Maximizing Math Success: Strategies for Learners with Disabilities

1. Math Success Proven Strategies: Applying Study Skills, Growth Mind Set, Accommodations and Course Substitutions PTI - Part II and III – Accommodations & Course Substitutions 6-14-18 & 6- 15-18 Dr. Paul Nolting, Learning Specialist p.nolting.phd@gmail.com Copy right 2017 Academic Success Press, Inc. www.academicsuccess.com

2. Agenda • Current Status of Math and Disabilities • Definitions of LD, ADHD, PTSD, TBI and MTBI • Stages of Memory Effect on Different Disabilities - Processing Information • Processing Deficits and Their Effects on Math Learning Process • Teaching/Tutoring Concerns – Best Practice • Educational Accommodations Examples and Apps • Testing Accommodations - Examples

3. Agenda • DDS Questions on Course Success Strategies • Course Substitutions – States and Courses • Course Substitution Process • Individual College Math Success Plan- Example • Individual Student Cases for Accommodations and Course Substitution • Group Work – Case Studies for Individual College Math Success Plan and Recommendation for Course Substitution • Developing an ODS Math Plan for Success

4. Students with Disabilities

5. Math Learning Disabilities Characteristics • Difficulty remembering the multiplication tables or facts • Reversal of numbers or letters such as 45 and 54 or 123 to 321 or 231and b for d and + for x • Miss coping problems from the board, online texts or homework • Homework problems look like “chicken scratch” • Difficultly recalling sequence of problem steps/operations • Difficulty recalling math concepts • Difficulty or inability to understand abstract concepts • Demonstrates knowledge in classroom but not on tests • Not completing the test - what is done is mostly correct • Poor math study skills and organization • May not pass Elementary/Intermediate but high course

6. Math ADHD Characteristics • Difficulty concentrating in the classroom • Easily distracted in class leading to missed problem steps and confusion • Problems with short-term memory-Need steps repeated • Difficultly connecting problems steps to understand concept or rule – Problems with working memory • Being impulsive in class and not completing homework • Difficulty taking notes and concentrating on lecture • Poor time management and organizations • Procrastination • Crams for tests • Easily distracted and looses concentration during tests • Problems with executive function – make poor decisions

7. PTSD Definition Acute Stress Disorder – Short Circuitry of Brain Within 30 days of traumatic event or exposure to trauma or abuse. Symptoms must be present for longer than a month; those with symptoms in the first month after a traumatic event may meet criteria for Acute Stress Disorder. Apart from symptoms specified in the diagnostic criteria, PTSD patients often have important associated symptoms such as shame, guilt and isolation. . But if you have post-traumatic stress disorder (PTSD), the symptoms don’t decrease. You don’t feel a little better each day. In fact, you may start to feel worse.

8. PTSD Characteristics • Avoiding activities, places, thoughts, or feelings that remind you of the trauma • Inability to remember important aspects of the trauma • Loss of interest in activities and life in general • Feeling detached from others and emotionally numb • Sense of a limited future (you don’t expect to live a normal life span, get married, have a difficulty falling or staying asleep) • Irritability or outbursts of anger • Difficulty concentrating • Hyper vigilance (on constant “red alert”) • Feeling jumpy and easily startled • Sit in back corner of room – Away from windows

9. Math and PTSD Characteristics • Avoiding driving to college-to much danger • Avoiding going to class–to many people in class/college • Sitting in the back corner of room • Loss of interest in studying • Leaving the classroom • Difficulty concentrating to follow steps of problem • Hyper vigilance (on constant “red alert”) – distracted by other in and out side the classroom • Not wanting to see instructor- office to small and no escape rout • Not want to go to lab – to many people and noise • Has difficulty working in groups • Has anxiety and concentration problems during tests

10. TBI and MTBI • Violent hit to the head or head movement • May or may not lose consciousness • Movement of brain back and forth in skull • Symptoms can be mild, moderate, severe • Several MTBI is as bad as a TBI • Can change biochemistry • May or may not improve over time • Silent disability and growing • Problems with concentration and abstract reasoning • May used to know math concept but forgot • See Stages of Memory for math affects

11. Stages of Memory Hand out • Sensory input is when an individual physically takes in the information. TBI, PTSD • Sensory register is when the mind neurologically accepts the information. TBI, PTSD • Short-term Memory is when the brain receives information and stores it for a brief time. TBI, LD? Forgetting = Information not input or registered.

12. Stages of Memory • Working Memory is like RAM in a computer that can send or recall information and is part of executive function. TBI, PTSD, LD? • Long-term memory is a storehouse of material that is retained for long periods of time. LD? • Abstract Reasoning uses recalled concepts to make new meaning and understanding without using language. TBI, LD? • Memory Output is recall learned facts and/or concepts. TBI, PTSD, LD? Forgetting = Information not Understood

13. Cognitive Processing Skills Affecting Academic Learning Auditory Processing Processing Speed Visual-Spatial Thinking Skills Short-term Memory Long – Term Retrieval Working Memory Long – term Memory Fluid Reasoning Handout

14. Auditory Processing Deficit Definition:Students with auditory process problems have difficulty synthesizing words and understanding words in noisy classrooms. These students may misinterpret words or not “hear” the words. This is not a hearing problem or short term memory problem. It is a problem of misinterpretation of words spoken words. Primary Affected Areas: sensory register, short term memory – Not significantly related Observable Behaviors: students misunderstanding math vocabulary; difficulty solving word problems; difficulty reading the text and understanding lectures

15. Processing Speed Deficit Definitions: Students with a visual speed processing disorder have great difficulty quickly recognizing numbers and conceptually similar visual objects. A student with visual speed processing disorder is able to visually process but very slowly. Primary Affected Areas: sensory input & register; significantly related to math & PTSD Common Observable Behaviors: re-reading sentences & paragraphs; scanty notes or no notes at all; very slow in completing homework, very slow in doing on line homework, very slow in completing tests, having difficulty quickly recognizing variables and math symbols, problems with automaticity

16. Short-term Memory Processing Disorder Definition: Short-term memory disorder is categorized as auditory memory. It is the difficulty in keeping information in short term memory long enough to transfer it into working or long term memory. Also it is the automaticity of rearranging numbers in your head. Primary Affected Areas:Subsequent effects on the long-term retrieval, working memory, long term memory, and abstract reasoning. Students who cannot hold information for more than a few seconds cannot use it to rehearse or recall from working memory. TBI - Not significantly related Observable Behaviors: Auditory: forget oral instructions; difficult to be group learner; ask questions about recent information; can’t hold on to steps long enough in mind to understand concept; difficulty in manipulating numbers in you head; difficulty in switching number in an equation presented verbally; some problems with abstract learning

17. Visual-Spatial Thinking Processing Stages of Memory Deficit Definitions: A student with a visual- spatial processing disorder has great difficulty in recognizing and synthesizing visual information. The student also has difficulty remembering visual information and remembering it in the correct order. Primary Affected Areas: sensory input & register; short term memory - Not significantly related Common Observable Behaviors: re-reading sentences & paragraphs; “chicken scratch” notes or no notes at all; problem solutions all over the page; numbers miss-aligned; copying down incorrectly; difficulty reading tutor/instructor handwriting; facial gestures while looking at something; misreading variables and numbers such as b for d or 9 as a 6 or + for x

18. Long-Term Retrieval Processing Disorders Definitions:Students with LTR disorders have minimal ability to input or retrieve information in active memory in order to understand concepts. The LTR process pertains to speed of putting information into/taking it out of long-term memory and abstract memory. Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using several pieces of information or concepts; tired after a short period of studying. Related to TBI, PTSD - Not significantly Observable Behavior: Confusion on multiple step assignments; Brain Traffic Jam; spaced out look; student understands step by step problem solving but can not put all the steps together to solve the next problem.

19. Working Memory Processing Deficit Definitions:Students with working memory disorders have minimal ability to retain a large amount of information in active memory in order to understand concepts. Students also have problems manipulating that information to solve problems. Low RAM Primary Affected Areas:Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using complex pieces of information or concepts; math problems that require using multiple concepts at the same time to solve; significantly related to math TBI, PTSD Observable Behavior: Confusion on multiple step assignments; Student may understand each concept but can not organize the steps in order to solve the problem. tired and frustrated after a short period of studying

20. Comprehension-Knowledge (LTM) Processing Deficit Definition:Students with long-term memory problems have minimal ability to store information for a long period of time. The length of time for which students can hold information may vary. For instance, a student may learn material during one monthly unit and not remember it during the next unit. On the other hand it could be that a student remembers how to work a math problem one day and then forget how to do it the next day. Primary Affected Areas: working memory, abstract reasoning and long term retrieval; significantly related to math Observable Behaviors: holes in the foundation of concepts needed for further learning --- have to relearn information but remembers bits and pieces

21. Fluid /Abstract Reasoning Processing Deficit Definition:Abstract reasoning disorders keep students from being able to form concepts and solve abstract problems that include novel situations and extrapolating information. It is also the inability to identify relationships with unfamiliar concepts and making inferences. Atomic structure Covalence Primary Affected Areas: working memory, long term memory, memory output, all dependent on the level of critical thinking required highly significantly related to math- TBI Covalent bonding compared to ionic means... Electrons Observable Behaviors:need for repeated instruction as if information was never learned; repeated blank looks; ability to mimic processes but not apply them, not making inferential leaps; can’t generate alternate problem solving strategies

22. Teaching /Handout Accommodations Vocabulary lists Formula sheets/cards Mental cheat sheets Three column note taking Lectures with immediate practice to break up the inputting time with rehearsal time. Structured, step by step process for reading the textbook Overhead on during class for individual reference use during lecture (post on website) Smart pens Apps – Recording and pictures Math Study Skills Evaluation, My Math Success Plan & Math and Disability Handbook- Deficits Tutoring Digital -record sequential steps or questions that the student and tutor have created Place same information on note cards Put information cues to music or rhythmic recitation Mental cheat sheets Construct tutoring session to include constant student verbal and/or visual feedback. Over and over Draw pictures for cueing Review and review Apps Memory Bypasses/Education Accommodations

23. Mathematics Graph paper Color assignment to different numerical functions and symbols Problem on left side of paper and extra math calculations on the right with line dividing down the middle Use of capital letters instead of small Lots of white space Students use whiteboard Test format with larger fonts and more white space Pictures/graphs for word problems Writing and Reading Computer programs with visual alterations Color coding parts of sentences, paragraphs Physically cut and paste Lots of white space Typing with large simple font Note cards for organization of paper and sentence structures Tests and readings with larger fonts and more white space. Pictures for organization of ideas Visual Clarity/Accommodations

24. Teaching and Tutoring Concerns • Students will remember information correctly when they go to study on their own – Use Apps. • Students must learn math study skills. • Students will reduce anxiety. • Students will learn how to self-regulate. • Students will persist • Educational &Testing Accommodations – My Math Success Plan How can we help them mature into independent learners? Can we? We must focus as much on how to learn the discipline content as learning the content.

25. Math Testing Accommodations • Extended time • Private quiet test area • Formula sheet • Fact sheet • Key word list • Lecture notes • Clarification of test questions • Manipulatives • Scribe and white board • Pictures of problem steps • One or two problems per page • Break down test to sections/days with new memory data dump every time • Math and Disability Handbook- Accommodations – Deficits

26. Alternative Math Course Sequence • Elementary Algebra Statistics • Elementary Algebra Liberal Arts Math • Elementary Algebra Topics in Math • Elementary Algebra Major Course

27. Significant CHC Factors & Clinical Clusters for Course Substitution Working Memory Not Enough RAM Long-Term Memory Not Enough Facts Abstract Reasoning Not Enough Logic TBI, MTBI and PTSD – CHC and Clinical Clusters Can use research in Math and Disabilities Handbook (Nolting, 2012) to support accommodations and course substitutions

28. Introduction to Computers Accounting I Macro-economics Philosophy Earth and Space Science Environmental Science Business math Astronomy Oceanography Logic/Critical Thinking Physical Science Major Course Course Substitutions

29. Student Cases • Individual College Math Success Plan- Example • Individual Student Cases for Accommodations and Course Substitution – from group and Paul • Group Work – Case Studies for Individual College Math Success Plan (math study skills, accommodations) and Recommendation for Course Substitution • Summary and Resources

30. Developing a Course Accommodation and Substitution Policy • What are you now using to process course substitutions? • What are you now using to process course accommodations? • Guidelines for developing these policies How do students find out about making a request? Who determines student eligibility to make the request? Who informs the student about documentation for the request? Who helps the student prepare the request? Who receives the students request? Who is on the committee? Faculty, counselor, DRC, chairs, expert? Who receives the recommendation for approval or non approval? Who receives the appeal for due process? How does the institution record the decision? How is the student notified about the decision? How can you be consistent in the decisions?

31. Success Strategies • Help Students Improve Their Math Study Skills • Help Students Develop Educational Motivation Skills • Help Students Understanding How Disability May Affect Their Learning • Provide Relevant & Appropriate Training For Tutors • Provide Relevant & Appropriate Training Faculty and Administrators

32. Success Strategies • Provide Appropriate Classroom Accommodations • Provide Appropriate Testing Accommodations • Provide Students with Their Success Plan • Provide Alterative Options to Course Substitutions • Understand Appropriate Documentation Needed for Course Substitutions and Make Your Best Case • Develop a Math Success Committee with Math Department, Math Lab, Counselors, Social Science and Vet Department

33. Collaboration of Departments and Centers to Improve Math Success Office of Students with Disabilities Math Department Learning Assistance Center Counseling/Advisement Center Veteran Center Administration Joint Student Workshops with ODS and Veteran Center Who is on your Math Success Team?

34. Mathematics Learning, Instruction, Tutoring, Accommodations Concerns What are your concerns? Developing an ODS plan – Group work

35. Conclusion Each student with disabilities is unique; therefore, it is important to continue learning about the processing deficits and how they affect learning in specific disciplines. As a result, an instructor or tutor can take the suggested strategies and adapt them to meet an individual’s special learning challenges. Let’s continue the conversation. Email us at PNolting@aol.com whenever you have questions or when you have success stories!