while dyslexia has decades of legislative mandates, screening requirements, specialist roles, and teacher preparation behind it, dyscalculia has almost none of that infrastructure. This brief explores why these students are falling through the cracks—and what states and districts can do about it now. They tackle what dyscalculia is, why students with dyscalculia often go unidentified, what early identification should look like, and what intervention should look like.

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