Scott Nannen #14

Strategy Matrix
Organizing Needs & Strategies for Intervention Purposes

Disability: Learning Disability - Math

Possibly / Common Strengths: Students with a learning disability in math can often be hardworking, empathetic, resilient,
and persevering. These students can also be strong in their ability to think about the big picture, understand higher level concepts
and ideas, and be able to connect seemingly unrelated ideas. They can also be strong at visualization.

Common Disability Characteris c Evidence-based Instruc onal or Behavioral Strategies

Choose 6 characteris cs for YOUR CHARACTER the student can learn to nd school success

Academic
1 Struggles with memory processing. These could a)Graphic organizers - organizers can help students
be in working memory, short term memory, or long separate out informa on in manageable chunks and
term memory. be able to visual the informa on in ways that can
improve their reten on of the informa on.
b)Illustration and art - students can draw or sketch
the material to allow them to process the material
visually and understand and retain it in memory
2 The inability to discriminate between dierent a)Manipulatives -students use tools like counters and
numbers, types of math symbols or to learn math base ten blocks that allow them to touch and move
facts. items to learn math opera ons and concepts.
b)Sticky note strategy - draw sketches for visual
learners or write out math formulas and put them on
desk for reminders during classwork and homework.

Social / School (Skills)

1 Struggles with visual and spatial processing -
par cularly with a diculty in knowing le from
right. This could result in challenges in
adding/subtrac ng, or with equa ons and number b)Physical objects - have students place a rubber
lines.
2 Difficulty following different kinds of directions
- including basic, sequen al and spa al direc ons.
a)Visual Cues - hold out forenger and thumb for
both hands and place on a paper. Draw a outline and
one makes an L and that is le .
band/bracelet on one wrist - designate that one as
always right or le - depending on what they choose.
a)Chunking - when giving direc ons, give them in
parts, with space in between for students to process
or take ac on on them.
b)Games - incorporate games/ac vi es that require
students to prac ce mul step direc ons, or use
before/a er words like making food using recipes, or
building items.

Behavior / Organization
1 Struggles with a ending - par cularly a short a)Peer Assisted Learning - partner students with
attention span. others that can mo vate or provide accountability.
b)Movement - ge ng students up and moving
around engages students and resets their a en on.
2 Difficulties in sequencing steps - this can aect a a)Computer and assistive technology - u lize
students ability to complete classwork or programs that develop sequencing skills, Also, use
homework, carry out instruc ons, or understand IPADS/phones to take pictures of steps or sequences.
how to solve problems. b)Mnemonics - allows students to memorize new
sequences by associa ng it with familiar informa on.