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Strategies for Special Education
Andrew Rodriguez
Leonia High School
Leonia, NJ
What can you do in your classroom to ensure that all of
your students are able to access the mathematics?
Strategies Summary
Strategy 1:
Things to think about when planning your units
Strategy 2:
Checklists (problem solving, self-monitoring)
Strategy 3:
Ways to support student discourse
Strategy 4:
Types of manipulatives
Strategy 5:
General supports that you can provide
Strategy #1: Planning
• Purpose: Why? Where are we going with this?
• Relevance/authenticity: Can I make connections to this? Where? How?
• Alternate assessment:Project, portfolio, journal, presentation
Strategy #1: Planning
Strategy #1: Planning
Strategy #1: Planning
Strategy #1: Planning
Strategy #1: Planning
Conceptual art (inspired by Sol Lewitt)
Strategy #1: PlanningAlgebraic expressions & equations in a restaurant context
Strategy #1: Planning
For the day-to-day, here are some ways to mix up independent or partner practice:
• Mild, medium, spicy levels of exercises
• Tarsia puzzles
• Speed dating
• Pictionary
• Taboo
• I have…, who has…?
• Partner drawing/describing (sitting back-to-back)
Strategy #2: Checklists
• Students may need frequent reminders about routines, expectations, etc.
• Checklists support student independence
• There’s more student agency and ownership when students create these lists independently, with you, or as a class
Strategy #2: Checklists
Table cards
Strategy #2: ChecklistsStamp charts
(note: off task stamps are used sparingly and are dependent upon individual child… and kids eventually do stamps for themselves as year goes on)
Strategy #2: ChecklistsSelf-monitoring checklists
(highly suggest that you make them with individual students)
Strategy #2: ChecklistsSelf-monitoring checklists
Strategy #3: Supporting discourse
Sentence frames“I think that…”
“My idea is similar to ____’s because…”
“I (dis)agree with ____ because…”
“I still don’t really / I understand why ___ is the solution/works because ___.”
“I found out from ____ that…”
“My solution is incorrect because I originally thought ___, but when I talked to ____, it made me think ___” “I made ___ type of error because ___”
Strategy #3: Supporting discourseText2MindMap.com ---> create concept maps
Strategy #3: Supporting discourse
Graffiti discussions
Strategy #3: Supporting discourse
Think
Write
Pair
Share
Reflect
Strategy #3: Supporting discourse
Annotation symbols
• Borrow from humanities colleagues and tweak for your class.
• The symbols can be used for… (not limited to these, obviously)
– Agreement/disagreement
– Confusion
– Wonderings
– Questions
– Conjectures
– Extensions
Strategy #3: Supporting discourse
Visual word walls
Strategy #3: Supporting discourse
Post-it Notes
for
discussion, questions, and reflection
(from either you or the student)
Strategy #4: Manipulatives
Pipe cleaners and Wikki Stix
Strategy #4: Manipulatives
Play-Doh
Strategy #4: Manipulatives
Play-Doh
Strategy #4: Manipulatives
Pretzels,
Spaghetti,
Cheez-its,
Marshmallows… …any type of food, really…(particularly for Taboo and
Pictionary)
Strategy #4: Manipulatives
AngLegs
Image from: https://www.enasco.com/product/TB21288T
Strategy #4: Manipulatives
nlvsm.usu.edu
National Library of Virtual Manipulatives
(must be on a computer that runs Java)
Strategy #5: General reminders
• Give specific places for students to express thinking—such as text boxes or lines:
• Chunk directions into understandable bullet points (with spaces for text boxes for each question)
• Model, model, model
• Graphic organizers
• Leave white space on the page – don’t cram a ton of words and don’t write long paragraphs
• Have students summarize and rephrase directions
• Color
• Goal setting
• Journaling as a way for students to reflect, summarize, outline
• Traffic light cups for self-assessment and questions
Strategy #5: General reminders
Tailor everything to the individual student!
(And be sure to follow the guidelines in the student’s IEP. ☺)
Want to discuss any of these ideas in more detail?
Send me an e-mail!
