Do the learners you teach struggle with decimal place value? Check out this video, in the link below, with Dr Fiona Campbell with loads of amazing tips to help decode decimals for learners with dyscalculia!

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Dyscalculia, a form of Specific Learning Disorder (SLD) with impairment in mathematics, is
characterized by persistent difficulty in comprehending numerical concepts, recalling arithmetic facts,
and performing basic calculations despite average intelligence and adequate learning opportunities. The
present case study explores the cognitive, emotional, and academic profile of a 10-year-old female
student diagnosed with dyscalculia. Using a mixed-method approach, the study integrated psychometric
assessment, behavioural observation, and qualitative analysis to provide a holistic understanding of her
challenges and strengths. Assessment findings revealed average intellectual ability with marked deficits
in numerical reasoning, arithmetic operations, and applied problem-solving, accompanied by mild
depressive and anxiety symptoms. Intervention involved multisensory teaching strategies, cognitive
behavioural techniques for math anxiety, and structured family support. Over successive sessions,
notable improvement was observed in calculation accuracy, engagement, and confidence, indicating the
effectiveness of individualized and integrative intervention planning. The study underscores the
importance of early identification, multidisciplinary assessment, and emotional support in managing
dyscalculia to promote both academic and psychological well-being.

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No checklist diagnoses dyscalculia. Only a trained evaluator can do that. But knowing the signs helps you decide whether your child’s struggles are typical math frustration or something worth getting checked out. If you recognize a cluster of these patterns, especially patterns that have lasted across multiple grades and teachers, take it seriously.

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Accommodations change how students access learning. They do not lower expectations.

1. Extra time and alternative assessments

Processing time matters.

• Extra time for tests and tasks
• Shorter testing sessions
• Option to explain answers verbally
• Access to formula sheets

These supports help measure understanding, not speed.

2. Targeted goals in the IEP for dyscalculia

A strong plan includes:

• Clear, measurable goals
• Personalized accommodations
• Access to specialist support
• Regular progress reviews

Collaboration between teachers, families, and specialists is key.

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