support students’ access for both language and motor access, can help get you started. In your own school or district, be sure to seek out your speech and language professional, occupational therapist, and/or assistive technology professional, as they are invaluable resources that can provide options and a direction that best fit the needs of your students.
A few examples from the Equals Math Action Dictionary (below) support individual students who require adaptations for language use and actions performed in a math lesson. The adaptation ideas in the Action Dictionary can be used as is or tweaked for an individual’s unique needs. Sometimes teachers use the ideas as a starting point that leads to a new one. Most materials needed to create these adaptations are present in the Equals Math curriculum kit but can be found elsewhere. Equals Math Action Dictionary Sample
How can a student answer a question when she cannot remember or does not talk in a typical way? Provide a display of two or three answer choices for a student to select. In the pictured example, stacks of 2, 3 and 4 connecting cubes represent the amount choices. For beginning learners, show more obvi- ous differences. For example, if the solution is 4 cubes, place 1 cube and 10 cubes as distractors.
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