;
Lorem Ipsum Dolor Spring 2016
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impairments, are conceptual models, simultaneous prompting, and hands-on
interventions (Browder et al., 2012; Creech-Galloway, Collins, Knight, &
Bausch, 2013). Students with multiple disabilities, including visual
impairments, frequently require adaptations to the mathematics curriculum in
order to achieve proficiency. In the area of problem-solving, Browder and
colleagues (2012) found that performance improved for students with
significant disabilities using a task analysis of steps in a graphic organizer to
solve problem stories.
There are many other ways teachers of the visually impaired can adapt
instructional materials in mathematics for students with multiple disabilities,
including visual impairments. Simplifying the language in math stories and the
use of repetitive
operation words are methods to improve problem
understanding for this population of students. Using pictures in the story
problems give students with low vision access to solving problems as well.
Teachers of the visually impaired can also create adapted materials to
reinforce accuracy of solving addition and subtraction problems (refer to
Table 1).
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