Does Your Student Have the Right School Supports?
Establishing appropriate school supports for dyscalculia is critical for your student's success.
A common mistake parents make is to assume the school will know how to provide dyscalculia support to their student. Since the school has an official process for establishing IEPs, SLPs, and 504 accommodations, it's understandable that parents think the school will know what supports their child needs.
I mistakenly thought this as well with my own daughter, and it set us back three years.
The truth is that most U.S. universities do not provide teachers, including special education teachers, with adequate training and education on dyscalculia. Dyscalculic students continue to struggle, even with IEPs and 504s, because the school system does not know how to provide them with adequate and specific support.
Until our education system is able to equip teachers, parents must become knowledgeable on dyscalculia so that they can effectively advocate for their children in school.
If you have been relying on the school to provide appropriate dyscalculia supports for your child, it’s time to make some pivots in their school plan so they are better set up for success.
I’ve written a checklist for parents on some things to consider when setting up school provisions for dyscalculia. Use this list as a signpost to set you in the right direction.
If you would like to work with me on setting up better supports for your child, now is the best time to get to work! I can help you work through each of these items step-by-step, providing additional information, resources, and guidance for your unique situation. To learn more about working together, check out my consulting services page.
This checklist includes important steps in establishing your child’s dyscalculia support at school, both in private and public school:
Identify and begin communication with your best advocate in the school.
Know the strategies and teaching methods successful for dyscalculia. Be able to articulate why traditional math curriculums do not adequately support.
Request a meeting with the teaching staff. Be prepared with specific questions to learn about their experience, approach, and instructional content.
Decide whether to pursue math intervention at school or choose an alternative plan. Your student will need accommodations for dyscalculia at school, either way.
Write out specific and appropriate goals for your child’s learning plan.
Map out required frequency and time for math intervention. Include details on 1:1 instruction, group support, or in-class assistance.
Request dyscalculia-specific accommodations and modifications for math.
Request dyscalculia-specific accommodations and modifications for ALL other subjects, classes, and daily tasks impacted by dyscalculia.
Communicate and collaborate with each teacher on the accommodations in each class, provide education on dyscalculia’s impact on each subject.
Review state/district tests, choose which to participate and which to opt-out.
When pursuing private options for math support or intervention, such as a tutor, ensure staff is truly knowledgeable about dyscalculia-specific methods.
As a dyscalculia specialist and guide, I can walk you through the process, every step of the way. Contact me to inquire about working together!
This blog post is an excerpt from my monthly newsletter.
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