How do you support math students with special needs and learning disabilities?

Collaborating with fellow educators, specialists, and parents is key in supporting students with special needs. By gathering insights from various perspectives, you can develop a comprehensive strategy to ensure every student's success.

Meiner Erfahrung nach ist eine multiprofessionelle Zusammenarbeit in der F?rderung von Schülern mit besonderem F?rderbedarf enorm wichtig. Eine Bereicherung sind integrative Lerntherapeuten, die inhaltlich-fachlich, aber auch emotional die Schüler f?rdern und begleiten und die Lehrkr?fte beraten und entlasten k?nnen. F?rderung geht am besten im Team!

Online assessment tools can help us to effectively figure out students' learning profiles, while reducing the time and effort to assess students' work. Spared time and effort then can be used to follow up students' progress, plan for interventions for improving the weaknesses and/or supporting strengths and interests and further personalise their learning experiences.

Using their first names in word problems makes a connection. Tying problems into popular culture allows them to see the utility. Speaking about negative numbers as “you owe a parent…” makes the number sense meaningful.

Providing alternate “notes” formats such as Slides for visual learners, YouTube for auditory learners, and Gizmos for haptic learners is one way to differentiate.

Using Enabling and Extending prompts and having these prepared in advance of every lesson is a simple way of differentiating without needing to recreate an entire lesson. Having these on hand along with the CRA boards and concrete materials will allow students with LD’s to access the mathematics from their own entry points.

Another dimension for differentiating learning experiences is to allow students adjust their own pace of learning. This way, fast-paced students may find the opportunity to deepen their understanding of the content or, alternatively, move on to the next topic, while not-so-fast paced students may take their time for mastery of the content.

UDL is an excellent frame work to differentiate both struggling learners and those needing extension. What I like the most, is that it is a model that provides optimum opportunity to move students through Concrete, Representative and Abstract phases required to consolidate numerical concepts. Especially for those with dyscalculia and other learning disabilities/difficulties.

I stand from a position of 'caution' when considering the use of technology and students with learning difficulties. Evidence Based Research tells us the importance of needing to understand numerical concepts from a concrete perspective first. An example is the use of calculators when students do not have a firm understanding of place value. The numbers are meaningless in this case. However, I support the use of technology in consolidating the representational and abstract phases of learning.

Considering SAMR Model while planning learning experiences based on the use of such technology tools and apps may increase their efficiency.

DeltaMath provides homework, quizzes, tests, and retests tailored to content, proficiency, and late credit. Videos and worked examples are embedded in each problem set.

We may develop an automatic learning and assessment system for every student. We use technology to separate each math topic to various stages, students learn in each stage, then perform an assessment for that stage. If they pass the assessment, they could go to next stage. Otherwise, the system will give them more exercises at the current stage, and then do the assessment again, until they pass the assessment. The learning process for each student is independent of each other.

Estou neste momento a elaborar a minha tese de Mestrado nesta área, avaliei três alunos com grandes dificuldades na área da Matemática e estou a iniciar a escolha de exercícios através do jogo de modo a estimular para as aprendizagens. Prioritário é criar ferramentas que os ajudem a realizar as tarefas e mostrando que têm sucesso, segundo desmistificar a Matemática como sendo uma disciplina que é "divertida".

Modeling risk-taking and normalizing 'failure' can be a great way to help students feel safe stepping outside their comfort zone, try new ways to solve a problem, and expand their thinking. Creating experiences where there isn't a 'right' answer, finding mistakes in other's people work (teachers can create samples highlighting common errors), and celebrating the thinking process can be powerful ways to build an environment of growth.

I agree completely. Fostering positive environment is very critical so that all the kids can learn to adapt themselves and help each other along the way and hence grow together.

Being open to all answers and unpacking even calculation mistakes helps with the logical reasoning and process behind solutions.

Use of assessment results has a major effect on students' approach towards maths. To promote positive math culture, students must experience and witness success and hence build up on their self-confidence. They also need support to realise that they cannot "beam up" themselves to success, but rather need to pave the road to success with their mistakes and learning from them.

Find a good YouTube channel in your content area and try a subunit or two: what did you like? We’re there good mnemonics? Is there a better way to phrase a key concept?