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Aleyshia Gilchrist

SPED561/Fall 2016
Math
The term students with disabilities is panoramic and includes cognitive,
emotional, and physical disabilities. The federal government defines 13 categories of
disabilities: autism, deaf-blindness, deafness, hearing impairment, mental retardation,
multiple disabilities, orthopedic impairment, other health impairment, serious
emotional disturbance, specific learning disability, speech or language impairment,
traumatic brain injury, and visual impairment including blindness (Louie et al., 2008).
Although learning mathematics for students with learning disabilities may not be easy,
students can experience success with the help of certain strategies and procedures.
It is important that students know different strategies to solve math problems.
Acronyms can be very beneficial when teaching things to students with learning
disabilities because it makes it easier for them to learn things. According to Hott et al.,
different strategies like RIDE (R- Remember the problem correctly, I-- Identify the
relevant information, D-- Determine the operations and unit for expressing the
answer, E-- Enter the correct numbers, calculate and check the answer) and FAST
DRAW (F Find what youre solving for, A Ask yourself, What are the parts of
the problem?, S Set up the numbers, T Tie down the sign, D Discover the
sign, R Read the problem, A Answer, or draw and check, W Write the
answer.) can help students to remember steps when solving difficult word problems.
Louie et al., states that some practices that are found helpful in classroom
when teaching math instruction to students with learning disabilities are direct
classroom instruction, math interventions, assessment, collaboration among teachers,
and school culture. Direct instruction helps students because the specific strategy or
task is being explained and modeled, giving the student a chance to ask questions if

they dont understand. Math interventions help students with meeting them exactly
where they are and building them up where they need to be. Assessments help
students because the data received from it can be used to let you know if students
have mastered the skill or need extra help. It can also guide planning instruction.
Collaboration among teachers can be very helpful because previous teachers can help
with letting future teachers know students strengths, weaknesses, and what strategies
work best with them. School cultures may also help with teaching math to students
with learning disabilities because if the whole school practiced the same strategies,
then a new strategy wont have to be introduced to the student each year. Instead, the
student will be mastering the strategies.
The ability to make a mental or visual representation of a math word problem
is a critical strategy to support problem-solving proficiency. Visual representations
that are too structured leave little room for flexibility as problems increase in
complexity. Yet asking students to create schematic representations that accurately
depict problem information is difficult, particularly for students with LD who benefit
from more structured, explicit prompts (Gonsalves et al.,2014). Even teachers struggle
to teach students how to represent problems in a way that will help students develop a
viable solution path.

Artifacts
Gonsalves, N., & Krawec, J. (2014). Using number lines to solve math word
problems: A strategy for students with learning disabilities. Learning Disabilities
Research & Practice, 29(4), 160170.
Hott, B., Isbell, L., & Montani, T. O. (2014). Strategies and Interventions to Support
Students with Mathematics Disabilities. Council for Learning Disabilities

Louie, J., Brodesky, A., Brett, J., Yang, L.-M., & Tan, Y. (2008). Math education
practices for students with disabilities and other struggling learners: case studies
of six schools in two Northeast and Islands Region states. Regional Educational
Laboratory at Education Development Center, Inc

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