Mathematical knowledge and skills are critical in the development of students. In this article, we begin to unpack the concept of mathematics disabilities and how they are presented across classrooms. We explain commonly used terms such as, specific learning disability and dyscalculia, and emphasize how students qualify for math support. We provide overview regarding difficulties students encounter with math and how to support student learning.
CortiellaC.HorowitzS. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. National Center for Learning Disabilities.
3.
EmersonJ.BabtieP. (2010). The dyscalculia assessment. Bloomsbury Publishing.
4.
FaberH. (2021). Code green on dyscalculia: A guide for educators, parents, counselors, and other professionals. Notion Press Media Pvt Ltd.
5.
FuchsL. S.FuchsD.MaloneA. S. (2017). The taxonomy of intervention intensity. TEACHING Exceptional Children, 50(4), 194–202. https://doi.org/10.1177/0040059918758166
6.
FuchsL.S.Newman-GoncharR.SchumacherR.DoughertyB.BuckaN.KarpK.S.WoodwardJ.ClarkeB.JordanN.C.GerstenR.JayanthiM.KeatingB.MorganS. (2021). Assisting students struggling with math: Intervention in the elementary grades (WWC 2021006). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC2021006-Math-PG.pdf
HaringN. G.LovittT. C.EatonM. D.HansenC. L. (1978). The fourth R: Research in the classroom. Merrill.
9.
HarmonS.StreetM.BatemanD.YellM. L. (2020). Developing present levels of academic achievement and functional performance statements for IEPs. TEACHING Exceptional Children, 52(5), 320–332. https://doi.org/10.1177/0040059920914260
10.
Individuals With Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (2004).
11.
LanderlK. (2013). Development of numerical processing in children with typical and dyscalculic arithmetic skills—A longitudinal study. Frontiers in Psychology, 4, Article 459. https://doi.org/10.3389/fpsyg.2013.00459
12.
MollK.GobelS. M.GoochD.LanderlK.SnowlingM. J. (2016). Cognitive risk factors for specific learning disorder: Processing speed, temporal processing, and working memory. Journal of Learning Disabilities, 49(3), 272–281.
PowellS. R.BosS. E.KingS. G.Ketterlin-GellerL.LembkeE. S. (2022). Using the data-based individualization framework in math intervention. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599221111114
17.
PowellS. R.BouckE. C.SutherlandM.ClarkeB.ArsenaultT. L.Freeman-GreenS. (2022). Essential components of math instruction. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/0040059922112589
18.
RootJ.SaundersA.JimenezB.GilleyD. (2022). Essential components for math instruction: Considerations for students with extensive support needs. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599221120882
19.
WillcuttE. G.PetrillS. A.WuS.BoadaR.DeFriesJ. C.OlsonR. K.PenningtonB. F. (2013). Comorbidity between reading disability and math disability: Concurrent psychopathology, functional impairment, and neuropsychological functioning. Journal of Learning Disabilities, 46(6), 500–516. https://doi.org/10.1177/0022219413477476
20.
WitzelB. S. (2020). Executive functioning disorder and mathematics: Three strategies to implement. Attention, 27(5), 19–21.
21.
WitzelB.MizeM. (2018). Meeting the needs of students with dyslexia and dyscalculia. SRATE Journal, 27(1), 31–39.
