The first two thing that jumped out at me as I read through the Implementation Guide are these quotes:
This curriculum is intended to help students become fluent in early numeracy skills to better prepare students to participate in the general education curriculum.
The Early Numeracy curriculum is not a precursor to teaching grade-aligned academics in mathematics, but should be used concurrently in order to strengthen students' numeracy skills while also providing opportunities to practice the skills in different contexts, environments , with different material, and possible with different instructors.The curriculum focuses on counting with one-to-one correspondence, number identification, naming numbers, rote counting, creating sets, beginning addition with sets, identification and understanding of numeracy symbols, identification, extension and creation of ABAB patterns, using and understanding calendars and measuring with nonstandard and standard units. These skills are the foundational skills that students need to be able to meaningfully participate in mathematics learning of general education curriculum. This program is designed in a way that allows for the flexibility of supports, instructional methods, materials, and time needed to ensure that students are able to master the concepts.
With the students that I'm working with, I'm also looking to embed as many opportunities for communication as possible. A couple of them already have math page sets (either tech or non-tech) but I'm looking to expand these based on what is in this curriculum and what I'm learning as we keep moving forward with what we are doing. I will post about this later in the summer as I'm still thinking this part of things through.
We still plan to continue to find the opportunities that students can engage in the same mathematics as the rest of the class be it through modifications, peer supports, use of manipulatives (virtual or concrete), use of a calculator...etc. Some of my students are past this stage and I'm looking at other similar ways to supplement their programs so that we are continuing to move toward finding that balance between remediation (working on foundational skills where they are at) and compensation (finding the work-arounds that allow them to participate in what is happening in the community around them).
I'm excited that we will be taking another step in figuring out how to do this and so glad to find a resource that starts from the idea of supplementing participation and learning of general education curriculum for students with complex needs.