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www.esc4.net/docs/98-MMASSN-68-MathSample.pdf

Making Math Accessible to Students with Special Needs:
This article is for direct instruction for teachers with special needs students as well as the entire classroom. This is to provide instructors in making mathematics accessible to ALL students and supports changes in the implementation of special education services. Having high quality effective instruction can include conceptual modeling, reasoning, problem solving, critical thinking and reflective thinking. The article implies that closing the achievement gap for all studetns and implementing a high quality instruction is the critical component between students success and failure.It is crucial that I as a math teacher, tap into their prior knowledge and bridge to new concepts and skills. Using a variety of manipulatives to demonstrate the topic is important as well. This can include: color tiles, algebra tiles, pattern blocks, linking cubes, and graphing calculators. Other ideas include: graphic organizers which scaffolds for students with organizational and reasoning difficulties, think-pair-share which provides students with special needs time to process a question and refine a response with another student, a journal that can assist students to recall their ideas, questioning sequences which involves a follow up question to scafforld students responses to refine their understandings. Notes provided by the instructor or a copy of notes provided by a student supports students with memory problems. Overall, I am finding that most of the manipulatives and differentiated instruction can assist in student learning for ALL students, but it is important that these findings are implemented in each of my lessons.