Teaching and Assessing Students with Learning Disal + Vary the task size. Assign students with special needs fewer problems to solve. Some students can become frustrated by the enormity of the task + Adjnst the visual display. Design assessments and tasks $0 that thet asingle page. The density of words, illustrations, and numbers on ind ways to put one proble not too much on page can overload student ‘ona page, increase font size, or reduce the visual display: 3, Provide Clarity + Repeat the timeframe. Give students additional reminders about the time left for explor- atcrials, completing tasks, or finishing assessments. ‘This helps students with ‘management. Ask students to share their thinking. Use the think-aloud method or think-pair-share strategy + Emphas connections. Provide concrete rept : tations, pictorial representations, and numerical representations. Have students connect them through carefully phrased questions. Also, connect vis , meanings and words. For example, as you fold a stip of paper into fourths, point out the part-whole relationship with gestures as you pose a question about the relationship between 3 and f - : Adapt delivery modes. Incorporate a variety of materials, im ges, examples, and models for visual learners, Some students may need to have the problem or assessment read to them or generated with voice creation software. Provide written instructions in addition to oral instructions. Emphasize the relevant points, Some students with disabilities may inappropriately focus on the color ofa cube instead of the quantity of cubes when filling a prism to measure volume, + Support the organization of written work. Provide tools and templates so students can focus on the mathematics rather than the creation of table or chart. Also use graphic organizers, picture-based models, and paper with columns or grids. + Provide examples and nonexamples. Give examples of acute angles as well as angles that are not acute. Help students focus on the characteristics that differentiate the examples from those that are not examples. 4.-Consider Alternative Assessments, + Propose alternative products, Provide options for how to demonstrate understand- ing (e.g., a verbal response that is written by someone else, voice recorded, or modeled with a manipulative). Use voice recognition software or word prediction, software that can generate a whole menu of word choices when students type a few letters. + Encourage self-monitoring and self-assesment. Students with learning disabilities often need support in self-reflection. Asking them to review an assignment or assessment t0 explain what was difficult and what they think they got right, ean help them be more independent and take greater responsible for their learning, + Consider feedback charts. Help students monitor their growth by charting progress over time. 5. Emphasize Practice and Sunemary © Consolidate ideas, Create study guides that summarize the key mathematics concepts and allow for review. Have students develop their own study guides. + Provide extra practice. Use carefully selected problems (nota large number) and allow the use of familiar physical models, _