Mathematics and physical impairment at P level 8
The challenges at this level are similar to P level 7, but with some harder concepts to grasp in mathematical vocabulary. Continue to offer support with as much multi-sensory input as possible and use ICT for children who find touching or holding objects challenging.
- To help with copying patterns and sequences try using resonance boards: a resonance board is a board (plywood usually) with a frame under it so it can sit on a table, everyone sits around it, and the board can be tapped or beaten with flat hands, to resonate. With larger boards a pupil can be placed on it so they can feel the resonance (vibrations) through their body. As a class or group activity it works very well for physically disabled pupils either to feel vibrations with their hands, passively, or to be involved in creating sequences of rhythms if able. The teacher/leader can develop short rhythmic patterns for everyone to copy or experience. Allow silence for vocalisations or rhythmic contributions from pupils in between the teacher-led parts of the lesson.
- Try using a long stick, such as a metre rule, that the student can use to compare length – is it longer or shorter than the stick? Go around the school or outside using lots of different examples, such as doors, people, cars. Help the pupil to support the stick, but let them choose what to compare. They could be supported in keeping a tally of longer or shorter things.
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