|
Increasing student achievement by the systemic alignment of technology, policies, and curriculum through a multi-tiered system of supports in a universal education setting.
| |
|
Headline
- Making the Math Connection!
Editorial
- The Importance of Assistive Technology and Accessibility in a Universal Education System
Math Tools & Resources
- Simple-tech Math Tools
- Complex-tech Math Tools
- Math Whiteboard
- Strategies & Instructional Design
- Instructional Strategies for Dyscalculia
- Using Math Manipulatives in the Classroom
- Math Vocabulary Glossary (useful for AAC)
- FAST Mathematics Reference Sheets Grades 4-8
- BIG-M (B.E.S.T. Math Instructional Guides)
AT & UDL Loan Library Updates & More
- Assistive Technology and the IEP
- BEESS Accommodations Quick Reference Guide
TLC Website Updates
Let us know how we can help you this year!
| |
Making the Math Connection!
We live in a world of mathematics, yet many students with disabilities struggle to make a connection with math. There may be problems with instructional materials being accessible. The students may need assistive technologies and accommodations. Yet so many of the critical thinking skills and problem solving skills our students need to be successful depend on understanding the basic language of mathematics.
Math can unlock the future for so many of our students. The key is to ensure that we are removing all barriers to engagement in a path to academic achievement. It is important for Assistive Technology Professionals to understand how to partner with all educators to ensure that students with disabilities can achieve grade-level math standards.
This newsletter is focused on providing a range of math resources and information to help meet the needs of students with disabilities. Together, we can all make sure our students make the math connection!
| |
The Importance of Assistive Technology and Accessibility in a Universal Education System
There is a significant achievement gap in mathematics between students with disabilities and students without disabilities. Yet the presence of a disability is not a justification for this type of achievement gap. Students with a sensory impairment, emotional disorder, language disorder, or orthopedic involvement still have the cognitive abilities to be proficient in mathematics. Students with learning and print disabilities can still be proficient in mathematics. Students with intellectual disabilities can still address the grade-level standards in a general education setting through the access points; just at a different level of complexity. The significant achievement gap that currently exists is not because of the students' learning profile, it is due to barriers in how we design instruction that meets the needs of all learning profiles.
The 2023 Florida Statutes, when defining inclusion, state that, "the teachers and administrators support universal education and have knowledge and support available to enable them to effectively teach all children. . " (1003.57(2)). In order to teach all children and reduce achievement gaps between different groups of students, we have to design universal education and instruction that meets the needs of all students. We have to do this together. Assistive technology specialists, therapists, teachers, problem-solving teams, all have to work together to ensure that we design instruction with accessible instructional materials, assistive technologies, and accommodations fully integrated in all learning activities. The curriculum has to be universally designed.
The resources in this newsletter have been curated to provide multiple pathways to removing or reducing barriers to mathematics achievement. From simple technologies to strategies to the assistive technology consideration process, there is something here for everyone. As we all work together, we can help students with disabilities increase their academic proficiency!
Your TLC Team.
| |
|
Simple-tech includes math tools and accommodations that do not require batteries or any type of computer technologies. These tools are easy to take and use anywhere, and simple to replace.
Complex-tech includes math tools that require batteries and some type of computer technology. This can range from items like battery powered calculators to mobile devices, tablets, laptops, and computers.
Below are some examples, there are many more. These are starting points; be sure to search online for more options to meet the specific needs of your students.
| |
|
Simple-tech Math Tools
- Pencil grips
- Easy to grip pens and pencils
- Raised-line paper
- Graph paper
- Slant boards
- Non-slip surface
- Rubber stamps
- Manipulatives
- Geoboards
- Graphic organizers
- Math drawing tools (protractors, compass, shapes, curves)
- Solar calculators
- Arm & wrist supports
| |
|
Complex-tech Math Tools
- Calculators, money
- Calculators, talking
- Calculators, large key
- Virtual manipulatives
- Virtual geoboard
- Math writing software
- Text-to-speech
- Calculator apps
- Equation solving apps
- Conversion apps
- Geometry apps
- Graphing apps
- Chart apps
| | |
|
|
Math Whiteboard is a free online collaborative math learning tool. It includes writing and typing equations, algebra tools, a graphic calculator, and more, all running in a browser. This type of tool can be especially helpful for students who use tablets and laptops as their primary mode of school work. It provides them a consistent tool to work alongside students who use paper based tools.
| | |
Strategies and Instructional Design | |
|
This article on Classroom Accommodations for Dyscalculia includes instructional strategies for helping students who struggle with mathematics make a connection with math concepts and basic understandings.
This article on Math Manipulatives includes a definition of math manipulatives and ten types of math manipulatives to use in the classroom.
This B.E.S.T. K-12 Mathematics Glossary is a great resource for ensuring that students with augmentative alternative communication systems have the needed vocabulary available to fully engage in grade-level mathematics instruction.
Students should become fluent with these reference materials so they can effectively use them during an assessment. The packet includes:
- Grades 4-8 FAST Mathematics Reference Sheets
- B.E.S.T. Algebra 1 EOC Mathematics Reference Sheet
- B.E.S.T. Geometry EOC Mathematics Reference Sheets (2)
- FSA Algebra 1 EOC Mathematics Reference Sheet
- FSA Geometry EOC Mathematics Reference Sheets (2)
The B.E.S.T. Instructional Guides for Mathematics (B1G-M) assist educators with planning for student learning and instruction aligned to Florida’s B.E.S.T. Standards for Mathematics. The guides are designed to aid high-quality instruction through the identification of components that support the learning and teaching of the B.E.S.T.
Mathematics standards and benchmarks. Instructional examples, concept clarification, and much more are included.
| |
AT & UDL Loan Library Updates & More | |
|
Assistive Technology & the IEP
A Passport to Learning Resource
The Assistive Technology & the IEP online module provides an overview of the law around assistive technology, definitions, guides for considering the impact of a disability, guides for IEP team considerations, writing annual goals, and additional resources. Below are some excerpts.
Assistive technology (AT) is defined in IDEA 2004 as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities." No technology is automatically considered assistive technology. But any item, piece of equipment, or product system can be identified as assistive technology for a student by the IEP team (which includes the student), and must then be effectively integrated into all instruction as appropriate. The goal is not only the identification, procurement, and use of appropriate AT for a student, but to train the student in the process so that they can independently identify, procure, and use appropriate assistive technology after they graduate.
IEP AT considerations are not based on what is available, but on what the child needs. How those needs are met is a different discussion. The AT may be obtained through purchasing, leasing, device check-out, UDL implementation, or some combination. Regardless of how it is obtained, the AT and related services must be in the IEP to make the IEP transferable. If a child moves to another school, a transferable IEP will provide enough information to ensure the provision of FAPE in the new location.
Guidelines for the AT & Accommodations Identification Process
-
The identification of appropriate assistive technology, accommodations, and accessible instructional materials is a student-centered team process. Not only is the focus on the goals and needs of the student, but the student should be learning the problem-solving process to be able to independently identify appropriate AT after graduation.
-
What are the goals that are not being met? What are the achievement gaps? The team should hypothesize why there are achievement gaps (e.g. engagement barriers due to the primary or secondary impact of the disability, actions the students struggles with or is not able to do because of the disability).
-
Are there any items, pieces of equipment, or product systems that might increase, maintain, or improve the functional capabilities of the student in regards to meeting the identified goals? Would this technology help the student perform a learning skill or instructional task more easily or efficiently?
-
What is needed to support the use of the identified assistive technology? How will it be procured? Who will be responsible for set-up? Who will teach the student and instructional staff how to use and support the AT? How will the general instruction be designed to support the use of the AT?
-
What data be collected to determine if the AT effectively increases, maintains, or improves the functional capabilities of the student? How will the data be collected? How will the IEP team determine if the student has moved closer to meeting the target goals?
-
What will be the response to the AT trial? How will changes be made if the desired outcomes are not meet? How will progress be monitored long term to ensure it is sufficient?
Resources
| |
|
This quick reference list a wide range of example accommodations in the areas of information presentation, word recognition, reading, comprehension, listening, following directions, student response, writing, expression, mathematics, behavior and attention, organization of materials, time management, and physical accessibility.
| |
|
|
We have two new online courses. Participants can sign up for free!
- Switch Skills Progression: Setting Up For Success: L0
This course, the first in a series, is a precursor to the levels identified in Ian Bean's Switch Progression Road Map.
- Switch Skills Progression: Cause & Effect: L1
This course follows L0, addressing understanding switch use for cause and effect.
- Switch Skills Progression: Sequential: L2
This course is Level 2: Sequencing, which follows the previous levels starting with Level 0: Setting Up for Success, and Level 1: Cause and Effect.
| |
|
This resource was funded through The Bureau of Exceptional Education and Student Services (BEESS). The information and resources are provided as a free awareness service to the educational community and do not reflect any specific endorsement by any parties involved. Please note that access to some resources may be blocked by individual school districts. | | | | |
