Teaching math in the special education setting is so different than teaching math in a regular education classroom for so many reasons. Probably the most important reason is because special needs students have such a wide range of abilities, and that makes teaching a challenge. Math interventions should focus both on helping special needs students reach success in the general education curriculum and on the foundational skills necessary for functioning in the community after the school years.
In the elementary years, the focus in math is on fundamental skills like understanding numbers, and moving from counting objects to multiplying, dividing, and comparing fractions in upper elementary. Students are expected to (1) understand math problems and persevere in solving them, (2) reason abstractly and quantitatively, (3) construct viable arguments and critique the reasoning of others, (4) use appropriate tools to solve mathematical problems, and (5) express their knowledge regularly, in repeated practices. Being able to do this consistently can pose a great challenge for the students with learning disabilities, so math interventions need to be implemented.
Such interventions include (1) instructional explicitness, clarity, and conciseness, (2) instructional design to minimize the learning challenge, (3) provision of strong conceptual knowledge for procedures taught, (4) an abundance of practice, drills, and review opportunities through engaging activities that would help students regulate their behavior and motivate them to work hard and close the knowledge gap, as well as (5) on-going progress monitoring and data collection.
Multi-Sensory Learning
Special needs children learn best when a variety of sensory activities are provided. Utilizing pictorial mode materials, tactile graphics, and other multi- sensory tools to reinforce instruction is a must in special education. Some of the most effective math interventions for understanding the concept of numbers, for example, involve making number figures out of play dough, playing with foam or plastic number shapes, etc. Puzzles that involve making the number shape or Wikky Stix® to twist, bend, and create numbers will also help develop familiarity with number figures. One-on-one correspondence for understanding basic number concepts can be taught through sensory activities, as well as art activities.
Using Manipulatives for Teaching Basic Operations, Fractions and More
Children with special needs require additional aids to help them with visualize and understand the basic operations. Tally marks, manipulatives, and visuals are some of the most effective math interventions. Manipulatives are any objects that a students can use for hands-on activities: tokens, disks, counters, base ten blocks, ten frames, interlocking counting cubes, geoboards, plastic 3D shapes, measuring tapes, balances, peg boards, fraction models, plastic coins, toys, etc. Visuals can take the form of anchor charts, books, clocks, signs, etc. Calculators can be used as accommodations, and their use in real-life situations should be emphasized. Real food should also be considered!
Practicing Math Through Engaging Activities
Math concepts can be introduced, practiced, reviewed,and assessed through games and other engaging activities like scavenger hunts, breakouts, escape rooms, and room transformation activities.
Strategies For Teaching Problem Solving
Strategy training has been proven very beneficial to students with learning disabilities when learning mathematical concepts and procedures. I used some of the strategies and interventions detailed here along with a few visuals that I have created for my students. I have found that students were able to acquire, retain, and use mathematical information and word problem strategies so much better when the strategies were explicitly taught and reviewed consistently.
Focusing on Foundational Skills
The ultimate goal of teaching math to special needs children is to prepare them for success in life. Therefore when setting goals and expectations, teachers need to use a realistic approach, and design instructional activities that target foundational skills like telling time, using money and making change, understand the concepts of halves, thirds, etc, measuring, weighing. For a lot of children with special needs, keeping up with the entire regular education curriculum is frustrating and, at times, impossible. Modified or shortened assignments and assessments might be needed so students can feel successful. Functional skills like the ones mentioned above might be more beneficial in the long run for students with special needs than long division or algebra, so in selecting math IEP goals teachers should take all of these considerations into account.
As a general rule, all math interventions designed to break down content into smaller, more clear chunks will resonate with students with special needs. Remember that learning through play and hands on projects is one of the best way for special needs students (and not only!) to acquire knowledge.