Approaches in Teaching Mathematics

Persistence at One StagePresented by:Osana, Angeline Marie G.

Severity of the condition

Parents seem unable to escape from a particular stage such as:

denial depression severe form of rejection

Severity of the condition

In contrast, some cases seems to assist the parents in realistically:

Accept the condition of their child Find ways to help their child achieve its maximum potential

Severity of the condition

Condition is mild..

denial difficulty moving beyond their refusal to recognize their childs disability

What can we do as a teacher?

help parents realize that their emotions are normal and will likely change relay a diagnosis with compassion and an appropriate degree of hope for the child and parents encourage parents to ask questions and express their emotions

What can we do as a teacher?

know the resources available to assist the child and parentstry to determine each time you communicate with the parents their stage of adjustment and assess what they have been able to internalize and understand regarding what you have discussed

What can we do as a teacher?

reinforce the practice of parent participation in helping their child learn and develop

Stages of Adjustment

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6

Stage 1The parent may be shocked, and he or she may cry or become dejected. Sometimes parents may express their feelings through physical outbursts or, occasionally, inappropriate laughter.

Stage 2This is an extension of stage one, and some parents may deny their child's disability or try to avoid that reality in some other way. Some parents will search for or try to propose various actions in an attempt to change the reality. Some may "shop for a cure" or try to bargain for a different reality.

Stage 2This is an extension of stage one, and some parents may deny their child's disability or try to avoid that reality in some other way. Some parents will search for or try to propose various actions in an attempt to change the reality. Some may "shop for a cure" or try to bargain for a different reality.

Stage 3At this stage, parents may feel anger. They may demonstrate their anger outwardly, in the form of rage, or become withdrawn and passive from intense feelings of guilt.

Stage 3Verbally attacking anyone who might be blamed for their unfortunate circumstance, including displacement of responsibility onto the original diagnostician or any supportive professionals, is common.

Stage 4Parents become resigned to the fact that their child has a disability. In some situations, one or more of the family may slip into depression. Feelings of shame, guilt, hopelessness, and anxiety stemming from a new overwhelming burden of responsibility can become intense.

Stage 4For a few parents, retreating, accompanied by an attempt to hide the child, especially from friends and persons during organized or routine social encounters may be the first sign that they have begun to accept the fact their child has a disability. However, any inclination toward or demonstration of behavior that results in abnormal isolation of one or any family members must be prevented or eliminated.

Stage 5This is the stage of acceptance, meaning the parents have achieved an unconditional positive regard for the child. Specialists debate whether or not this stage of adjustment includes parents who show only acceptance of their child's condition, commonly called neutrality, or a very important new stage of cognition when parents not only begin to understand and appreciate their child but strengthen their skills in coping with life's trials as well as being able to help their child, themselves, and others.

Stage 5Reaching this stage is highly correlated with the school inviting parents to become team members in a program with caring professionals, and often paraprofessionals, that is designed to meet all of the child's needs.

Stage 6Parents are able to put their lives back together and enjoy living, imagine a future, and talk of their child free of undue emotion. They can discuss and participate in designing or providing instruction objectively.

Parent Teacher Conferences

Provide an opportunity for establishing good relationships with parents and for initiating home-school cooperation.

The teacher should:Report the childs progress, reviewing specific performance records with the parents and answering any questions they might have.

If parents are unable or unwilling to come to school, Home Visitation- It can follow the in-school conferenceParents can be more comfortable and thus more responsive and cooperativeAllows the teacher to observe the childs home environment

Intervention

Intervention prevents, eliminates, and/or overcomes the obstacles that might keep an individual with disabilities from learning, from full and active participation in school activities, and from engaging in social and leisure activities.

A good intervention is one that begins with an assessment of the persons needs.

The outcome of the assessment should be a precise definition of the problem(s).

Decision process: Whether to use simple technology

Learner:Date:Domain:Team:Environment:Goal:Functional OBJECIVESLearners current ABILITIESBARRIERS which prevent or limit learner from achieving the objectiveINTERVENTIONS or SOLUTIONS

EducationalInterventions

3 Types that directly relate to psychosocial functioning: Life Skills Training Social Skills Training Peer Training

Preventive InterventionPrimary PreventionSecondary InterventionTertiary PreventionRemedial Intervention