Mathematics and physical impairment at P level 4

These pages looks at the physical issues you will need to consider when including a disabled child in the classroom. For information on communication aids, read the communication difficulties section.

Read about the main challenges for physically impaired children across subject areas first.

Throughout P levels 4-8 in mathematics the things to consider will be similar, the difference from one P level to the next are in the enhanced level of support needed and the opportunities that can be created.

With maths the challenge for a physically impaired child is greater than for English. In the early stages mathematical concepts are acquired through practical tasks.  This disadvantages children who have limited motor function in their hands.

Always be clear about cognitive ability versus physical ability; ensure that if you are assessing a pupil’s understanding, you do not require them to carry out a task they cannot physically do.

You can

• Help the child understand mathematical concepts (one more or less, sorting, matching, 2-D and 3-D shapes) by letting them physically move, touch and add to objects
• Develop the concept of object permanence creatively, through eye-pointing to search for a favourite object that has been removed
• Be aware of sensory processing issues such as the dislike of touching objects, or if the child needs more than normal pressure in order for them to obtain a response). Where touching objects is tolerated, use hand-on-hand support which supports the pupil through the adult’s hand guiding the pupil’s hand and the pupil can feel what is happening through their hand 
• Allow lots of time for the child to gain sufficient exposure to the sensations required to establish concepts before moving on
• For the child who is unable to touch, try using computer programs with an interactive whiteboard linking to music or other sensory cues. Consider also the use of: Eye-typer, Foot mouse, voice recording/recognition software, suck/puff switch (also known as suck/blow) 
• Use careful questioning to establish and embed concepts. Keep speech very simple and clear.

Now you might like to look at:

• Mathematics and physical impairment P level 5