This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.
We encourage you to explore this website, connect with other attendees, and build your personalized schedule. You can also download the mobile app version of the website by visiting the App Store and Google Play and searching for "TASH 2015".
States that have adopted Common Core standards have asked teachers to hold their students to higher expectations. In math, standards address both content knowledge and applying knowledge to solve problems in daily life. For teachers who support students with significant cognitive disabilities, instruction may focus on alternate achievement standards but must continue to provide connections to daily life. This study examined effects of an instructional package aligned to middle school Common Core math standards for students with significant disabilities. Data suggest a functional relationship between teacher use of the package and students’ ability to solve problems independently.
Learning Objectives:
1) Identify three features of instruction that support access to grade-aligned math curriculum 2) Identify contexts in which students can apply grade-aligned problem solving skills in everyday life 3) Create a story-based math problem that applies grade-aligned math skills to a problem of daily life
