When working in an inclusion classroom, both the regular education teacher and the special education teacher are responsible for the education of every student. Helping the regular educator understand the disabilities in the classroom will enable her to plan and teach more appropriately.
Understanding a Math Disability
Students with dyscalculia, or a math disability, have a normal intellectual ability but will continue to fall further behind in math class. These students may feel stupid and possibly talk about themselves in a defeated manner because they see their peers succeeding when they simply cannot. They may act out in math class, or fade into the background, attempting to hide the fact that they do not understand the math.
Common IEP Modifications for a Math Disability
Every IEP has a section that explains appropriate modifications that will enable the student to be successful in the classroom. These modifications should not preclude the child from learning, but should enable the student to learn, much like a wheel chair enables a paraplegic to get around.
Extra Time – A student with Dyscalculia will struggle with remembering math concepts already learned, will have great difficulty working with numbers and be easily confused by the symbols used in math. Consequently, the child may need additional time to complete assignments. You need to keep this in mind for homework assignments, class assignments and when implementing wait time for students to answer a question.
Modified Work – Students with a math disability do not learn math the same way as other students, and so need their work modified in order to be successful. This may mean reducing the number of problems the student is required to complete, or even changing the assignment to something more appropriate. The special educator assigned to the student should be able to help you know what modifications are appropriate for the particular student in your class.
Use of Calculator or Other Aid – Depending on the severity of the disability, a student may be allowed the use of a calculator or a multiplication chart. Taping a multiplication chart to the student's desk is an easy way to have a discrete aid for the student to use at all times. You may need to modify your objectives for the child as well, since memorizing the multiplication tables is not appropriate if the use of a multiplication chart is allowed.
Working with a Child with a Math Disability
Remember that a child with a math disability is not answering incorrectly due to a lack of attention or focus. Taking a long time to answer a question is simply part of the disability. You should make use of all available manipulatives whenever possible, provide examples of a problem already solved, and give samples of how to use the math in the real world.
Ask a few simple questions each class in order to involve the student. Make a concerted effort to never act like a wrong answer is silly or dumb, instead, attempt to help direct the child to a correct answer. Be careful to watch for embarrassment and frustration and divert class attention to another student if needed, and then return to the student privately to help improve understanding.
The regular educator need not understand a disability to the extent that the special educator does, but some basic understanding will help the teacher plan and interact with those children who have an IEP. A planning session between both teachers can also be extremely helpful so that the special educator can provide additional relevant details and tips for working with the specific students in their class.
You may be interested in more math lesson ideas.
Learn more about teaching in an inclusion class.
Jennifer Wagaman - Jennifer is a mother of 2 and has both public, private and administrative experience in the education field.
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