Maria+Carmela+Meo

 ** Accomodations for the special education learners using Connected Mathematics2 ** = The special education classroom is one of the most diverse settings in any given classroom. In order to help those students achieve what they are capable of achieving, accommodations are needed. These support components allow special education students access to the general education mathematics curriculum. Below are links to a variety of difficulties certain students may have. Implications and r ecommendations are provided for each group in order to help special education reach their highest potential. = = = = LongTermRetrieval = = = = = = ShortTermRetrieval = = = = = = ProcessingSpeed = = = = = = VisualProcessing = = = = = = ComprehensionKnowledge = = = = = = FluidReasoning = = = = = = QuantitativeAbility = = = = = = = = = = = = = = = = = = = = = ==

= Possible Implications: = = ·   Learning and recalling information through association = = ·   Recalling information on tests through association = = ·   Using associations provided by the teacher to facilitate storage and later retrieval = = ·   Pairing and retaining visual with auditory information = = ·   Retrieving specific words and facts = = = = Possible Recommendations: = = ·   Provide overlearning, review, and repetition = = ·   Provide immediate feedback = = ·   Provide a list of stepsthat will help organize behavior and facilitate recall = = ·   Teach memory aids such as verbal mediation or rehearsal, and mnemonic strategies (PEMDAS-Please Excuse My Dear Aunt Sally) = = ·   Limit the number of new facts, words, concepts presented in one session = = =



=Possible Implication:= = ·   Following directions= = ·   Remembering information long enough to process it for understanding= = ·   Recalling sequences= = ·   Memorizing factual information= = ·   Listening to an comprehending lengthy discourse= = ·   Taking notes= = = = = =Possible Recommendations:= = ·   Keep oral directions short and simple= = ·   Ensure directions are understood; have students paraphrase directions= = ·   Provide compensatory aids(e.g. write directions, procedures, and assignments on board or paper, provide lectures notes or arrange for peer-shared notes, provide study guides to be filled out during pauses in presentation)= = ·   Provide overlearning, review, and repetition= = ·   Teach memory strategies (e.g. chinking, verbal rehearsal, visual imagery)= = = = = = = ==

=Possible Implications:= = ·   Processing information rapidly= = ·   Completing assignments within time limits= = ·   Taking timed tests= = ·   Making rapid comparisons between and among bits of information= = ·   Copying= = = = = =Possible Recommendations:= = ·   Provide more time to complete assignments= = ·   Reduce quantity of work in favor of quality= = ·   Limit or structure copying activities= = ·   Provide activities to increase rate and fluency (e.g. flash cards, speed drills, educational software)= = = = = = = ==

=Possible Implications:= = ·   Assembling puzzles= = ·   Using patterns and designs in geometry= = ·   Reading maps, graphs, charts= = ·   Noting visual detail= = = = = = = =Possible Recommendations:= = = = ·   Provide activities with manipulatives= = ·   Verbally describe graphics and visually based concepts= = = = = = = ==

=Possible Implications:= = ·   Learning vocabulary= = ·   Answering factual questions= = ·   Comprehending oral and written language= = ·   Acquiring general knowledge and knowledge in mathematics= = ·   Using prior knowledge to perform activities and understand new concepts= = = = = =Possible Recommendations:= = ·   Relate new information to acquired knowledge= = ·   Assess prior knowledge before introducing new topics, concepts= = ·   Pre-teach relevant vocabulary or background knowledge= = ·   Provide specific vocabulary instruction= = ·   Incorporate interests and prior knowledge areas into instructional activities= = ·   When presenting directions and discussing concepts, use vocabulary that is understood by the individual= = = = = = = = = ==

=Possible Implications:= = ·   Drawing inferences= = ·   Solving abstract problems= = ·   Creating solutions to problems= = ·   Transferring and generalizing information= = ·   Solving unique problems= = ·   Transforming and extending a product or concept= = ·   Thinking conceptually= = ·   Problem solving through rule application= = = = = =Possible Recommendations:= = ·   Teach problem-solving strategies= = ·   Provide overlearning, repetition, and review of concepts= = ·   Use real objects and manipulatives to develop concepts= = ·   Teach strategies to increase understanding and retention of concepts (e.g. self-talk, lists of procedures or steps)= = ·   Encourage creativity with solutions= = ·   Teach problem-solving techniques in the contexts in which they are most likely to be applied= = = = = = = = = = = ==

=Possible Implications:= = ·   Reasoning with quantitative information= = ·   Understanding math terminology= = ·   Using numeric concepts= = ·   Apprehending numeric relationships= = ·   Using math symbols= = ·   Performing math applications= = = = = =Possible Recommendations:= = ·   Provide math-related instruction in developmental sequence= = ·   Assess knowledge of the concepts underlying weak skills= = ·   Establish a strong understanding of the foundational concepts for new skills= = ·   Use manipulatives or real objects to introduce new concepts and extend known concepts= = ·   Emphasize automaticity with math facts= = ·   Allow use of fact charts, calculators when necessary= = ·   Emphasize problem solving and higher-level skills= = ·   Provide experience with practical math applications= = ·   Introduce new concepts and procedures in the practical situations in which they will be applied= = = = = = = = = == =Scaffolding Sub questions are used or the questions themselves are broken down to help students access the mathematics. The purpose of the scaffolding is to help students answer smaller questions which help them to find the answer to the original problem. = = = = = = = == =Bolding or highlighting Bolding, underlining, making bigger, or highlighting words or numbers is used to raise students’ awareness of and draw attention to the importance of the words or numbers within a problem. = = = = = = = = = = = == =Providing Symbols Symbols are provided include adapting questions to have visual representations in addition to the words. Graphs or charts are sometimes used as symbols to help students understand the mathematics. = = = = = = = = = = = = =  =  **Additional instructions**  The instructions often help students move through the exercises from the simple to the more complex, all with the goal of making the exercise more explicit. =

== = Providing Tools The tools provided include charts that students fill in and grids for students to use to construct a graph. Providing these tools removes this cognitive task so that students are able to focus on the mathematics and understanding the questions. = = =