I am excited to introduce this week’s guest blogger to talk all about adapting math concepts. Hello! I’m Faith Dumais- the name behind Ms.D’s SPED Space on Instagram and TikTok (@msdsspedspace). I’m a second year, self contained special education teacher. This year I’ve taught only math and it’s really my favorite subject to teach. Today, I wanted to share a little bit about why teaching more difficult math concepts to our students with disabilities is important. I’ll also share tips for adapting math concepts to allow students to be successful!
Teaching more difficult math concepts such as exponents, algebra, and shape transformations is important. This is because students with disabilities are general education students first. To me, this means they have the right to be learning rigorous academic content– as similar to their general education peers as possible. Students with disabilities need modifications, accommodations, or support to be successful with this content. However, they still deserve to be introduced to the content and be given the opportunity to interact with the content. These students may also benefit from lessons on functional or behavioral skills, but that ultimately doesn’t change the fact that academics should also be present in their curriculum.
Now that I talked a little bit about why these concepts are important to teach, I wanted to give you all some tips for adapting these concepts. Adaptations will give our students a chance to access curriculum at a level more appropriate for their needs and will increase their chances to succeed! I have four tips to share y’all.
Many states have extended content standards that follow their original state standards but break them down further for students with disabilities. This is a great place to start when adapting concepts because it shows you what the state is actually expecting students to work on or learn. For example, in my state, middle schoolers learn about exponents. The extended content standards specify that students with disabilities are only expected to know exponents up to two. Therefore, I know to focus my instruction up to that point and only go further if students need an extension. If your state does not have extended content standards, I would suggest breaking down the original state standards yourself or referencing other states.
A great way to adapt math problems, like algebra or coordinate planes, for example is through color coding. Color coding different parts of the problem and where certain pieces should go gives students a reference and much better access to the problems. My students typically clue into color codes very quickly and it’s a nice way to work through problems for them.
Pictures and visuals are very similar to color coding but another great tool for adapting math concepts. Visuals and images can help students complete calculations needed for certain concepts or give them a visual representation of ratios. Visuals like number lines can help students with calculations, like adding integers for example. I also really like graphic organizers because it helps students set up and organize problems. For example, when working with exponents, I create a graphic organizer for my students to show how the problem should be broken down for them to solve on a calculator.
The last tip I have for you would be to allow students to participate with different methods. If students struggle with writing or motor skills, have them cut and paste answers instead of writing. You can also give them choices and allow them to circle the answer instead. Manipulatives are used to make participation more accessible to them.
Now I hope you feel ready and excited to teach your next math lesson! Please feel free to reach out to me on Instagram if you have any other questions about math instruction!
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