Due to limited capacity, individuals seeking structured multisensory math instruction are on a waitlist. We are doing our best to increase the number of students with whom we can work with in a responsible manner. As new learning specialists are trained, we will be able to offer services to additional students.
If a student is struggling with mathematics or has obtained a diagnosis of a mathematics or related disability, the Center for Learning is excited to be able to offer Structured Multisensory Mathematics Instruction in a one-to-one or small group setting. We work with classroom teachers to identify students who may be at risk for reading difficulties and through a process during which we collect data (reviewing work samples, meeting with parents, observing the student in the classroom, and assessing the student informally). If the student appears to be at-risk, we may recommend the structured multisensory mathematics program as an intervention.
Structured Mathematics Instructions is based upon the principles of the Orton-Gillingham approach. Each lesson is tailored specifically to the student’s needs and areas of weakness. Each lesson begins with a structured, systematic review of all concepts and skills previously taught, ensuring retention over time. Our instruction of mathematics skills is also different in that we ensure that students master one operation before moving on to the next, which provides students with confidence and allows our instruction to be paced differently for each student. We also understand that for many struggling math students, the language of mathematics can be very abstract, which is why we provide students with concrete demonstrations of a math concept or skill. The student uses manipulatives to solve problems until they are comfortable moving to a higher level of abstraction, like using a two-dimensional drawing. Finally, they are taught how to map those operations into the symbolic representation of the operation like 5 + 2 = 7.
No matter the subject, our instructional approach for learners who are struggling, learners who learn differently, or learners with disabilities remains the same.