Our school serves students with various cognitive, physical, and adaptive impairments in a setting that is rich with excellent paraeducators, highly trained support staff, and caring educators. My classroom includes students ranging from 7th grade to twelfth grade with diagnoses including: autism, down syndrome, seizure disorders, cognitive impairment, visual impairment, and genetic disorders.
At our school, I, as a neurotypical person, am the minority.
My learning environment is structured with the students in mind, including sensory opportunities, hands on materials, and materials modified to their developmental level. Our high school aged students rotate as they would at a typical school, meaning they visit a science classroom, a math classroom, reading, PE, music, and so forth. My students thrive on an active and engaging learning environment.
Hands on materials are paramount to the learning and growth of my students. The learners in my classroom have utilized paper math manipulatives for too long and are in need of tangible, high quality math bins to meet their sensory and learning needs.
These math bins will provide my students with a tactile representation of abstract math concepts.
Through organized totes and activity differentiation, this project will help my students remain engaged as they learn and explore foundational math skills.
Since the COVID-19 pandemic began, my students have received all their instruction in my classroom, as opposed to rotating to other environments for math, science, and specials. This has created a need for materials for all subject areas, with math the greatest need. These materials will help my students to maintain engagement by providing differentiated instruction with a diverse array of manipulatives to explore each day.
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