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Math students are entering universities with a more diverse range of skills and backgrounds. We need to understand the new difficulties/variables affecting learning math and the solutions. Research indicates that non-cognitive learning variables such as math study skills, anxiety reduction, test-taking skills and self-regulated learning have improved math success. Understanding how different disabilities such as SLD, ADHD, TBIs, and PTS and their processing deficits affect math learning leads to improved accommodations, instruction, and tutoring. This workshop will discuss these areas, give examples, strategies along with course substitutions and alternatives. There will also be time for Qs and As.