ADHD and Math Teaching Resources

Studies suggests that between 4-7% of students have experience difficulty in math compared to 26% of children with ADHD.

This may be the result of the working memory, problem solving skills and inattentive skills all characteristics of a student with ADHD

What is Dyscalculia?

Dyscalculia is defined as a learning disability specifically in math and numbers including the inability to understand the concept of numbers and applying math principles to solve problems. The following are signs and symptoms of dyscalculia:

  • Difficulty in counting backwards
  • Difficulty in recalling facts
  • Slow in performing calculations
  • Difficulty with subtractions
  • Difficulty using finger counting
  • Difficulty with the multiplication table
  • Poor mental math skills
  • Difficulty with understanding the concept of time
  • May show signs of anxiety when conducting math activities
  • May have a poor sense of direction (i.e. north, south, east, west)
Early signs of dyscalculia include:
  • Delays in learning how to count
  • Delays in recalling facts
  • Difficulty with time
  • Displays a poor memory
  • May lose track when counting
  • Difficulty sorting items by groups include color, shape, texture and size.

Accommodations

Students with diagnosed with ADHD qualify for accommodations in the classroom. Here are a few suggestions:

The ADHD magazine, ADDitude suggests the following accommodations to help students with ADHD and Dyscalculia:

  • Allow extra time on test
  • Provide frequent checks for accuracy during classroom activities
  • List clearly numbered steps/procedures for multi-step problems
  • Use individual dry-erase boards
  • Reduce the number of problems you assign

VeryWell suggests the following accommodations for students expressing difficulties in math:

  • Allow the student to use desk copies of math facts such as multiplication table factsheet
  • Allow the use of calculations in the classroom
  • Provide models of sample problems and allow the students to use these models as a reference
  • Decrease the number of math problems
  • Allow the students to use graph paper rather than notebook paper
  • Provide the student with review summaries to help prepare for tests
Resource Articles To Read

ADD/ADHD resources for teachers

ADHD and Math

Examples of Accommodations and Modifications

Help your ADHD child succeed in math

Helping the student with ADHD in the classroom strategies for teacher

How to teach math to ADHD children

Math assignment accommodations 

Teaching children with ADHD: Instructional strategies and practice

Teaching math to students with ADHD

Tips to sharpen your child’s math skills

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Helpful Braille Resources You Should Know About

January is Braille Literacy Month.  Invented by Louis Braille, at the age of 15 years old while attending the National Institute for Blind Youth in Paris. Braille lost his sight during a childhood accident at the age of 4. Braille is not a language, rather it is a code that uses symbols formed within units of space that consists of six raised dots , 2 across and 3 down. Below are resources on braille information.

 

Braille Resources for Special Education Teachers

Path of Literacy Website for students who are blind and visually impaired. Includes teaching strategies on tactile production various braille designs.

Teaching Students with Visual Impairments Provides resources necessary to teach visual impaired students including teaching strategies and professional development opportunities.

Teaching Strategies

Beginning braille skills

Instructional strategies for teaching braille literacy

Teaching beginning braille reading- Some teaching strategies.

Teaching braille to young children

The following organizations focus on braille resources and information that serves children and adults with visual impairments including developing teaching materials.

Braille Authority of North America he purpose of BANA is to promote and to facilitate the uses, teaching, and production of braille. Pursuant to this purpose, BANA will promulgate rules, make interpretations, and render opinions pertaining to braille codes and guidelines for the provisions of literary and technical materials and related forms and formats of embossed materials now in existence or to be developed in the future for the use of blind persons in North America.

Braille Institute   Is a non-profit organization that offers a broad range of services serving thousands of students of all ages to empower themselves to live more enriching lives with blindness and vision loss.

National Braille Association National Braille Association, founded in 1945, is a non-profit organization dedicated to providing continuing education to those who prepare braille, and to providing braille materials to persons who are visually impaired.

The following laws and regulations authorize the provision of library services to people who are blind, visually impaired or have a physical disability:

Act of March 3, 1931 Authorization of the Library of Congress to provide books for the use of adult blind residents of the United States.

Public Law 89-522 Amends the Acts of March 3, 1981 and October 9, 1962 relating to the furnishing of books and other material to the blind.

U.S. Code Sec. 135a– Authorizes books and sound reproduction records for blind and others with physical disabilities.

Title 36, Code of federal Regulations, 701.10 Provides books in raised characters (braille) on sound reproduction recordings or in any form.

Workplace

The American Disability Act (ADA) requirements for effective communication in the workplace to provide accommodations for people with visual impairments are able to communicate with people effectively.

  • For people who are blind, have vision loss, or are deaf-blind, this includes providing a qualified reader; information in large print, Braille, or electronically for use with a computer screen-reading program; or an audio recording of printed information. A “qualified” reader means someone who is able to read effectively, accurately, and impartially, using any necessary specialized vocabulary.
  • For people who are deaf, have hearing loss, or are deaf-blind, this includes providing a qualified note taker; a qualified sign language interpreter, oral interpreter, cued-speech interpreter, or tactile interpreter; real-time captioning; written materials; or a printed script of a stock speech (such as given on a museum or historic house tour). A “qualified” interpreter means someone who is able to interpret effectively, accurately, and impartially, both receptively (i.e., understanding what the person with the disability is saying) and expressively (i.e., having the skill needed to convey information back to that person) using any necessary specialized vocabulary.
  • For people who have speech disabilities, this may include providing a qualified speech-to-speech transliterator (a person trained to recognize unclear speech and repeat it clearly) , especially if the person will be speaking at length, such as giving testimony in court, or just taking more time to communicate with someone who uses a communication board. In some situations, keeping paper and pencil on hand so the person can write out words that staff cannot understand or simply allowing more time to communicate with someone who uses a communication board or device may provide effective communication. Staff should always listen attentively and not be afraid or embarrassed to ask the person to repeat a word or phrase they do not understand.

In addition, aids and services include a wide variety of technologies including 1) assistive listening systems and devices; 2) open captioning, closed captioning, real-time captioning, and closed caption decoders and devices; 3) telephone handset amplifiers, hearing-aid compatible telephones, text telephones (TTYs) , videophones, captioned telephones, and other voice, text, and video-based telecommunications products; 4) videotext displays; 5) screen reader software, magnification software, and optical readers; 6) video description and secondary auditory programming (SAP) devices that pick up video-described audio feeds for television programs; 7) accessibility features in electronic documents and other electronic and information technology that is accessible (either independently or through assistive technology such as screen readers) .