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.
Every science classroom brings together diverse ways of seeing, thinking, and communicating about the world. This session explores how Amplify Science can open doors for students with ADHD, dyslexia, autism, and other learning differences through strength-based, multimodal design. Teachers look at how hands-on investigations, collaborative sense-making, and visual storylines help neurodivergent learners build confidence and agency in authentic scientific work. The focus is on curiosity, access, and belonging, so every student can discover the scientist within themselves.
Every science classroom brings together diverse ways of seeing, thinking, and communicating about the world. This session explores how Amplify Science can open doors for students with ADHD, dyslexia, autism, and other learning differences through strength-based, multimodal design. Teachers look at how hands-on investigations, collaborative sense-making, and visual storylines help neurodivergent learners build confidence and agency in authentic scientific work. The focus is on curiosity, access, and belonging, so every student can discover the scientist within themselves.
Executive functioning challenges can quietly block student success, even when conceptual understanding is strong. This session, designed for CMS teachers, helps teachers recognize where math classrooms unintentionally overload working memory, organization, and task initiation. Participants learn how to design lessons that externalize steps, reduce decision fatigue, and support planning without removing rigor. The focus is on making thinking visible so students can focus their energy on reasoning, not survival.
