Abacus for blind students: instruction and IEP goals

Sighted students do written math by lining up digits on paper. A student who is blind can braille a problem, but brailled columns are slow to set up and hard to scan. The abacus solves that. It holds every digit in its place value, and the student moves beads instead of writing.

Most U.S. students who are blind use a Cranmer-style abacus. It has 13 rods. Each rod has one bead above the bar worth 5 and four beads below worth 1 each. A soft backing stops beads from sliding when the student lifts a hand. Raised dots on the frame mark groups of three rods, like commas in a large number.

The TVI usually teaches the abacus, often from first or second grade, while the class learns the same operation on paper. The American Printing House for the Blind publishes abacus devices and instruction materials.^[1] The 24 goals below follow a common teaching order. Baselines and criteria are illustrations.

Why the abacus belongs in the IEP

An abacus is a tool for doing written computation. It does not do the thinking for the student, the way a calculator does. The student must know place value, number facts and the steps of each operation. That is why many teams treat abacus skill as part of the student's access to the math curriculum, and why the TVI writes goals for it.

It also affects testing. Many state accommodation policies allow an abacus for a student who is blind on tests where other students use paper and pencil, rather than treating it as a calculator. Policies differ by state and by test, so check your state's accommodation manual and write the accommodation in the IEP.^[2]

Teachers use two broad methods. One teaches a rule for each bead exchange. The other builds on number sense: the student learns partner numbers that make 5 and 10 and reasons through each exchange. Many TVIs prefer the number-sense approach because it ties to classroom math, but the goal measures the result either way. Write the method in present levels so the next teacher keeps it.

Choosing the right goal

Setting and clearing numbers goals

The student learns the parts of the abacus, how to clear it, and how to set numbers in the right place. Place value is the real skill here.

Weak: "The student will learn to use an abacus."

Measurable: "Given 10 dictated numbers up to 999, the student will set each in the correct rods and read it back with 9 of 10 correct on 3 of 4 probes."

Addition goals

Start without exchanges, then add the 5 exchanges and the 10 exchanges. Present problems by voice or in braille, whichever matches class work.

Weak: "The student will add on the abacus."

Measurable: "Given 10 problems adding two 2-digit numbers with carrying, the student will solve 9 of 10 correctly on 3 consecutive probes."

Subtraction goals

Subtraction with borrowing is the step where students most often stall. Probe borrowing across zero separately, because it trips up even strong students.

Weak: "The student will improve subtraction."

Measurable: "Given 8 problems that borrow across a zero, such as 403 minus 158, the student will solve 7 of 8 correctly on 3 consecutive probes."

Multiplication goals

Multiplication on the abacus needs fact fluency and a clear plan for where the multiplier, multiplicand and product sit. Teach that layout explicitly.

Weak: "The student will multiply using the abacus."

Measurable: "Given 10 problems multiplying a 2-digit number by a 1-digit number, the student will solve 9 of 10 correctly on 3 of 4 probes."

Division goals

Division combines every earlier skill. Keep the divisor to 1 digit until the student is accurate, then add 2-digit divisors.

Weak: "The student will learn long division."

Measurable: "Given 10 problems dividing a 3-digit number by a 1-digit number with remainders, the student will solve 8 of 10 correctly and state the remainder on 3 of 4 probes."

Decimals, money and test use goals

These goals carry the abacus into money, measurement and testing. They matter most in middle and high school.

Weak: "The student will use the abacus on tests."

Measurable: "During a classroom math test, the student will use the abacus for computation items without being prompted on 9 of 10 items."

How to measure progress

Use percent accuracy on fixed problem sets for most goals. For speed, use rate per minute: problems correct in a timed set. Record both. A student who gets faster but less accurate has not improved.

• Probe every 2 weeks with 8 to 10 problems of one type.
• Present problems the way class does: read aloud for younger students, in braille for older ones.
• Record the error type: wrong place value, missed exchange, fact error or lost place. Error types tell you what to reteach.

Log results on the accuracy data sheet. Paste drafts into the goal checker before the meeting.

Adapting by grade

Students who are deaf-blind or have additional disabilities can use an abacus too, often with larger beads and a smaller number range. See deaf-blind communication goals for planning communication around instruction. For the broader math section, see math IEP goals. For braille math code goals, see braille IEP goals and IEP goals for students with visual impairments. The low-incidence disabilities guide explains who writes each section.

Frequently asked questions

Use it in IEP Atlas

• Math goals for visual impairment
• IEP goals for visual impairment
• Goals for the TVI role
• Braille literacy goals (access skills)
• IEP goal checker

Related guides

• Low-incidence disabilities in the IEP: vision, hearing, deaf-blindness and physical needs
• Braille IEP goals from pre-braille to contracted braille
• IEP goals for students with visual impairments
• Deafblind IEP goals for communication
• CVI IEP goals

Sources

1. American Printing House for the Blind, American Printing House for the Blind
2. National Center on Educational Outcomes (NCEO), National Center on Educational Outcomes, University of Minnesota

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.