This workshop for CMS teachers centers on what it feels like to learn math when reading, focus, organization, or processing speed are real barriers. Instead of focusing on deficits, the session highlights strength-based design choices that support students with ADHD, dyslexia, autism, and other learning differences. Teachers explore clear routines, visual and multimodal strategies, and problem-based structures that help students see themselves as capable mathematical thinkers. The emphasis is on joy, dignity, and access at grade level.
