to explain a problem, vocabulary meaning, or a math concept because they need more time to process information. This places more importance, then, on modeling actions and strategies using objects, tools, pictures or drawings to demonstrate solving a problem or depict the meaning of a math concept or vocabulary word. It also requires the opportunity for students to process the information and to have it repeated over time. 5. Students with disabilities can and do learn math. It is very hopeful and helpful to know that research indicates humans are born with math knowledge. Often, I have heard teachers talk about their students’ abilities in terms of a specific developmental age. I never quite understood what that meant for my own students. When developmental ages are used to indicate potential, it can appear as a limitation of expectations, as opposed to a starting point for growth. We must be cautious when our views or practices reduce our expectations of what students can do, as research has shown raising expectations increases the probability of success. Lower expectations reduce opportunities for learning. However, when I increase my expecta- tions, I eagerly put more in place for my students to learn. In this age of testing and data collection, teachers need to remember to truly teach within multiple, meaningful learning opportunities. Quality math instruction is a strong indicator of success. Students should be supported and taught with models and guidance as they learn how to think about math concepts and solve problems. This includes learners who need a high amount of support. It is our responsibility as educators to give students the support to actively learn and show what they can do and understand. AbleNet has brought strong evidence that students with disabilities at all levels of cognition can and do learn math with best practice instructional methodologies. This is shown in a four- year study and a one-year study measuring success for students using the original version and the newly revised Equals Math curriculum. Equals Math curriculum provides instruction specifi- cally for students with disabilities in structured lessons with a complete and comprehensive set of lesson objectives placed in a specific order to maximize pre-requisite skills and connections within and between math content areas. While the structure and quality of math instruction is very important in supporting students with disabilities, the difference between students with disabilities learning math and typically developing students learning math is access. Given that quality math instruction is present, access to it remains the golden ticket: the gateway to learning math for students with disabilities. Access includes a large variety of practices and use of tools, materials and assistive technology for supporting students as they talk and perform actions related to their learning. Math instruction can be viewed within layers of access from place-
ment in a foundational skills curriculum with embedded differ- entiation within lessons, and in the use of materials with built-in support to adaptations that support individual student needs, e.g. language and actions with the materials. It is equally impor- tant to keep in mind that access includes teaching with models and guiding students as they learn math concepts gradually over time, building their understanding. This is much preferred over the expectation that students master every math skill before moving on to the next. Language support for students with disabilities begins with using their own communication system (e.g. speech gener- ating, single message, or dedicated device; PECS or other language board for augmentative and alternative communica- tion) as recommended by a speech and language professional. Students need access to those devices always, including in math class. Beginning communicators often have a communication system with limited message locations so they require a way to comment on what is happening in front of them in real time, in this instance during math class. A math lesson should include enough materials (math tools, counters, workmats, cards and interactive materials) to be used for answering a question, making a choice and communicating what is happening in the moment. Creating a display with two-three choices on the table or in a pocket chart provides expanded, temporary communication access that relates to what is right in front of the students. Students choose an answer or a comment from this display by touching, pointing, eye gazing or rely on the teacher to point to each and indicate their choice by saying, “That’s the one I want,” with their own communication system or Step-by-Step communicator. It’s important that students who require language support have opportunities to learn what the provided choices mean. For example, we know that language begins with naming. Why not begin with naming the tools and materials students use in math class? How about naming the actions students are expected to complete with those tools? Models, choices and naming with a communication system or display allows students to become familiar with tools and objects and how to use them. Familiarity with these things is as helpful as a familiar routine. When a student is taught what the choices are for tools, counters, vocabulary, and actions, they make better, informed choices. Once the lesson structure, tools and actions are known, students can feel more confident with new math concepts and problem solving and begin to focus on these skills. Naming actions is more meaningful if students perform actions themselves. Often, that requires an adaptation, so students can be as independent as possible in performing the action. Again, models are important but active learning needs to follow. Hand-under-hand assistance should be a temporary support until a more independent adaptation is identified. The Equals Math Action Dictionary, a guide with abundant ideas to
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