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Conference Program

Accessible Mathematics for Early Learners
Presented by: Beth Poss
Date & Time: Tuesday, April 9, 2019 8:30 AM - 11:15 AM

How do you create accessible mathematics instruction for early learners, including young children with disabilities and students with significant cognitive disabilities? This session will help educators understand the development of conceptual mathematical skills, how to build a foundation for mathematical thinking and how to adapt mathematics instruction to make it accessible and meaningful to early math learners. Most mathematics instruction for children with disabilities emphasizes a procedural approach; do this and get the right answer, as opposed to a conceptual one where you understand the problem and apply tools thoughtfully. Often this is because special educators don’t have a strong background in early mathematics instruction themselves and do not thoroughly understand the progression of early mathematics understanding in children. This session will focus on foundational concepts of mathematics (counting, simple data analysis, measurement, number operations, number sense, pattern, sets, shapes, and spatial relationships) and how to create accessible learning experiences for all students. Participants will gain an understanding of the progression of math skill development in young children, and how to foster this in children with disabilities. We will examine how play with blocks, balls, craft materials, and music can aid in the understanding of mathematical concepts, and how to provide adaptations for students to engage in this play. Learn about both low and high tech supports including physical and digital manipulatives using mobile apps and websites. Build your own understanding of how children develop mathematical and problem-solving competency in this fun and engaging session.

Learner Outcomes - Participants will be able to:

  • Identify the foundational mathematics skills that children typically acquire that are often challenging for children with disabilities.
  • Identify 3 apps and 3 concrete resources that support children with disabilities in acquiring foundational mathematics skills through play and exploration.
  • Identify 4 resources that can be used to support professional development in mathematics instruction for special educators.

For registration and more information about the event please visit: