BrailleNote, VoiceNote, Braille Speak, Manipulatives/Concrete representations ‘n etc.) Tactile graphs/graphics Direct Instruction on functions and use of Calculator (large display, talking, low vision devices (assistive technology graphing, audible graphing calculator for near and distance viewing) software) Guided practice Mnemonic strategies Typoscopes Guided practice through chunking skills Low vision devices (near and distant) Touch five coin counting strategy Abacus direct instruction in use of a calculator Magnifier Re-teaching of the initial learning of Colored overlay difficult skills and supervised practice to Number line prevent misconceptions guides Guided Practice of sub-skills explicitly Peer buddy/peer tutoring related to the performance of the task Oral presentation of and what the student has already learned. materials/assessments Additional independent practice Assistive technology fluent responses are possible Calculator for computation direct instruction of specialized Talking calculator or on-screen vocabulary and mathematical symbols computer calculator Modeling of abstract math concepts Flowcharts to plan strategies for problem through Concrete materials and solving manipulatives or computer-based models Additional examples and explanations Explicit Instruction for use of flowcharts Use of graph paper or color coding to to plan strategies for problem solving organize answers to math problems Instruction in use of SAS: Other: (name/document specific aid) Other: Functional Skills Task Completion/On Task Behavior Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through instructional What the student will use to access “teacher practices curriculum Explicit Instruction in how to use self-talk Modified tests and assignments Modeling video self-modeling (example chunking) Differential reinforcement Use of timer Instruction in how to self-monitor/evaluate Dual set of materials for school and Explicit Instruction in student task home analysis Paraphrasing Direct instruction in using graphic Extended time organizers Rubrics and scoring guides System of least prompts Peer tutor Simultaneous prompting Mentors Explicit Instruction in how to respond to Oral presentation of materials cueing (verbal, nonverbal, visual, picture, Redirection and corrective feedback photo, etc.) Behavior contract
BrailleNote, VoiceNote, Braille ‘n Speak, etc.) Direct Instruction on functions and use of low vision devices (assistive technology for near and distance viewing) Guided practice Mnemonic strategies Guided practice through chunking skills Touch five coin counting strategy direct instruction in use of a calculator Re-teaching of the initial learning of difficult skills and supervised practice to prevent misconceptions Guided Practice of sub-skills explicitly related to the performance of the task and what the student has already learned. Additional independent practice fluent responses are possible direct instruction of specialized vocabulary and mathematical symbols Modeling of abstract math concepts through Concrete materials and manipulatives or computer-based models Explicit Instruction for use of flowcharts to plan strategies for problem solving Instruction in use of SAS: (name/document specific aid) Other: Manipulatives/Concrete representations Tactile graphs/graphics Calculator (large display, talking, graphing, audible graphing calculator software) Typoscopes Low vision devices (near and distant) Abacus Magnifier Colored overlay Number line guides Peer buddy/peer tutoring Oral presentation of materials/assessments Assistive technology Calculator for computation Talking calculator or on-screen computer calculator Flowcharts to plan strategies for problem solving Additional examples and explanations Use of graph paper or color coding to organize answers to math problems Other: Functional Skills Task Completion/On Task Behavior Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Explicit Instruction in how to use self-talk Modeling video self-modeling Differential reinforcement Instruction in how to self-monitor/evaluate Explicit Instruction in student task analysis Direct instruction in using graphic organizers System of least prompts Simultaneous prompting Explicit Instruction in how to respond to cueing (verbal, nonverbal, visual, picture, photo, etc.) Modified tests and assignments (example chunking) Use of timer Dual set of materials for school and home Paraphrasing Extended time Rubrics and scoring guides Peer tutor Mentors Oral presentation of materials Redirection and corrective feedback Behavior contract