This workshop is intended for special education teachers, general education teachers, and math specialists seeking to strengthen inclusive elementary mathematics instruction. Participants will explore barriers to student access in mathematics classrooms and develop strategies to address them. Drawing on Universal Design for Learning (UDL), evidence-based instructional practices, and Landmark teaching principles, the seminar emphasizes supports that promote conceptual understanding and sense-making across core elementary math domains for a wide range of learners. Participants will examine instructional approaches such as visual and representational supports, structured mathematical discourse, intentional problem-solving routines, and the use of assessment data to guide goal setting and lesson planning.
Upon completion, participants will be able to:
- Define language-based learning disabilities and understand the language demands embedded in elementary mathematics instruction
- Identify barriers that limit students’ access to mathematics and design instructional responses grounded in Universal Design for Learning and evidence-based practices
- Apply language-based and multimodal strategies that support mathematical reasoning, problem solving, and student communication
- Share and develop instructional strategies that support conceptual understanding and sense-making for a wide range of learners