Introduction
This write up simply talks about how to helps students facing difficulty with arithmetic. Arithmetic
disorder or dyscalculia is a learning disability that makes it hard for students to understand and work
with numbers and math concepts. It is similar to how dyslexia affects reading but focuses on
mathematics.
Students with dyscalculia struggle with basic arithmetic operations like addition, subtraction,
multiplication, and division. They may also have trouble understanding time, measuring, and
estimating.
Below is an Individual Education Plan (IEP) for a child with an arithmetic disorder, specifically
dyscalculia, and how a teacher can assist the student to reach their full potential in overcoming this
issue.
Individual Education Plan (IEP) for a Child with Arithmetic Disorder (Dyscalculia
Student Name: [Student's Name]
Grade: [Grade Level]
Date: [IEP Date]
Teacher: [Teacher's Name]
IEP Team Members: [Names of IEP Team Members]
Student’s Strengths:
- [Identify strengths, e.g., strong verbal skills, creativity, interest in science, etc.]
Areas of Need:
- Difficulty understanding and working with numbers
- Challenges with basic arithmetic operations (addition, subtraction, multiplication, division)
- Trouble understanding time, measuring, and estimating
- Difficulty applying math concepts in real-life situations
Goals and Objectives:
Goal 1: Improve understanding of basic arithmetic operations.
- Objective 1.1: By [Date], [Student's Name] will correctly solve single-digit addition and subtraction
problems with 80% accuracy using visual aids.
- Objective 1.2: By [Date], [Student's Name] will correctly solve single-digit multiplication and
division problems with 70% accuracy using manipulatives.
Goal 2: Enhance ability to understand and measure time.
- Objective 2.1: By [Date], [Student's Name] will accurately read an analog clock to the nearest hour
and half-hour with 80% accuracy.
- Objective 2.2: By [Date], [Student's Name] will understand and use basic units of measurement
(e.g., inches, feet, centimeters) with 70% accuracy.
Goal 3: Apply math concepts to real-life situations.
- Objective 3.1: By [Date], [Student's Name] will use counting strategies to handle money
transactions (e.g., making change) with 80% accuracy.
- Objective 3.2: By [Date], [Student's Name] will accurately estimate quantities (e.g., how many
objects in a group) with 70% accuracy.
Teaching Strategies:
1. Use Visual Aids: Utilize charts, diagrams, and visual tools to explain math concepts.
2. Hands-On Activities: Incorporate physical objects like blocks, counters, and measuring tapes to
make abstract concepts concrete.
3. Step-by-Step Instructions: Break down math problems into smaller, manageable steps and provide
clear, concise instructions.
4. Interactive Games: Use math-related games that make learning enjoyable and interactive.
5. Technology Tools: Integrate math apps and software designed to support students with
dyscalculia.
Support Materials:
1. Manipulatives: Number lines, counting blocks, abacuses, and other tools to help visualize math
problems.
2. Visual Charts: Multiplication tables, fraction charts, and other visual aids to reinforce learning.
3. Math Apps: Programs like Khan Academy, Mathway, and others to provide interactive math
practice.
4. Workbooks: Specially designed workbooks for students with learning disabilities.
Parent Support and Involvement:
- Create a Positive Attitude Towards Math: Encourage a positive mindset about math by celebrating
small successes and maintaining a supportive environment.
- Use Everyday Math: Integrate math into daily activities such as cooking, shopping, and playing
games that involve counting and measuring.
- Practice Patience: Understand that learning math may take more time and practice. Be patient and
offer consistent support.
- Seek Professional Help: If necessary, consider working with a tutor or learning specialist to provide
additional support.
- Use Technology: Encourage the use of educational apps and online resources to make learning
math fun and engaging at home.
Evaluation:
- Progress Monitoring: The student's progress will be monitored regularly through assessments,
observations, and work samples.
- Parent-Teacher Meetings: Regular meetings will be scheduled to discuss the student's progress and
make any necessary adjustments to the IEP.
Signatures:
- Teacher: _______________________
- Parent/Guardian: _______________________
- IEP Team Members: _______________________
References:
1. Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and
Psychiatry, 46(1), 3-18.
2. Geary, D. C. (2004). Mathematics and Learning Disabilities. Journal of Learning Disabilities, 37(1),
4-15.
3. Price, G. R., & Ansari, D. (2013). Dyscalculia: Characteristics, Causes, and Treatments. Numerical
Cognition: Research and Applications, 25-36.
This IEP is designed to support [Student's Name] in overcoming the challenges associated with
dyscalculia and to foster a positive and productive learning environment.
This is just a sample you can use to create your own if you wish.
Prepared by Mr. Jack
