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Characteristics of Math Disabilities

Characteristics of Math Disabilities. Eric Shippee K-8 Math Specialist K-12 Special Education. environment instruction assessment curriculum. where, when, and with whom students learn how teachers teach so students learn

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Characteristics of Math Disabilities

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  1. Characteristics of Math Disabilities Eric Shippee K-8 Math Specialist K-12 Special Education

  2. environment instruction assessment curriculum where, when, and with whom students learn how teachers teach so students learn how students demonstrate what they learn what the teacher teaches Accommodations& Modificationsarepurposeful changes educators make to the:

  3. Accommodations • Expectations for the subject or test are not lowered or altered • Students remain eligible for the same diplomas as their nondisabled peers

  4. Purposes of Accommodations • Provide access to general education curriculum • A “ramp” to the highway • Level the playing field • Minimize impact of the disability

  5. Variety of Assessment Tools observations probes checklists portfolios Test Administration setting timing/scheduling response Presentation Assessment Accommodations

  6. Assessment Activities • Objective assessment • Multiple choice, true-false, matching, short answer, fill in the blank • Subjective assessment • Requires evaluator judgment (Rubrics help!) • Explaining why a statement is or is not correct • Describing relationships • Drawing diagrams • Performance tasks require integration of skills • Gathering and analyzing data • Posters • Projects

  7. Modifications Significant purposeful changes that teachers make to assessments or curriculum that result in moving students with disabilities off the general curriculum.

  8. Adaptations • Intentional lesson and unit design changes intended to meet the needs of all students, but with particular consideration for those students who are experiencing challenges with the curriculum • E.g. instructional activities and routines that benefit all students where the strategy is grounded in evidence-based research – Unit Organizer Routine represents an instructional adaptation that benefits those most challenged, but does not inhibit the learning of those who are at ease with the curriculum.

  9. Accommodation, Modification, Adaptation? Which one, when?

  10. Krypto Deal five cards (numbers up) in the center of the table. Then turn a sixth card up which will be the Objective Card. Each player will commence to use the numbers of each card so that the last solution equals the Objective Card number. Each of the five cards must be used. Each card may only be used once.

  11. Example: Cards: 1, 3, 7, 1, 8= 1 Objective Card 3 - 1 = 2 7 + 2 = 9 9 / 1 = 9 9 - 8 = 1

  12. Crazy Krypto • You will have 5 minutes to solve the Krypto problem on your card. • Each of the first 5 numbers must be used once and only once • The sixth number is your solution number • When you have the answer turn your paper over.

  13. Perceptual Figure – ground Perceptual – closure Discrimination Reversals Spatial-Temporal challenges Motor challenges Memory Short term Long term Executive Functioning Language Expressive Receptive Social–emotional concerns Academic Types of math challenges…

  14. Figure Ground Perception • Definition: The ability to separate objects from their backgrounds, for example, the ability to see the trees in the woods. In reading math problems, this skill is essential to enable the recognition of numerals and words from a body of text. Distractions can come from the page itself.

  15. Visual May not finish all the items on the page Frequently loses place Has difficulty differentiating between operations Has difficulty visualizing groups Has difficulty reading multi-digit numbers Auditory Has trouble discerning a counting pattern Has difficulty attending in the classroom Did your student have figure-ground perceptual challenges?

  16. Accommodations for Figure- Ground PerceptionalChallenges • Larger Fonts • Index card cutouts • Interactive study guide • Fewer number of problems

  17. Perceptual Closure • Definition: The tendency to perceive an incomplete pattern or object as complete or whole.

  18. Visual Has difficulty reading multi-digit numerals Has difficulty perceiving a group as a whole Has difficulty continuing visual patterns Has difficulty reading algebraic equations, decimal numbers Auditory Has difficulty counting on from a sequence Did the student have difficulty with perceptual closure?

  19. Visual Use smaller numbers in examples Change font Use manipulatives Smaller pattern sequences Chunk story events Graphic organizers Auditory Chunk directions Keep directions simple Repeat directions Provide a visual Accommodations for Perceptual Closure

  20. Discrimination • Definition: Seeing the difference between two similar objects, such as, the numerals ‘6’ and ‘9’ or symbols‘≤’ and ‘≥’. Persons with this problem see two similar objects as alike.

  21. Visual Has difficulty differentiating between or writing numerals Has difficulty discriminating between operation signs Auditory Has trouble distinguishing between endings of numbers (e.g. 13 and 30 Has difficulty with decimal numbers Has difficulty discriminating between word parts (e.g. addition and edition) Discrimination?

  22. PEMDAS -2(-3+5)-(4-8) +6/2=? -2(2)-(-4)+6/2=? -2(2)-16+6/2=? -4-16+3=? -17 -2(-3+5)-(4-8) +6/2=-17

  23. Accommodations for Discrimination • Peer checking • Teacher checks periodically • Write, review, and check • Teach procedure to check with calculator • Highlighters • Group verbalization to review problems

  24. Spatial-Perceptual Challenges • Definition: Knowing where objects are located in space. Processing whole-part relationships.

  25. Visual Has trouble writing on lined paper Has difficulty with concepts such as before-after; next to-above Has trouble noticing size differences Has trouble aligning numbers or following computations up-down, across (directional challenges) Has difficulty writing fractions Has difficulty copying problems, setting up a page of work Has difficulty grouping manipulatives Has difficulty with a number line; positive & negative number confusion Auditory Has difficulty following directions using ordinal numbers Has difficulty with spatial adverbs (first, next, last) Spatial/Temporal Challenges?

  26. Accommodations for Spatial-Perceptual Challenges • Paper variations • No lines • Graph paper • Model use of spatial adverbs

  27. Fine Motor Skills • Definition: Eye-hand coordination that involves purposeful movement of the small muscles of the hands and fingers.

  28. Motor Challenges? • Writes numerals from dictation slowly, illegibly, and inaccurately • Has difficulty writing numerals in small spaces (may write too large or too small)

  29. So what might you do? • Use visual cueing • Boxes, circles, lines • Color code • Reduce the number of items on a page • Use centimeter square graph paper or use unlined paper • Use templates and skill guides • Reduce writing demands when appropriate • Use verbal cues to scaffold

  30. Short Term Memory • Definition: Remembering information which has been heard recently. Relays information to active working memory and to long term memory.

  31. Visual Has trouble retaining newly presented material Has difficulty copying numerals from the board Auditory Has difficulty with oral drills Has difficulty with dictated assignments Short term memory?

  32. Accommodations for Short-Term Memory Challenges • Drill and practice • Study guides Never • Mnemonics Write • Unit packet for SOL In being taught Red • Teacher modeling Ink

  33. Working Memory • Definition: Linking of information you already know with new information. Linking “knowns” with “unknowns”. You develop ideas in your working memory. It is a mechanism for holding together parts of a task while you are engaged in that task.

  34. Visual Difficulty solving word problems Difficulty continuing a pattern from midpoint Difficulty with multi-order computations Auditory Difficulty completing complex processes May have difficulty quickly or efficiently using “inner language” Working Memory?

  35. Accommodations for Working Memory Challenges • Display key vocabulary • Problem solve daily • Games • Calculator use OK • Firm understanding of concepts

  36. Long Term Memory • Definition: Seemingly limitless storage vaults for preserving knowledge, skills, and life experiences.

  37. Visual Cannot retain basic facts or processes over time Has trouble retrieving information at the needed time Auditory Has trouble retaining orally presented information for extended periods of time Long-term Memory?

  38. Accommodations for Long-Term Memory Challenges • Hold weekly review sessions • Teach material in different ways • Provide hands-on experiences • Frequent use of graphic organizers

  39. Sequential Memory • Definition: The ability to be able to put information in the correct order and to remember that information.

  40. Visual Trouble with complex operations Trouble accurately reading numerals Difficulty solving longer number sentences and equations Difficulty telling time Difficulty with multi-step word problems Auditory Misperceives numbers that are said (e.g. 32 becomes 23) Does not retain story problems that are dictated Sequential Memory?

  41. Memory Strategies? • Mnemonics • Visuals where A "picture is worth 1000 words.“ • Tactile Memory • Kinesthetic Memory • Visual Memory • Rhyming or Rhythm • Remember … "Repetition is the mother of retention.“ • Making an association

  42. Visual Has difficulty associating words with symbols Has difficulty with signs that have different meanings (e.g. fraction bar) Aural Has difficulty relating words to meanings Has difficulty with words that have multiple meanings Has difficulty writing numerals from dictation May have difficulty using inner language Receptive Language?

  43. Math is its own Language • Therefore: • Language (vocabulary concepts) instruction & supports are essential

  44. What is the definition of this word ? Mean

  45. What does it mean in everyday language? What does it mean in mathematical language? A Hostage Situation…Mean MEAN

  46. How Could These Words Hold You Hostage? • Odd • Difference • Similar • Product • Base • Fact • Power • Mean • Range • Plane • Regular • Variable • Pi • Radical

  47. Reading & Writing? • Word recognition • Fluency • Comprehension

  48. Executive Functioning Metacognitive skills? • Cannot draw conclusions; therefore, has trouble noticing and continuing patterns • Cannot use prior knowledge effectively to draw conclusions • Has difficulty solving multi-step word problems • Has difficulty continuing a counting pattern from within a sequence • Has difficulty applying learned operations within a complex computation • Has trouble generalizing information without a structured approach • Lacks strategies for problem solving

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