**Consider these instructional actions when teaching mathematics to students with disabilities in an inclusive setting:**

- New material presented in explicit, small steps and linked to prior knowledge (developing knowledge, skills and understanding that move from simple to complex)
- Pre-teaching of expected prior knowledge, strategies, concepts, procedures and skills necessary for learning new related concepts
- Guided practice with extensive independent practice, discussion and application experiences. Prompt feedback that allows for relearning.
- Additional teaching and learning experiences at each phase of learning (acquisition, fluency, maintenance, generalization) with multiple opportunities to construct meaning
- Instructional scaffolding (visual aids, examples and non-examples to illustrate a concept, partial solutions, teacher questioning, manipulatives)
- Developing understanding of mathematics-specific language through the use of synonyms, definitions and meanings of prefixes
- Demonstrating cognitive strategies to support problem-solving, such as visualising, verbalizing, self-questioning/monitoring, highlighting key information and procedural prompts
- Link assessment and teaching
- Incorporate sensory elements: visual, auditory, and kinesthetic ones, like movement, re-enacting, video, manipulatives...
- Focus on “big ideas” - that is generalizable concepts rather than individual details.
- Mathematical understandings can be facilitated by progressing from concrete representations of quantity, to semi-concrete, and finally abstract representations.
- Develop a conceptual understanding of the material, instead of focusing on memorization and procedural instruction.

Misunderstood Minds thinks about what areas could be affecting progress in learning.

__All Kinds of Minds__considers options to support students with specific challenges.

__Boston Public Schools__provides specific resources to support you in planning your mathematical curriculum.

This Weebly has a number of math supports to consider: Ten Frames and

__Subitizing.__

Illustrative Mathematics The Illustrative Mathematics Project uses high quality, rigorously reviewed tasks from teacher leaders across the nation to illustrate each of the Common Core State standards for Mathematics.

Common Core Tools Blog about resources related to CCSSM implementation

Inside Mathematics

Mathematics Assessment Project The Mathematics Assessment Project (MAP), a collaboration between the University of California at Berkeley and the Shell Centre at the University of Nottingham with support from the Bill & Melinda Gates Foundation, offers formative assessment lessons and summative tasks to support implementation of the CCSSM.

K-5 Mathematics Resources This site provides an extensive collection of free resources, math games, and hands-on math activities aligned with the Common Core State Standards for Mathematics.

__Achieve the Core - Steal the Tools__

You may also want to review the

__Common Core Math Standards__

__Counting and Cardinality__

__Operations and Algebraic Thinking__

__Number and Operations in Base Ten__

__Measurement and Data__

__Geometry__

__Number and Operations—Fractions__(Grade 3 Only)

You may also enjoy read articles about how to support inclusion in mathematics:

__Helping Students with Mathematical Disabilities Succeed__

__An Overview of Dyscalculia__

__Math Instruction and Behavior Problems__

__Teaching the Meaning of the Equal Sign__

__"Going Beyond The Math Wars"__

**BLOG:**Let's begin a dialogue that will focus on strategies and beliefs of inclusive mathematical practices. Use the resources listed above, your own resources that you may want to share, and your practical experience in the classroom. Focus on what works in providing all learners with a successful math experience. Ask questions, provide resources, share ideas and jointly consider school practices that will ensure student engagement and learning.