What are strategies for teaching a student with a math-related learning disability?

DO-IT Factsheet #322
http://www.washington.edu/doit/Stem/articles?322

Dyscalculia is a mathematics-related disability resulting from neurological dysfunction. Students who are diagnosed with Dyscalculia have average to above-average intellectual functioning and a significant discrepancy between their math skills and their chronological-age-peer norms. For a diagnosis of Dyscalculia, it must be determined that the math deficit is not simply related to issues such as poor instruction, vision, hearing or other physical problems, cultural or language differences, or developmental delays.

In Accommodating Math Students with Learning Disabilities [1], author Rochelle Kenyon lists the following strategies for teaching a student with math-related learning disabilities.

This list was adapted from the following source: Garnett, K., Frank, B., & Fleischner, J. X. (1983). A strategies generalization approach to basic fact learning (addition and subtraction lessons, manual #3; multiplication lessons, manual #5). Research Institute for the Study of Learning Disabilities. New York, NY: Teacher's College, Columbia University.

For additional resources on how to make mathematics accessible to students with disabilities, consult the DO-IT Knowledge Base article Where can I find tips on making math accessible to students with disabilities? [2]

For more information regarding challenges faced by students with math-related learning disabilities, consult the DO-IT Knowledge Base article What are typical challenges students with math-related learning disabilities face? [3]

References