mathematics and learning differences. The primary aims of the course were to increase understanding of concepts regarding individual differences in learning and to increase educators' comfort level in using a range of instructional strategies.

The course opened with a three-day workshop on the use of multisensory materials in mathematics conducted by Dr. Patricia Willott of Wheelock College.

At the end of the course, a two-day workshop on strategy instruction and mathematics was conducted by Dr. Lynn Meltzer and Dr. Bethany Roditi from the Institute for Learning and Development in Chelmsford, Massachusetts. Both workshops were opened up to a wider audience of educators from the public and private sector.

Between October, 1997 and May, 1988, participants focused on understanding the unique profiles of strengths and weaknesses that learners exhibit within domains such as attention, language, memory and motivation.

Their efforts included: reading provided materials; group discussions and presentations; developing activities in groups; lesson planning; journal writing and case studies.

The course was evaluated through a variety of measures. Analysis of the questionnaires that were administered at the beginning and end of the course indicated that educators had more knowledge of key concepts in learning differences and were using more strategies, particularly concrete materials.

Feedback from the participants included the following key benefits: 1. Knowledge and identification of the types of difficulties student might have.

2. Easier to plan lessons to accommodate students and put strategies into place.

3. Becoming more flexible and using multiple ways of explaining concepts.

4. Exchanging ideas and learning what has worked for other educators.

5. More use and confidence in using "Math Lab Materials'' and strategies.

6. More sensitivity, patience, persistence and enthusiasm when helping students in mathematics. Dr. Julie Dunstan, facilitator of the course said, "It was exciting to observe educators interacting and developing activities that were `hands-on', meaningful and fun for students, and could be tailored to students with a variety of relative strengths and weaknesses. I learned a lot from the participants who brought a wealth of assets to the course''.

Tina Harris one of the teachers reflected on the experience with the following comments: "The course helped to highlight the wide variety of learning differences. In identifying and defining them, and by being able to see the difficulties experienced by these children, it has been easier to put strategies into place for teaching them.

"I enjoyed the course and will take away many useful activities. The students have enjoyed the activities and been positive.'' The cost of this project was subsidised by several members of the community who are particular interested in math related difficult.

Contributed by Patricia Ann Dunstan