7. The technology for remediating
and accommodating for Math
disabilities is not as well
developed as for reading and
writing.
8. may see math disabilities in
combination with reading
disabilities or ADHD
9. Difficulties may be due
to problems with:
mechanics of writing
computation skills
understanding concepts
math fact mastery
left/right orientation
confusing or transposing numbers
10. Where is the breakdown?
Where is the
Breakdown?
http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
11. Difficulties may be due
to problems with:
Math Calculations – typically
due to memory or cognitive
difficulties
12. Students with difficulties with
math calculations
Identifying signs and their meanings
Math fact recall
Problems with commutative property
(3 + 4 = 7, 4 +3 =7)
13. Students with difficulties with
math calculations
Borrowing and carrying
Misaligning numbers when copying
Ignoring decimal points
Forgetting steps in calculation
15. Where is the breakdown?
Where is the
Breakdown?
http://farm4.staticflickr.com/3405/3270428419_5e15d6653f_z.jpg
16. Reading the problem
Understanding the language and what the
problem is asking
Figuring out what is important
Implementing a plan
Working through multiple steps
17. Students with math
learning disabilities:
May have problems with understanding math
language and math symbols
Greater than/lesser than, equation, divisor, etc.
(3 +4) x (6 + 8) =
1,678 > 659 True or False
18. The technology for remediating
and accommodating for
Math disabilities is not as well
developed as for reading and writing.
19. Low Tech Options
Number stamps
Number line on desk
Circle or highlight number sign
Mini whiteboard
Graph paper, lined paper used sideways,
may need to make graph or column paper
20. Low Tech Options
color coding for maintaining columns
hand-held calculators/large button
calculators
talking calculators
• special-feature calculators
25. Assistive Technology
for Math
IntelliTools Classroom Suite 4
MathPad, MathPad Plus,
Stages Math
Kidspiration
Conceptua Math (online)
Efofex (download)
Websites
Panther Math Paper app
29. Executive Function (EF)
involves activating,
orchestrating, monitoring,
evaluating and adapting different
strategies to accomplish different
tasks.
42. Students with learning
struggles:
– Don’t make connections
– Don’t stop to evaluate their learning
– Avoid revisions
– Have difficulty strategizing
79. Research Suggests:
See an increase in:
Attention
in-seat behavior
increase in generalization
80. Research Suggests:
See an decrease in:
Agitation
Self-Stimulation
Perseverative Responses
81. 7% 77%
%age of independent
transitions (10 identified
throughout the school
day in general ed
classroom
82. Research
Video modeling with video captions
More similar the video or computer-based
to the target setting, see increased
likelihood transfer will occur
83. Baron-Cohen described individuals w/ autism
show superior skills in systemizing – the drive to
analyze or build systems in order to understand
and predict they system’s behavior and
underlying rules.
Hyperattentive to detail,
Affinity for systems – rules, predictability, routines
87. Research
Generalization is more likely to occur
when common stimuli are presented within
numerous learning trials
88. Research
to increase generalization, use real
objects, photographic or video
representations rather than unrealistic
drawings on worksheets
Thoughts about symbols?
89. Conclusion
Need to explore computer-based and
video-supported strategies that
supplement actual instruction in realistic
environments where the actual skills occur
90. Conclusion
Video models help learners
acquire target skills and
generalize those target skills to
community settings.
Vidoe Supports for Teaching Students with Developmental Disabilities
and Autism: Twenty-five years of Research and Development. Ayres et
al, Journal of Special Education Technology, 2008.
91. Research On Virtual Environments and
Students with Autism
WHY?
Theorized that virtual environments/ technology provides
opportunities for communication with others and
circumvent their social and communication impairments
and sense of isolation
Enables social skills to be practiced and rehearsed in
realistic settings in real time
Offers environments that are realistic, yet safe and
controlled.
Use of emoticons
92. Virtual Environments – positive impact
Exploratory study conducted to determine if
children with autism could understand emotions as
represented by an avator. Thirty-four students
(ages 8 – 16 years) interacted with software
designed to evaluate their ability to identify and
make inferences from facial expression.
90% of participants accurately recognized
emotions displayed by avatar representations.
Collaborative Virtual Environment Technology for People with Autism Moore, et al.
Focus on Autism and other Developmental Disabilities, Winter 2005)
Typical methods – flashcard/paper based strategies do not provide learners with sufficient number of exemplars depicting or referencing actual community contexts.
Typical methods – flashcard/paper based strategies do not provide learners with sufficient number of exemplars depicting or referencing actual community contexts.
