Modifications and Accommodations for Dyscalculia

• Practice estimating as a way to begin solving math problems.
• Introduce new skills beginning with concrete examples and later moving to more abstract applications.
• For language difficulties, explain ideas and problems clearly and encourage students to ask questions as they work.
• Provide a place to work with few distractions and have pencils, erasers and other Work with manipulatives
• Provide peer assistance

Reference:  http://www.ldonline.org/article/13709

 

           Avoid memory overload by assigning manageable amounts of practice work as skills are learned.

           Provide supervised practice to prevent students from practicing misconceptions and “misrules.”

          Teach easier knowledge and skills before difficult ones.

        Use real-life situations that make problems functional and applicable to everyday life.

          Use uncluttered worksheets to avoid too much visual information.

          Use interactive and intensive practice with age- appropriate games as motivational materials.

 Reference:  http://www.dyscalculiaforum.com/readarticle.php?article_id=27

 

Modifications for students with Attention Deficit Disorder

        Self-monitoring techniques- ex: cueing for attending to the task at hand

         Surround this student with good peer models- so when the students go to each station have a group of well behaved and high achievers go along to with the ADD student

         Maintain eye contact when giving instructions

         May direction clear and concise

         Visual and verbal directions of activities

         Read material out loud that is presented on handouts