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identify any trials or services that are needed including procurement of trial materials, team member(s) responsibilities, start date and length of trial, training needed and any other student/staff specific issues.

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The feature Match Process

Select those that best match the student, the environment and the reading tasks that need to be accomplished.

Limit your selections to a reasonable number and prioritize them according to those that can be accomplished immediately, in a reasonable time period and those that will be considered at a later time or require additional or significant staff training.

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The next step is brainstorming AT ideas that you think would help the student the most! The books suggests writing them all down on a big piece of chart paper. Here are some examples that I took from the  CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY ":

General Manipulatives

adapted math paper (larger worksheets, graph paper, etc)

adapted math tools (calculator, measuring devices, etc)

Alternative keyboards

virtual manipulatives

voice recognition math software.

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What task does the student need to accomplish? Here are some things to consider when thinking about the task at hand:
What tasks do the you want the student to do?

Gain fluency in reading math

Demonstrate ability to perform math computations

Align a problem and apply steps

Write or draw a mathematical notation

Apply math skill in context (purchasing, filling online form, check writing and balancing accounts)

Considerations when thinking about these tasks:

Sensory considerations involved in the task (does the student have visual spatial for visual motor issues that would make the task difficult?)

Physical issues (various issues with writing and fine motor skills)

lack of arm and hand strength makes it difficult to use manipulatives.

Visual issues

attention issues

may be difficult to memorize math facts.

may easily make mistakes even when they understand the material.

highlighting KEY WORDS in word problems will be helpful.

* After these things have been considered and discusses, the team should NARROW the amount of tasks to the most important. Too many tasks will be overwhelming for the team!

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What environmental considerations impact the area of concern?

Curriculum approach is different than previous approach

The way we teach math has changed drastically in the last 10 years.  We've moved away from  multiple problems of a similar nature to a more inquiry-based approach.  This makes math more applicable to real life.  Students who are older (middle school and high school) early training in math differs greatly from what we see today. This means the general and special math educators may need to revisit some concepts in order to make it easier for older students to understand.

Are materials accessible?

With the change in curriculum also came an abundance of new manipulatives and tools. This can be very helpful to students during math instruction, but teachers need to be aware that learning to use the materials will take time.

Common Environmental Barriers

Students are not enrolled in classes they need.

Struggle with concepts because they are taught procedure instead of process.

Minimal or no support for poor math fact recall.

Instructional content not related to real world.

Common Environmental Myths

Students should memorize math facts before moving on to upper level math skills.

Over-reliance on calculators.

Upper level math is hard to support.

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First Step in the SETT Model: Abilities and Difficulties

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First Step in the SETT Model: Abilities and Difficulties

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What are the student’s abilities and difficulties related to the area of concern?

Learning Strengths

Understands math concepts and mathematical notation

Does not understand steps to solving a problem -Difficulty reading

Does not know how to recognize a problem

Ability to handle multiple steps

Physical difficulties, fatigue

Visual processing

Other concerns?

What do we see in the classroom? (What to look for)

Struggling with vocabulary

Confusion with word problems and what to do next.

Poor recall of math facts.

Mismatches between problem and notation.

Missed steps.

Poorly aligned work.

Common myths related to math performance:
Teacher

We have to work on math facts until they get them.

Special education students can’t handle upper level math.

If they can’t do math facts quickly they can’t do higher level math.

If they don’t get the times table they don’t get moved on.

With limited time during the school day, it is more important to work on reading than math.

Student

Math is hard.

I am never going to use math in real life.

I am never going to get this.

I don’t “see” it.