Announcing 2 workshops for educators working with students with special needs on math. These are designed to be hands on, with immediately implementation and can be delivered to schoolwide or district wide audiences.
Identifying, writing, and monitoring progress for IEP math objectives that will support the entire year of math and that will allow all team members to track progress
Math instructional strategies that are designed to address challenges specific to ADHD, ASD (autism), and LD (learning disabilities)
Human senses are bombarded by external stimuli: smells, images, sounds, textures and flavors.
We have a filter that allows only some of these stimuli in. We focus on the ones that are most interesting or relevant to us.
Our working memory works to make sense of the stimuli and to package it for storage. It is like a computer, if there is too much going on, working memory will buffer.
The information will be stored in long term memory.
Either it will be dropped off in some random location and our brain will forget the location (like losing our keys)
Or it will be stored in a file cabinet in a drawer with other information just like it. This information is easier to find.
Analogy to Classroom Learning
Here is an analogy to what happens during school instruction. You are driving down the street, like the one shown below.
There is a lot of visual stimuli. The priority is for you to pay attention to the arrows for the lanes, the red light and the cars in front of you. You have to process your intended direction and choose the lane.
Other present stimuli may be filtered out because it is not pertinent to your task: a car parked off to the right, the herbie curbies (trash bins), the little white arrows at the bottom of the photo. There is extraneous info you may allow to pass through your filter because it catches your eye: the ladder on the right or the cloud formation in the middle.
Maybe you are anxious because you are running late or had a bad experience that you are mulling over. This is using up band width in your working memory. Maybe you are a relatively new driver and simple driving tasks eat up the bandwidth as well.
Impact on Students
For students with a disability that impacts processing or attention, the task demands described above are even more challenging. A student with ADHD has a filter that is less effective. One with autism (a rule follower type) may not understand social settings such as a driver that will run a red light that just turned red. Another with visual processing issues may struggle with picking out the turn arrows. Their brain may start to buffer, like a computer.