1. Tutoring Students with Disabilities:
Information for Math & Science Tutors
University of Hawaii at Manoa
Copyright 2012

2. Topics to be covered:
1. Characteristics of students with disabilities
2. Tips for tutoring
3. How to refer students for additional support

3. Characteristics of Students with Disabilities
Do you recognize any of these people with disabilities?
•Albert Einstein ( learning disability)
•Alexander Graham Bell (learning disability)
•Thomas Edison (learning disability)
•Franklin D. Roosevelt (physical disability)
•Helen Keller (vision disability)
•George Washington (learning disability)
•Ludwig van Beethoven (hearing disability)
•Leonardo Da Vinci (learning disability)
•Stephen Hawking (physical disability)
•Walt Disney (learning disability)
•Tom Cruise (learning disability)
•See more famous people with disabilities at Disabled World.com

4. Types of Disabilities
Examples of different kinds of disabilities and the categories that they may fall
into include, but are not limited to:
• Health-related disabilities
Cancer, diabetes, psychiatric disabilities, heart conditions, hemophilia, HIV/AIDS, lupus,
renal dysfunction, respiratory disease, seizure disorders, traumatic brain injury, severe
food or environmental allergies etc.
• Mobility-related disabilities
Paraplegia, quadriplegia, arthritis, carpal tunnel syndrome, cerebral palsy, multiple
sclerosis, muscular dystrophy, polio, spinal cord injuries, stroke, etc.
• Hearing-related disabilities
Deaf, hard of hearing, vertigo,etc.
• Visual disabilities
Complete blindness or low vision that may be a result of macular degeneration, diabetic
retinopathy, glaucoma, retinitis pigmentosa, inoperable cataracts, etc.
• Learning disabilities
Dyslexia, Attention Deficit Disorder, Dysgraphia, Central Auditory Processing Disorder,
Dyscalculia, Asperger's, Autism Spectrum Disorder, etc.

5. Ranked Mathematics Difficulties Exhibited by
Students with Learning Disabilities
• Has difficulty with word problems
• Has difficulty with multi-step problems
• Has difficulty with the language of math
• Fails to verify answers and settles for first answer
• Cannot recall number facts automatically
• Takes a long time to complete calculations
• Makes "borrowing" (i.e., regrouping, renaming) errors
• Counts on fingers
• Reaches "unreasonable" answers
• Calculates poorly when the order of digit presentation is altered
• Orders and spaces numbers inaccurately in multiplication and division
• Misaligns vertical numbers in columns
• Disregards decimals
• Fails to carry (i.e., regroup) numbers when appropriate
• Fails to read accurately the correct value of multi-digit numbers because of their order and spacing
• Misplaces digits in multi-digit numbers
• Misaligns horizontal numbers in large numbers
• Skips rows or columns when calculating (i.e., loses his or her place)
• Makes errors when reading Arabic numbers aloud
• Experiences difficulties in the spatial arrangement of numbers
• Reverses numbers in problems
• Does not remember number words or digits
• Writes numbers illegibly
• Starts the calculation from the wrong place
• Cannot copy numbers accurately
• Exhibits left-right disorientation of numbers
• Omits digits on left or right side of a number
• Does not recognize operator signs (e.g., +, -)
(Adapted from Bryant et al. ,2000 )

6. Challenges with Scientific Learning
• Difficulty acquiring information from lectures, class
discussions, textbooks and media presentations
• Limited vocabulary and background knowledge
• Difficulty working with numeric data
• Difficulty demonstrating competence via spoken or
written means
• Problems with memory and recall of information
• Struggling with attention or behavioral issues
• Difficulty studying independently
• Poor self image or motivation
(Scruggs et al., 2011)

7. Word problem-solving difficulties may be observed in
any of the following skills:
• Reading the problem
• Understanding the meaning of the sentences
• Understanding what the problem is asking
• Identifying extraneous information that is not
required for solving the problem
• Developing and implementing a plan for solving
the problem
• Solving multiple steps in advanced word problems
• Using the correct calculations to solve problems
(Bryant & Bryant, 2008)

8. Tips for Word Problems
S = Search the word problem (Read; Ask yourself questions, i.e.,
What facts do I know? What do I need to find?; Write down
facts).
T = Translate the words into an equation in picture form (Choose
a variable; Identify the operations; Represent the problem using
concrete, semi-concrete, and abstract representations).
A = Answer the problem using cues and scratch paper.
R = Review the solution (Reread the problem; Ask the question,
i.e., Does the answer make sense? Why? Check the answer).
(Montague, 2007)

9. Tips for Calculations
1. Use graph paper: keeps columns aligned , reduces computational errors,
reinforces neatness and organization, and is easily enlarged for students with
fine motor-skill problems, visual deficits, or poor handwriting. If graph paper
is not available, use regular wide-ruled paper turned sideways, so the lines
are vertical instead of horizontal.
2. Use highlighters: focuses student on instructions or steps to be followed. If
more than one step is required, the steps can be highlighted in different
colors to emphasize multiple processes
3. Use fact charts: assists with remembering formulas, rules or concepts. To
prevent dependency on the chart, mastered facts can be blackened out with
a permanent marker.
(Fahsl, 2007)

10. Tips for Memory
• Key words and mnemonic techniques
– Mnemonic device for remembering the order of
operations in algebra:
Please Excuse My Dear Aunt Sally
Parentheses, Exponents, Multiplication, Division,
Addition, Subtraction
– Mnemonic for remembering groupings of animals in
biology:
King Phillip Could Only Find Green Socks
Kingdom, Phylum, Class, Order, Family, Genus,
Species

11. Tips for Memory
Graphic Organizers
Samples (from National Center on Accessible Instructional Materials)

12. Tips for Anxiety
“It is recommended that anxiety reduction
techniques be employed first, and only
then will memory enhancement strategies
likely result in concomitant math
achievement gains.”
(Prevatt et al., 2010)

13. Anxiety Reducing Behaviors
• Speak in a non-judgmental, calm tone at a relaxed pace.
• Allow for long pauses so students can process what you are saying and
formulate a response without feeling pressured.
• Break complex explanations down into smaller, manageable chunks.
• Provide encouragement and acknowledge studentss efforts.
• Encourage students to take short breaks, drink water or go for fresh air.
• Keep the tutoring area neat and uncluttered.
• Help maintain guidelines for keeping loud talking, laughter or other
inappropriate distractions to a minimum.
• Respond to students with respect and care even if they ask the same
question repeatedly or don’t seem to be progressing immediately.
• Redirect students to productive thoughts or actions if they are being
negative.
• Have a clear set of behavior expectations for the tutoring area, including
protocols for turn taking.

14. Tips for Motivation
“In terms of mathematics practice, the initial
success that a student experiences with preferred
problems makes the student more likely to keep
working once he or she encounters non-preferred
or more difficult problems, the very problems that
reluctant learners may be least motivated to
complete.”
(Vostal, 2012)

15. Remember to:
• Ask a person with a disability if he/she needs help before helping that
person.
• Talk directly to a person with a disability, not through the person's
companion or interpreter.
• Refer to a person's disability only if it is relevant to the conversation.
• Avoid negative descriptions of a person's disability.
• Word your language to emphasize the person - for example, "a person
who is blind" rather than "a blind man."
• When guiding people with visual impairments, have them grasp your arm
or shoulder.
• Ask permission before interacting with a person's service animal.
• Interact with a person in a wheelchair at his/her eye level.
• Ask people with speech impairments to repeat or write what they have
said if you don't understand.
• Face a person with a hearing impairment and speak clearly so he/she can
read your lips.
• Offer to read or enlarge written material for a person with a vision
impairment.
• Help keep public areas in your department accessible to people with
disabilities.

16. Referral KOKUA
Information Disability Access
QLC 013
956-7511 or 956-7612, kokua@hawaii.edu
Mon. – Fri, 7:45 AM – 4:30 PM
Counseling & Student Development Center
Mental Health Support
QLC 312
956-7927
Mon. – Fri., 7:45 am – 4:30 pm
Queen Liliuokalani Center for
Student Services (QLC)

17. CONFIDENTIALITY
1. Never disclose a student’s disability status without his
or her permission.
2. If students choose to disclose, this is THEIR CHOICE.
Legally they are not required to do this. Faculty/Staff
cannot ask a student for more detailed information.
3. Any information that a student shares with you
about his or her disability is considered confidential
information and cannot be shared without the
student’s express permission. This includes
discussion between staff members in your
Department.

18. References
•Brigham, F. J., Scruggs, T. E. and Mastropieri, M. A. (2011), Science education and students with
learning disabilities. Learning Disabilities Research & Practice, 26, 223–232.
•Bryant, D.P.; Bryant, B.R. & Hammill, D., (2000), Characteristic behaviors of students with LD
who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33 (2), 168-
177.
•Bryant, B.R.; Bryant, D.P., (2008) Introduction to the special series: mathematics and learning
disabilities. Learning Disability Quarterly, 31(1), 3-8.
•Donaldson, J.B.; Zager, D., (2010) Mathematics interventions for students with high functioning
autism/asperger's syndrome. Teaching Exceptional Children, 42(6), 40-46.
•Fahsl, A. J. (2007) Mathematics accommodations for all students. Intervention in School & Clinic.
42(4), 198-203.
•Hall, T. & Strangman, N. (2011, March 28). Graphic organizers. National Center On Accessible
Instructional Materials. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizersgraphic
•Montague, M. (2007) Self-regulation and mathematics instruction. Learning Disabilities Research
& Practice. 22 (1), 75-83.
•Prevatt, F.; Welles, T.L..; Huijun L.; & Proctor, B. (2010) Learning Disabilities Research & Practice
25 (1), 39-47.
•Vostal, B. R. (2012). Engaging students with behavior disorders in mathematics: practice using
the high-p strategy. Beyond Behavior. 21 (1), 3-9.
•Wadlington, E, & Wadlington, P.L. (2008) Helping students with mathematical disabilities to
succeed Preventing School Failure. 53 (1), 2-7.

19. Mahalo
from the