Start with counting by twos. When this is easy, wrap the language around this sequence to get: “2 X 2 = 4”, “3 X 2 = 6”, “4 X 2 = 8” and so on. Do the same with counting by threes.
Prepare for working with the deaf by bringing paper and pencil and multiplication flash cards. Have the student write the numbers when counting by twos and counting by threes. Show the student a flash card and have them write the answer before turning over the card.
Increase the number that you are counting by as the lower numbers are learned. If you are working with a blind student, do not avoid words like “look”, “see” and “visualize.” These words have multiple meanings in English. They often have meanings closer to “search” or “conceptualize” than to anything that actually involves sight. Explain this the first time it comes up, although the student is probably aware of it already.
Make a game of the twos and threes sequences when dealing with the developmentally disabled. For example, you might say every other number, or say two numbers and he says the next one. The developmentally disabled are often more interested in human interaction than they are in anything as abstract as the multiplication table.
Begin the sequences you want the student to repeat if you are working with autistic students. They often show little interest in human interactions but are quite interested in patterns. Start the pattern and they will follow.