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- 1. Andrea Nonaka &Megan White
- 2. We get agood understanding of the student ’s strengths and weaknesses. We gather information from IEP documents, other teachers, the child ’ s guardians, and examples of past work. We research strategies before any implementation of a strategy occurs. We analyze assignments to determine how or what can be changed. When making accommodations or modifications, we make sure to include all key concepts.
- 3. Learning disabilities areall the same. Having a disability means you’re stupid. Students with a disabilities are lazy. Disability is a devastating personal tragedy. People with disabilities are unable to learn. People with disabilities will never live a rich and full life. People with disabilities are completely dependent.
- 4. Allow for moretest time. Provide a quiet, comfortable place. Allow time for breaks. Level of support – Have a teacher or aide read the questions and answers aloud. Teachers can accept alternative answer delivery – verbal, written, manipulatives. Color overlays (for students with dyslexia or Irlen syndrome). Alternating colors of text.
- 5. Reduce the numberof questions making sure to choose questions that represent each key concept. Reduce the difficulty of the questions. Allow student to explain concepts verbally. Provide prompts charts, mnemonics, visuals, etc. In order to have a modification, it must be written in to that student’s IEP.
- 6. Provide frequent checksfor accuracy when students are doing class work. List the steps/procedures for multi-step problems. Keep sample problems on the board. Provide, or have the student create a resource page with key concepts and summary information. Reduce the number of problems assigned. Use of manipulatives whenever possible. Use multiple representations of concepts
- 7. Have the entireclass chant in unison, multiples, even/odds, or place value. Post wall charts with symbols and meanings Math games (learninggamesforkids.com) Adding by counting from the first or the largest addend. Mnemonics (PEMDAS) Finger strategies for multiplication (9 x <10) Teacher self-dialogue
- 8. Decomposing Numbers –Finding all of the simple equations that equal a particular number.
- 9. “ Learning strategiesand mathematics”. (2004). The Access Center: Improving Outcomes for All Students K-8. Retrieved from https://vista.csuchico.edu/webct/urw/lc4130011.tp0/cobaltMainFrame.dowebct Browning Wright, D. (2003). Teaching and Learning. Handout