project sits within the context of New Zealand's Literacy and Numeracy Strategy, and reflects the three key themes of that strategy: clarifying expectations, improving professional capability, and involving the community.


Work on the Adult Literacy Strategy was complemented by The Tertiary Education Strategy (specifically Strategy Three: Raise foundation skills (including literacy and numeracy) so that all people ...
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