## Accommodations*Students with dyscalculia should be given more time to work on and finish assignments.
* Teachers should provide graph paper for students with dyscalculia because they often have trouble organizing numbers on a page. * Use manipulatives when teaching new math concepts to students with dyscalculia. Students with this disability usually have a hard time with the abstract nature of math so manipulatives are imperative. * Teachers could assign students with dyscalculia less math problems because the problems take them longer to solve. * Students with dyscalculia often have trouble with time concepts and reading analog clocks. Teachers could place a digital clock in the classroom or label the analog clock. |
## Modifications* Students with dyscalculia really struggle with word problems and identifying what operations to use to answer them. Teachers could write down what operation to use to solve the answer. This changes the standard because most students are assessed on whether or not they can identify the correct process.
* Teachers could allow students with dyscalculia to use manipulatives during a test or calculators for certain assignments. |

## Case Studies

**Randy is in the third grade and is unable to pass his multiplication timed tests. The majority of his class has almost completed their multiplication facts and some students have already moved on to division tests. Randy's teacher is unsure of what to do because he seems unable to memorize the math facts.**

If Randy was in my class, I would give him extra time to perform his math timed test. I may even give him a timed test with less problems on it and ask him to finish the problems and record how long it took him to complete it. The "timed" part of the tests is not the most important factor to consider when grading, but it could help determine if Randy has dyscalculia or not. I would observe Randy's performances with different math concepts and continue to provide necessary accommodations like one-on-one time, manipulatives, and/or anchor charts of math topics.

**Whitney is an 10 year-old that has dyscalculia. She does very well with Reading and Language Arts activities, but she struggles with almost all math concepts.**

Whitney has been identified as having dyscalculia. To promote a least restrictive learning environment, I would ask that Whitney remain in my classroom for all math activities. I would ask my administrator to provide Whitney with a paraprofessional during math lessons so that she could work at her own pace on the same standard as the rest of her classmates. I would work closely with the paraprofessional and plan different strategies to teach Whitney. I would make sure that Whitney had the tools necessary to succeed in different math lessons like: anchor charts, manipulatives, calculators, one-on-one time, etc.