The REACH (Reaching to Educate All Children for Heaven) initiative provides teachers with resources, training, and ongoing support.
| Has difficulty recognizing numbers |
| Struggles to solve addition problems |
| Struggles to solve subtraction problems |
| Struggles to solve multiplication problems |
| Struggles to solve division problems |
| Does not remember math facts |
| Has difficulty solving story problems |
| Works math problems from left to right |
| Struggles to demonstrate knowledge of place value |
| Struggles to change from one math operation to another |
| Struggles to do regrouping |
| Struggles to keep numbers in columns |
| Has difficulty with skip counting |
| Confuses operational signs |
| Has difficulty with money concepts |
| Has difficulty with measurements |
| Has number reversals/transposing |
| Has difficulty with telling time |
| Has difficulty with schedules and sequences of events |
| Has difficultly with a number line |
| More information | |
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| Begin with the easiest problems, and add the harder problems in a progressive order on worksheets |
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| Fold or divide math paper into fourths, sixths, eighths, etc. Place one problem in each box. |
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| Provide visual clues for problem-solving tasks. Use concrete manipulatives | |
| Check to see that the meaning of key symbols is clear (+,-,x,etc.) |
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| Show relationship of key words to their symbols—all together = +,less than =-, how many more =- |
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| Use color code, rhythm, signs, jump-rope, etc. for drills |
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| Turn lined paper vertically to help students organize math problems. This keeps the ones, tens, and hundreds in place |
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| Use large graph paper. One numeral can be written in each square. Gradually make the transition to regular paper |
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| Allow a student to use a calculator |
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| Drill aloud to teacher or study buddy (use flashcards) | |
| Determine if student is developmentally ready for specific concepts | |
| Give immediate feedback (ideally, self-check and correct within class time) |
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| Reduce quantity of material assigned (odds or evens) |
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| Use real money in situations that the student can relate to |
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| Check the whole problem not just the answer (s/he may know how and why but write down the wrong answer) |
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| Let the student work on the black/white board (use large motor skills) |
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| Provide basic math facts |
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| Use technology, i.e., ALEKS, FASTT Math (see resources) | |
| Teach multiplication using rhyme or other memory devices, i.e., Rhymes ‘n’ Times, Multiplication in a Flash (see resources) |
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| Teach to skill level, not grade level | |
| Allow use of tables or note cards for assignments and tests (may be a modification for high school) |
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The REACH initiative provides teachers with resources, training, and ongoing support. Inclusive classrooms embrace students with disabilities in general education curricula and benefit students socially and academically without facing the stigma of segregation.