Breaking the Barriers in Mathematics: Teaching Students with Special Needs

Transcription

1 Breaking the Barriers in Mathematics: Teaching Students with Special Needs

2 Presenter: Heidi Clauscen Strathpine State School ST: L&N working with students Learning Difficulties

3 Overview of Session Understanding the specific learning needs of students; Hula Hoop Clock Activity Cookie counting Pattern Give Away Question time or Calculator Activities.

4 Students with special learning needs: Child first a child with... Level playing field access the academic environment without any barriers Work from strengths rather than deficits Where is the break down occurring Make adjustments at the point of planning Fairness does not mean everyone gets the same but what she or he needs Every child every day should succeed at something!

5 Hula Hoop Clock Activity instructions; 1. The leader and children look at an analogue clock and discuss the main attributes e.g. circle shape, numbers to twelve and two hands (one shorter than the other). 2. Leader displays the equipment to the children and questions how these can be used to create a clock face. 3. Children are given the equipment and arrange the equipment to represent an analogue clock. 4. Children compare their clock face with the classroom analogue clock. 5. Leader/children take turns using the classroom analogue clock to display a time which is then copied on the Hula-hoop clock. While you participate in the activity think about; 1. What parts of the activity would be challenging for students with special needs? 2. How would you adjust the activity so all students could participate and learn from it?

6 Challenges

7 Breaking the barrier: vision: - use number cards that have texture - place a plastic clock next to the student to refer to - work area uncluttered - use large, clear, well-spaced and heavy lettering physical: - do activity on desk rather than floor - assist with the placement of numbers (place a plastic clock next to the student to refer to)

8 Breaking the barrier: learning difficulty: - scaffold task by talking/modelling steps - place a plastic clock next to the student to refer to hearing: - ensure the child has understood what to do

9 Breaking the barrier: intellectual: - scaffold task by talking/modelling steps - place a plastic clock next to the student to refer to - do the activity as a matching activity speech/language: - check child has understood what to do - scaffold task by talking/modelling steps - place a plastic clock next to the student to refer to

10 Breaking the barrier: social/cooperation: - explicitly model the social skills and language to use (and get the children to practice it) eg: turn taking - reduce the number of students in the group

11 Year One Human Clock Team

12 Making the clock

13 Thinking about number symbol position.

14 Hickory, Dickory, Dock!

15 What about Twelve O clock!?

16 Using a skipping rope

17 Cookie Counting Activity Activity instructions; 1. Students place icing on a plain cookie. 2. Students then make a two-digit number symbol on the cookie using liquorice. 3. After cookies are iced students place cookies in order by number. While you participate in the activity think about; 1. What parts of the activity would be challenging for students with special needs? 2.How would you adjust the activity so all students could participate and learn from it?

18 Breaking the barrier: allergies, food intolerances and sensory sensitivities : - use food that support allergies, food intolerances and sensory sensitivities - use matching photographs sensory intolerances : - all children wear thin rubber gloves under rules for hygiene when preparing food hearing: - let child sit opposite the leader when giving instructions, provide number symbol visuals

19 Breaking the barrier: physical : - guide child s hand to create numbers learning difficulty: - Provide number symbols or hundreds board vision: - guide the child s hand to create numbers, provide peer support - allow the children to feel and practice on textured number symbols to support identification

20 Breaking the barrier: intellectual: - leader provide visual cues for making number symbols - Leader demonstrates creating a number symbol - give practice attempts - work in a pair speech/language: - use visual prompts as needed - Model articulation of number name

21 Breaking the barrier: social/cooperation: - explicitly model the social skills and language to use (and get the children to practice it) eg: turn taking - reduce the number of students in the group

22 Pattern Give Away Game Activity instructions; 1. Leader and children each select a pattern card, read the pattern out loud and describe the pattern (e.g. heart, square, circle, heart, square, circle. Those three shapes repeat. ) 2. Shuffle the cards and place the pile of cards in the middle of the table. 3. The first child picks up the top card and reads the pattern. 4. The next child picks up the second card and reads the pattern. If the pattern type is the same as the first card pattern, the second child can steal the first child s card and add it to his or her card pile. 5. This continues until all the cards in the centre pile have been used. 6. The child with the most pattern cards wins. While you participate in the activity think about; 1. What parts of the activity would be challenging for students with special needs? 2. How would you adjust the activity so all students could participate and learn from it?

23 Challenges

24 Breaking the barrier: vision: - use large, clear, well-spaced and heavy lettering - colour of materials: use black/blue on white card, avoid green/red - check seating position is appropriate physical - play game at desk rather than on the floor - assist with the placement of the cards

25 Breaking the barrier: learning difficulty: - use cards that are at the ability level of the student intellectual: - provide clues to help the child find the matching cards - prompt child about what to look for on the card - make links between matching cards hearing: - ensure that he child understands how to play the game - model how to play the game

26 Breaking the barrier: speech/language: - - ensure that he child understands how to play the game - model how to play the game - model language to use to describe card - make links between matching cards

27 Breaking the barrier: social/cooperation: - play the game as helping each other to find the cards for their pile rather than giving away - explicitly model the social skills and language to use (and get the children to practice it) eg: turn taking - reduce the number of students in the group

28 Maths Trolley

29 Maths Extravaganza

30 Calculator Activities Match It; The students roll the die, type the number on the calculator and then use the match sticks to represent number on their laminated calculator. As students recognise and become familiar with the calculator numbers, change the process by asking the students to role the die then represent the number on their match stick calculator before checking their answer on the calculator. Compare It; The student rolls the two nine sided dice and types in the two number symbols on the calculator (e.g. if 3 & 8 is rolled the student can type in the number 38 or 83). The students order their calculators from smallest to biggest number. The students use a counter to represent the number symbol displayed on each calculator on the 100 s board.

31 Calculator Battleships Change It Students type in a three digit number on the calculator. Students take turns at rolling the die. The students remove the number in that place value position. If the number has already been removed then they pass the die to the next child. The first child to remove all the numbers on their calculator wins.

32 Presenter ; Heidi Clauscen