Special Education

• The student may need to continue using number lines and concrete materials.
• The student may need to practice math facts daily for short periods throughout the school year in order for the facts to become automatic.
• Be alert to the possibility of the student “freezing” under pressure to work fast in timed tests. Make allowances for extended time on tests and assignments.
• Reduce the number of problems on the page so that the student is not overwhelmed.
• Put all the problems of one kind on one page and add different kinds of problems to the same page gradually.
• Use a highlighter to help the student know what to do, such as where to start and where to stop.
• A student with problems in spatial organization can use graph paper to keep columns and figures straight.
• Allow the student to use a calculator for basic computations.
• Be creative in presenting math concepts and problem solving with concrete representations (including time and money).
• Focus on practical, functional math, especially in the context in which the student will use it.
• Find ways to help the student in getting organized and taking on responsibility.
• Use other means of technology for presentation. For example, use books on tape, overhead projectors, or computer resources.
• Use multi-modal teaching strategies for delivery of instruction. For example, use kinesthetic learning, scripting, or role playing. 

Appendix 8: Mathematics
Skills Checklist