online dating site in usa and - Accomadating and modifying adhd students

Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994). They can be as simple as using graph paper to help student with mathematics disabilities keep columnar addition straight or as complex as solving calculus equations with calculators.

To ensure effective instruction, adaptations and modifications for instruction are necessary in the areas of lesson planning, teaching techniques, formatting content, adapting media for instruction, and adapting evaluation (Wood, 1992).

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Salend (1994) lists suggestions for modifying mathematics assignments in computation. Further adaptations and modifications in computational instruction include color coding of the desired function for the computation problem (Ariel, 1992), either ahead of time by the teacher or during independent practice by the student.

This process serves as a reminder to the student to complete the desired function and also may be used as an evaluation device by the teacher to determine the student's knowledge of the mathematical symbols and processes they represent.

Arrays can be used in combination with partial products to modify the multiplication process, thereby enabling students with math disabilities to gain further insight into the multiplication process.

Providing adaptations is often very effective for helping students with mathematics disabilities successfully use facts to solve computational problems.

Adaptations and modifications in the instruction of computational skills are numerous and can be divided into two areas: memorizing basic facts and solving algorithms or problems. Two methods for adapting instruction to facilitate recall of basic facts for students with math disabilities include (a) using games for continued practice, and (b) sequencing basic facts memorization to make the task easier.

Beattie and Algozzine (cited in Mc Coy & Prehm, 1987) recommend the use of dice rolls, spinners, and playing cards to give students extra practice with fact memorization and to promote interest in the task by presenting a more game-like orientation.

Practice and review with board games or instructional software are effective ways to develop conceptual number readiness for students with mathematics disabilities.

Manipulatives, such as Cuisenaire rods and Unifix math materials (e.g.,100 block trays) allow students with math disabilities to visualize numerical concepts and engage in age-appropriate readiness skills (see Lambert in this series for additional suggestions about manipulatives).

Ariel (1992) stresses the need for all students to develop skill in readiness, computation, and problem-solving skills.

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