Eliminate Barriers

Eliminate any unnecessary barriers that students may encounter that prevent them from engaging with the important mathematical work of a lesson. This requires flexibility and attention to areas such as the physical environment of the classroom, access to tools, organization of lesson activities, and means of communication.

Processing Time

Increased time engaged in thinking and learning leads to mastery of grade-level content for all students, including those with diverse abilities. Frequent switching between topics creates confusion and does not allow for content to deeply embed in the mind of the learner. Mathematical ideas and representations are carefully introduced in the materials in a gradual, purposeful way to establish a base of conceptual understanding. Allow students additional time, as needed.

Assistive Technology

Assistive technology is a vital tool for students with learning diverse abilities, visual-spatial needs, sensory integration, and students with autism. Assistive technology supports, suggested in the materials, are designed to either enhance or support learning, or to bypass unnecessary barriers.

Manipulatives

Physical manipulatives help students make connections between concrete ideas and abstract representations. Often, students with diverse abilities benefit from hands-on activities, which allow them to make sense of the problem at hand and communicate their own mathematical ideas and solutions.

Visual Aids

Visual aids, such as images, diagrams, vocabulary anchor charts, color coding, or physical demonstrations, are suggested throughout the materials to support conceptual processing and language development. Keeping relevant visual aids posted in the classroom supports independence by allowing students to access them as needed, and is especially beneficial for students with challenges related to working or short-term memory.

Graphic Organizers

Word webs, Venn diagrams, tables, and other metacognitive visual supports provide structures that illustrate relationships between mathematical facts, concepts, words, or ideas. Students use graphic organizers to collect and manage their thoughts and ideas, planning problem-solving approaches, visualizing ideas, sequencing information, and comparing and contrasting ideas.

Brain Breaks

Brain breaks are short, structured, 2–3-minute movement breaks taken between activities, or used to chunk a longer activity (approximately every 20–30 minutes during a class period). Brain breaks are a quick, effective way of refocusing and re-energizing the physical and mental states of students during a lesson. Brain breaks also have been shown to positively impact students’ concentration and stress levels, resulting in more time spent engaged in mathematical problem-solving. This universal support is beneficial for all students, especially those with attention challenges.

Universal Design for Learning and Access for Students with Diverse Abilities