I have the privilege of working with students ages 7-12 with a varying range of special needs. Students in my setting have significant challenges in the area of cognitive, speech, motor, and behavioral skills. Many also struggle with sensory processing in addition to their other disabilities. This directly impacts how they interpret and interact with the world around them.
Each day, my students inspire and guide my classroom team as we work together to learn academic, social, and life skills.
We are a unique family that works together to meet each daily challenge head-on. No challenge is too large and no victory is too small. I love continually learning from my students as they show me the true meaning of perseverance.
My Project
Students in my classroom learn best through hands-on learning experiences. To build our emerging and early numeracy skills, we need number and counting activities that incorporate a variety of tactile experiences. By doing this, we will be able to increase our skill generalization beyond rote memorization and apply practical application.
By incorporating hands-on number and counting tools into our math curriculum, we will increase the understanding of the foundational skills needed to further our emerging and early numeracy knowledge.
The items we are requesting are directly supportive of the learning styles in our classroom. Items such as tactile numbers, large / motor-friendly manipulatives, and peg board counters will increase interest in number recognition and formation. Self-inking number stamps will allow students with fine motor deficits to record their answers. We need to be able to imitate and write/stamp numbers in order to increase our concrete number recognition and early writing skills. Items such as hands-on trays, giant magnetic dominoes, and ice cream count and scoop trays will encourage number-counting relationship and skill building in a meaningful, tactile way. These foundational tools must be solidly in place in order for us to progress with meaningful numeracy skills.
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