This year, my instructional focus is mathematics. If you’ve been reading this substack for a while, you know that I’m a Resource Specialist Teacher at an Arts / Sciences Magnet school in northeast Los Angeles. I support 9-12 grade students, which means I support Algebra 1 - Pre-Calculus and Statistics.
Me being me, I notice that when students have an IEP eligibility of Specific Learning Disability (SLD), and I’m deep-diving through their IEP history, there’s a focus on the language side of their disability - like dyslexia - but not usually a mention of how their SLD might affect their processing of mathematics. As you probably know by now, learning disabilities are rarely isolated - students who have difficulties processing language often also have challenges comprehending and applying numerical concepts. For IEPs to serve students holistically, maths learning disabilities need equal consideration. Just as plans include specialised instruction, accommodations, and goals for reading comprehension or writing, they must also incorporate targeted maths supports and benchmarks. IEP teams should take a comprehensive view of a child's academic challenges and abilities rather than prioritizing literacy remediation above all else. Addressing both reading and maths deficits in a robust, individualised way will lead to greater student success across subject areas.
One major reason it can be challenging for maths teachers to identify learning disabilities in students without IEPs is that there has been far less research and awareness around mathematical learning disabilities like dyscalculia compared to reading disabilities like dyslexia. Without robust training and diagnostic tools tailored to spotting weaknesses in mathematical thinking, teachers lack the knowledge and skills to consistently recognise when a student's struggles reflect an underlying disability versus general difficulty grasping concepts. Furthermore, many maths classes focus more on rote memorisation and standardised testing, which obscures gaps in students' foundational understanding. The lack of maths specialists in most schools also means teachers rarely have support systematically assessing mathematical learning disabilities. Finally, if a student performs well in other subjects, teachers may miss signs of dyscalculia, unaware it can exist apart from overall cognitive deficits.
From my POV in maths classrooms, and being an autistic gestalt language processor (GLP), here are some potential signs that a student may have dyscalculia:
Difficulty memorizing and recalling basic math facts like multiplication tables, even after repeated practice
Struggling to understand mathematical symbols or follow sequence of steps
Trouble with spatial relationships and directionality (e.g. left/right) that relate to math concepts
Inability to grasp abstract concepts like place value, fractions, algebraic equations
Making frequent calculation errors or reversing numbers
Severe math anxiety or fear of math
Avoidance of math-related activities
Developmental delays in counting compared to peers
Ongoing difficulties with tasks like counting money or telling time
Problems aligning math problems or following columns when adding/subtracting
Misunderstanding mathematical language and concepts
Difficulty organizing mathematical thinking and multi-step problems
Seemingly grasping a concept but then forgetting it later
Thinking slowly or concretely about mathematical problems
Struggling to apply learned mathematical concepts to new situations
Here are a few things I recommend for students such as those we’ve been considering:
Provide access to visual aids like word walls, picture dictionaries, graphic organizers. These support visual learning styles.
Give explicit instruction in language rules, reading strategies, and vocabulary. Don't assume intuitive understanding.
Allow use of text-to-speech, dictionaries and other reading/writing tools.
Offer small group or 1-on-1 instruction focused on building phonological awareness and reading comprehension skills.
Present new concepts in multiple ways (visual, auditory, kinesthetic) to aid comprehension.
Let students draw concept maps or act out narratives to demonstrate understanding. “When in doubt, draw it out” is our mantra in our classes.
Provide extended time on tests and assignments.
Focus on mastering basic decoding and literacy skills before advancing to more complex texts.
Give positive reinforcement for effort in language-based activities.
Coordinate with parents to align school and home support.
Recommend evaluation for IEP/504 plan if major reading/writing flags persist.
Be patient - progress takes time but is very possible with proper accommodations tailored to learning needs.
For both math and reading disabilities, promote strengths in less impaired areas to build confidence.
Recognize and accommodate information processing differences and learning styles.
Whilst identifying and supporting students with specific learning disabilities like dyscalculia poses undeniable challenges, the outlook is bright for creating more inclusive maths and English classrooms. With greater awareness, research, and teacher training, we can enhance our ability to spot when a child's struggles represent an underlying condition versus general difficulties. By taking a more holistic approach in interventions and individual education plans, tailoring teaching methods to students' unique needs and learning styles, and emphasising strengths alongside weaknesses, we can unlock the potential in all children. Though progress requires time and commitment, the rewards of seeing students blossom, thrive and build self-confidence make the effort worthwhile. Equipped with the proper tools and perspective, educators have the power to make maths conquerable for pupils facing learning disabilities. A pathway to success exists for each student when given the individual support they need to shine.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.
What about dyscalculia?
What about dyscalculia?
What about dyscalculia?
This year, my instructional focus is mathematics. If you’ve been reading this substack for a while, you know that I’m a Resource Specialist Teacher at an Arts / Sciences Magnet school in northeast Los Angeles. I support 9-12 grade students, which means I support Algebra 1 - Pre-Calculus and Statistics.
Me being me, I notice that when students have an IEP eligibility of Specific Learning Disability (SLD), and I’m deep-diving through their IEP history, there’s a focus on the language side of their disability - like dyslexia - but not usually a mention of how their SLD might affect their processing of mathematics. As you probably know by now, learning disabilities are rarely isolated - students who have difficulties processing language often also have challenges comprehending and applying numerical concepts. For IEPs to serve students holistically, maths learning disabilities need equal consideration. Just as plans include specialised instruction, accommodations, and goals for reading comprehension or writing, they must also incorporate targeted maths supports and benchmarks. IEP teams should take a comprehensive view of a child's academic challenges and abilities rather than prioritizing literacy remediation above all else. Addressing both reading and maths deficits in a robust, individualised way will lead to greater student success across subject areas.
One major reason it can be challenging for maths teachers to identify learning disabilities in students without IEPs is that there has been far less research and awareness around mathematical learning disabilities like dyscalculia compared to reading disabilities like dyslexia. Without robust training and diagnostic tools tailored to spotting weaknesses in mathematical thinking, teachers lack the knowledge and skills to consistently recognise when a student's struggles reflect an underlying disability versus general difficulty grasping concepts. Furthermore, many maths classes focus more on rote memorisation and standardised testing, which obscures gaps in students' foundational understanding. The lack of maths specialists in most schools also means teachers rarely have support systematically assessing mathematical learning disabilities. Finally, if a student performs well in other subjects, teachers may miss signs of dyscalculia, unaware it can exist apart from overall cognitive deficits.
From my POV in maths classrooms, and being an autistic gestalt language processor (GLP), here are some potential signs that a student may have dyscalculia:
Difficulty memorizing and recalling basic math facts like multiplication tables, even after repeated practice
Struggling to understand mathematical symbols or follow sequence of steps
Trouble with spatial relationships and directionality (e.g. left/right) that relate to math concepts
Inability to grasp abstract concepts like place value, fractions, algebraic equations
Making frequent calculation errors or reversing numbers
Severe math anxiety or fear of math
Avoidance of math-related activities
Developmental delays in counting compared to peers
Ongoing difficulties with tasks like counting money or telling time
Problems aligning math problems or following columns when adding/subtracting
Misunderstanding mathematical language and concepts
Difficulty organizing mathematical thinking and multi-step problems
Seemingly grasping a concept but then forgetting it later
Thinking slowly or concretely about mathematical problems
Struggling to apply learned mathematical concepts to new situations
Here are a few things I recommend for students such as those we’ve been considering:
Provide access to visual aids like word walls, picture dictionaries, graphic organizers. These support visual learning styles.
Give explicit instruction in language rules, reading strategies, and vocabulary. Don't assume intuitive understanding.
Allow use of text-to-speech, dictionaries and other reading/writing tools.
Offer small group or 1-on-1 instruction focused on building phonological awareness and reading comprehension skills.
Present new concepts in multiple ways (visual, auditory, kinesthetic) to aid comprehension.
Let students draw concept maps or act out narratives to demonstrate understanding. “When in doubt, draw it out” is our mantra in our classes.
Provide extended time on tests and assignments.
Focus on mastering basic decoding and literacy skills before advancing to more complex texts.
Give positive reinforcement for effort in language-based activities.
Coordinate with parents to align school and home support.
Recommend evaluation for IEP/504 plan if major reading/writing flags persist.
Be patient - progress takes time but is very possible with proper accommodations tailored to learning needs.
For both math and reading disabilities, promote strengths in less impaired areas to build confidence.
Recognize and accommodate information processing differences and learning styles.
Whilst identifying and supporting students with specific learning disabilities like dyscalculia poses undeniable challenges, the outlook is bright for creating more inclusive maths and English classrooms. With greater awareness, research, and teacher training, we can enhance our ability to spot when a child's struggles represent an underlying condition versus general difficulties. By taking a more holistic approach in interventions and individual education plans, tailoring teaching methods to students' unique needs and learning styles, and emphasising strengths alongside weaknesses, we can unlock the potential in all children. Though progress requires time and commitment, the rewards of seeing students blossom, thrive and build self-confidence make the effort worthwhile. Equipped with the proper tools and perspective, educators have the power to make maths conquerable for pupils facing learning disabilities. A pathway to success exists for each student when given the individual support they need to shine.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.