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IEPs in School: Purpose of an IEP and the IEP Process

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IEPs in school: An Individualized Education Program (IEP) is a written education plan designed to meet a child’s learning needs. Learn about the purpose of an IEP and the IEP process in this guide.

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How do I get an IEP for Dyslexia, Dysgraphia or Dyscalculia? 

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How do I get an IEP for Dyslexia, Dysgraphia or Dyscalculia? 

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If your child has a diagnosis or you suspect your child has a learning disability in reading (dyslexia), writing (dysgraphia), or math (dyscalculia), request your child's school to evaluate your child for special education. Your child's school will evaluate your child at no expense to determine if your child is eligible for an Individualized Education Plan (IEP).

Don't wait to get your child evaluated. You don't have time to wait and see if your child improves. The earlier you recognize the signs and symptoms of dyslexia, dysgraphia, and dyscalculia, the earlier you can request an evaluation. Your child's school must complete a full individual evaluation, including psychological and educational assessments, within 60 days of identifying a potential disability.

You may disagree with the evaluation. Or, your child's school may determine that your child doesn't qualify for an IEP. In that case, you can get an independent educational evaluation on your own or request your child's school to pay for the independent evaluation. However, if you ask the school to pay for it, it's essential to ask the school to pay before you have any independent testing done.

What is a Specific Learning Disability?

A specific learning disability is a disorder that makes it hard to understand or use languages, such as difficulty with listening, thinking, speaking, reading, writing, spelling, or calculating math. Dyslexia, dysgraphia, and dyscalculia aren't listed as learning disabilities in the Individuals with Disabilities Education Act (IDEA). However, they are considered specific learning disabilities under the IDEA.

Will my Child's IEP Include the Terms Dyslexia, Dysgraphia, or Dyscalculia?

Many schools are reluctant to include the terms dyslexia, dysgraphia, and dyscalculia in IEPs. However, there is nothing in the IDEA that prohibits including the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.

Therefore, you can request to use the terms to describe your child's particular need for special education services. The Department of Education has encouraged states to make sure they don't prohibit using these terms. Additionally, state law can't refuse using these terms in evaluations, eligibility, and IEP documents. However, not all states have dyslexia laws.

Many states have enacted laws and legislation that provide additional rights for your child. To learn if your state has dyslexia laws, you can contact your state's department of education. You can also explore dyslexia legislation and related initiatives in your state. Finally, you can also contact your state's Parent Training and Information Center.

What are Common Signs of Dyslexia?

Dyslexia is a learning disability that impacts your child's reading. You can watch for dyslexia in your child, such as struggling with learning time, reversing the position of letters, delayed speech, and auditory processing delays.

Struggling with reading can make your child feel frustrated and inferior to their peers. It can also lead to behavioral problems in class. For example, your child may act out in class, get other students to do their work, or pretend not to care about their grades.

What are Common Signs of Dysgraphia?

Dysgraphia is a learning disability that impacts your child's writing. You can watch for dysgraphia in your child, such as messy to illegible handwriting, taking an excessively long time to write sentences and words, improper writing utensil grasp, unclear written expressions, or poor grammar. Children with dysgraphia may also struggle to form letters or write clearly.

Children with dysgraphia may fall behind in schoolwork and may resist writing assignments. Their fine motor skills may also be weak, making it difficult to button shirts or make a list. Struggling with writing can make your child feel frustrated and anxious. It can also lead to social withdrawal, as well as poor self-esteem.

What are Common Signs of Dyscalculia?

Dyscalculia is a learning disability that impacts your child's ability to understand math concepts, make sense of numbers, and memorize formulas. You can watch for dyscalculia in your child, such as difficulty with counting, identifying plus and minus signs, understanding math symbols, and applying basic math concepts.

Dyscalculia manifests itself in a variety of ways. For example, children with dyscalculia may struggle with remembering basic math facts and learning to solve complex problems.

As your child grows older, the symptoms of dyscalculia may become more apparent. As your child ages, signs to watch for include difficulty with measuring time, word problems, grouping, counting numbers and grasping the order of operations.

How do I Request My Child to be Evaluated?

Use the sample letter below to request your child's school to evaluate your child for special education services. Include examples showing problems your child is experiencing even if your child has good grades. For example, include standardized testing results, classroom tests, private evaluations, teacher reports, and anything else that shows your child's struggles with working or reading aloud.

What Accommodations Can Help My Child?

Once your child is eligible for an IEP, you will work with your child's school IEP team to determine accommodations for your child's unique needs. You can research examples of specific accommodations using Tech Matrix before your child's IEP meeting. You can choose the subject area your child is struggling with, their grade level, and specific learning disability under the IDEA disability category.

Accommodations can range from computer assistive technology to allowing your child to read aloud for tests. Examples of accommodations that may be helpful for dyslexia, dysgraphia, and dyscalculia include but aren't limited to the following:

Assistive Technology

Allowing your child to read assignments or tests aloud

Dictation to scribe or speech to text

Occupational therapy for dysgraphia to improve handwriting skills

Using oversized pencils with special grips or other writing instruments for dysgraphia

Using audiobooks

Text-to-speech software and programs

Allowing a reader for tests

Audiobooks or ebooks

Bookshare

Learning ally

Rewordify

Word prediction software (writing)

Allowing spellcheck

Allowing a designated note taker

Talking Dictionary

Oral testing or prompting

Writing options including print, cursive, or word processing

Grading assignments for content without penalizing for spelling errors

Audio recorder for orally presented information

Avoid having child read or spell aloud

Using spelling words that assess specific features (syllable types)

Provide copies of teachers' or peers' notes

Use of graphic organizers

Pre-teach new, essential vocabulary words when introducing content

Using a tape recorder

Blocking out external stimuli and noises

Providing additional practice activities

Allowing extra time for testing involving reading and writingDeveloping reading guides

Sample Letter

Your Name

Street Address

City, State, Zip Code

Name of Principal or Special Education Director

Name of School

Street Address

City, State, Zip Code

To: Special Education Director/Principal/School District

I request that my child be evaluated for special education services. My child attends (name of school) and is currently in the (grade level). I am concerned that my child is not doing well in school and believe that my child may need special services to learn. I request my child be tested for a specific learning disability. I think my child has a disability-related problem with reading, writing, or math.

I understand that the evaluation is in all areas of my child's suspected disability and that the school district will provide this evaluation at no charge. My reasons for requesting this evaluation are as follows: (list examples why you are requesting the evaluation and be as specific as possible). My child is struggling in the following areas (give detailed examples of areas your child is struggling).

Sincerely,

Sign your name

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How Do I Get my Child an IEP for Dyslexia, Dysgraphia, or Dyscalculia? - iepmommy

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If your child has a diagnosis or you suspect your child has a learning disability in reading (dyslexia), writing (dysgraphia), or math (dyscalculia), request your child's school to evaluate your child for special education. Your child's school will evaluate your child at no expense to determine if your child is eligible for an Individualized Education...

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Individual Education Plans (IEPs) are not mandatory in schools in Ireland, but give a practical way to structure and document a child's learning progress. Parents & educators will use web-based tools for regular, collaborative contact and record-keeping.

Try this formal IEP Checklist for a child in mainstream education.

Building An Individual Education Plan

When devising an IEP ( Individualised Education Plan) for a new school year, it is essential to think about your child's needs and the options available.

An IEP can be used if your child is starting pre-school, or primary school.

Before a child starts school, three questions to consider:

1. What do you want your kids to learn?

2. What teaching methods do you want the teachers to use?

3. What accommodations do your kids need to learn in school?

At this stage, you will know if your child is attending a mainstream or specialist school, and this will influence future decisions.

Communication, Radio Systems And CART

If your child is learning to talk and/or sign, an IEP can plan this. However, every family chooses their own communication option for themselves: you know your child best.

Some children use FM and soundfield systems. These send sounds from a teacher (via a microphone) to a receiver on a student's hearing-device.

In class, captioning ( CART: Communication Access Realtime Translation) may be an option for profoundly-deaf students. While CART is used in Australia and the US, it is just emerging in Ireland 's third-level sector.

If your child needs a resource teacher for languages or other subjects, this needs noting. Reviews will show if a child needs extra help so you and the teachers can tweak the IEP.

Examples of aims in IEPs may be for the child to learn:

One to five new words, per day

Use of verbs, tenses, etc in their primary communication mode

The different colours

To fasten their shoes/tie their shoelaces

To read (1) with an adult and (2) by themselves

To tell the time

How to share with others

To build friendships

To obey their teacher/s

IEPs Are A Rolling Work In Progress!

While IEPS are important, one plan does not last forever. Parents and teachers must amend the plan as the child progresses in their education, with social and learning milestones passed.

Dates should be set for parent/s to meet with the school to discuss progress and make amendments. The most important work is to start a plan with aims and time goals. You may start with small goals and build these over time.
(compiled by Miriam Walsh)
Further Reading:

* Educational Supports For Deaf Children in Ireland

* Individual Education Plans (IDK summary)

* A Rough Guide to IEPs - How To Put IEPs To Work In Irish Schools

* A Teacher's Guide to Individual Education Plans (IEPs)

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The Effective Use Of IEPs In Irish Classrooms - Sound Advice

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Individual Education Plans (IEPs) are not mandatory in schools in Ireland, but give a practical way to structure and document a child's learning progress. Parents & educators will use web-based tools for regular, collaborative contact and record-keeping. Try this formal IEP Checklist for a child in mainstream education.

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IEP meetings can be an intense experience. Here’s how you can prepare.

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Video on IEPs for Students with Dyslexia

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Video on IEPs for Students with Dyslexia

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Dyslexia Conference Recording | Navigating IEPs for Students with Dyslexia

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What Teachers Need to Know About Dyspraxia

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What Teachers Need to Know About Dyspraxia

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Lucas has always been a clumsy kid, bumping into walls and knocking things down. His parents worried when he didn't start speaking until he was more than three years old, and even now, in first grade, he mixes up sounds in words, saying "hopsital" instead of "hospital." His teacher is concerned because Lucas can't seem to hold his pencil correctly and learning to write is a serious struggle. He won't play catch on the playground, and other kids make fun of his slightly slurred and slow speech. Lucas's parents take him to visit a neurologist, who finds nothing physically wrong. He suggests Lucas might have actually have dyspraxia.

What is dyspraxia?
Get a printable version of this free poster from TES Resources.
Dyspraxia is often called "developmental coordination disorder," and that's a good way to think of it. People with dyspraxia have difficulties coordinating their physical actions. This can affect a variety of activities, including walking, writing, and talking. Dyspraxia can be mild to severe, but it does not affect intelligence. Most people with dyspraxia are of average or above-average intelligence.

Dyspraxia is surprisingly common. It's estimated to affect between six and 10 percent of the population, with boys more commonly experiencing this condition. Sometimes the condition is so mild that it's never diagnosed, but for others, the symptoms greatly interfere with daily life. Experts believe there is at least one child with some form of dyspraxia in every classroom.

You may sometimes hear dyspraxia called "apraxia of speech." It takes a great deal of muscle coordination of the face, mouth, and tongue to speak properly and clearly. Those with dyspraxia often cannot coordinate those muscles well, so their speech can be slurred and indistinct. Apraxia of speech is part of the larger dyspraxia continuum.

Kids don't outgrow dyspraxia, but they can improve their symptoms and learn to focus on their strengths. They often need speech therapy, occupational therapy, and physical therapy from experts, so early identification is key.

Learn the signs of dyspraxia.

Knowing the signs of dyspraxia can help teachers with struggling students. If you think a student in your class is affected by dyspraxia, refer them to the appropriate specialist. They'll rule out any neurological conditions and make a diagnosis if necessary. Here's what you might see in a dyspraxic student at various ages.

Pre-K

At this age, dyspraxia is hard to definitively diagnose, since kids develop at different speeds. But a dyspraxic toddler will usually learn to speak later than other children, possibly not speaking full words until the age of three. They'll also take much longer to learn to talk in complete sentences. They're often very clumsy, unable to catch a ball or use scissors. Learn more about pre-K dyspraxia signs here.

Elementary School

This is the age at which dyspraxia is most commonly diagnosed. Speech problems become more apparent, with the slurring of words and difficulty moderating pitch, speed, and volume. Writing may be difficult, as the fine motor skills needed to hold a pencil are lacking. These students are physically clumsy, and they struggle to learn to ride a bike or tie their shoes. They also find sequences of actions confusing and often take much longer to complete seemingly simple tasks. Learn more about elementary school dyspraxia signs here.

Middle and High School

Older students with dyspraxia have trouble keeping up with note-taking during lectures because handwriting is difficult. They may continue to demonstrate indistinct speech, which may vary wildly in volume and speed. Dyspraxic students avoid gym class and playground activities, because they lack coordination. They have trouble following long sequences of directions, and seem to take forever to do their homework. Learn more about middle school and high school dyspraxia signs.

Other Dyspraxia Challenges

Due to the challenges of speech and coordination, dyspraxia can be a very visible condition. Kids with dyspraxia may have trouble making friends or even be bullied. Learn about the social impacts of dyspraxia here.

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Support students with dyspraxia.
Part of a sample IEP from Mash.ie
Students diagnosed with dyspraxia may qualify for an IEP/504 plan that requires classroom accommodations. Even if they don't have a formal plan in place, there are many ways you can help dyspraxic students succeed, including those listed below. Get more classroom strategies for students with dyspraxia here.

Allow extra time.

"Repeat" and "practice" are key words for dyspraxic students. They need to hear and do things over and over, which takes more time. They may need more time to complete an assignment in class or be allowed to finish it at home. Give them extra time when they're speaking, too, allowing them to finish their thought even if you feel impatient. Avoid the urge to finish sentences for them to "save time."

Encourage and support speech therapy.

Making yourself understood is very frustrating when your mouth simply won't move the way you want it to. Speech therapists can help dyspraxic students with apraxia of speech speak more clearly over time. Refer your student, if needed, and work closely with the therapist to ensure you're supporting their work in your classroom.

Provide handwriting assistance.

Writing requires fine motor skills that many dyspraxic students don't have. Teach writing using alternative methods and provide different utensils, grips, and paper. Encourage them to learn to type at an early age. Provide preprinted copies of notes from lectures and give extra time for written assignments.

Break down projects and instructions.

Kids with dyspraxia often struggle with a series of instructions-they need to take things one step at a time. A checklist is immensely helpful for them, especially with projects that require multiple steps. Help them break things down into manageable chunks so they can stay on track.

Support their emotional health.

Watch for signs that a dyspraxic child is being bullied by others and refuse to tolerate that behavior. Kids with dyspraxia may have trouble making friends on the playground, since their lack of coordination makes it hard for them to play physical games, like ball or tag. Suggest other group activities they'll enjoy instead and help them find children they'll enjoy playing with.

Get dyspraxia resources.

The more you know about dyspraxia, the better equipped you'll be to support your students. Here are some resources to check out.

Online:

Books:
(WeAreTeachers receives a small percentage of purchases you make through these affiliate links.) Do you have questions about helping students with dyspraxia? Come ask other teachers in our WeAreTeachers HELPLINE Facebook group. People with dyspraxia often have dysgraphia, too. Learn more about dysgraphia here.

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What Teachers Need to Know About Dyspraxia and Apraxia of Speech

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Children with dyspraxia have trouble with motor control, leading to clumsiness, speech issues, and other challenges. Learn how teachers can help.

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IEP for Autism

For almost 10 years, readers have been asking me questions about an IEP and autism. It's quite common in our chat forums to have a Mom pop in and say "We were just told we were getting an IEP for autism, what should I ask for?"

For 10 years, I have resisted writing about putting together IEP Goals and Strategies for Autism. Mostly because IEPs are to be needs-driven, not diagnosis-driven.

The goals and supports and services that are in an IEP should be based on what the child needs, not a diagnosis or IEP eligibility category.

Every child in the same eligibility category should not be receiving exactly the same thing. A common stereotype for autistics is that they all have hyperfixations. But, they do not.

But, now, reluctantly, I'm going to do so. The reason I have not addressed an Autism IEP specifically, before, is because, as Stephen Shore said it:

If you've seen one child with autism...

You've seen one child with autism.
Stephen Shore, Autistic Professor and Researcher.

And it's true. No two children are the same, even with the same disabilities. I love that my lists of IEP goals and other resources on here get used as frequently as they do.

But I was hesitant to put any Autism IEP Samples on here because I don't want them copied. Please let them inspire you and get your creative juices flowing, but don't copy them word for word.

But, parents should know how a meaningful IEP for autism is created and built. So I'm going to walk you through the steps.

IEP Eligibility Under Autism

A medical diagnosis of Autism does not guarantee IEP eligibility. To get started, you must request that "your child be evaluated for eligibility for special education services."

Do this request in writing. And remember, the school must evaluate in all areas of suspected disability, so if they do not suspect something, bring it to their attention.

I have written extensively on this in other posts, including sample letter templates for you to use.

Here is the IDEA definition of Autism. I have copied it directly from the IDEA website, with hyperlinks back if you want to dig deeper.

Your state may also further define criteria for autism. I have all 50 states special ed regs here.

IDEA Definition of Autism

Statute/Regs Main " Regulations " Part B " Subpart A " Section 300.8 " c " 1

(1)(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.
IDEA Sec. 300.8 (c) (1)

How to Get an IEP for Autism

I have outlined the specific steps of how to get an IEP in another post. The steps are the same, regardless of the disability.

Once your child has been evaluated, you will have an Evaluation Report or Eligibility Meeting. Different states call them different things.

If, your school declines to evaluate your child (and you disagree) or if you disagree with the findings of their evaluations, ask for an IEE.

Autism Eligibility-Present Levels

But, let's assume that your child is found eligible under the Autism category. You can still agree with their findings, and feel that their assessments were incomplete.

Your child's IEP (when finalized) will have a Present Levels section. This is arguably the most important part of the IEP. Why?

Because IEP Present Levels should be a complete, thorough and accurate picture of your child. Everything! The good, the bad, the ugly. All their strengths and all their areas of need. Goals are developed from Present Levels, so it's important that you get it right.

If it's not complete, then you have to ask for more or different evaluations. I also want to point out that I don't know that I've ever had a client who just had autism and nothing else.

This is why it is so important for parents to be vocal during the evaluation process. The child may be autistic-but it might be dyslexia or ADHD that is actually inhibit the child's learning.

It is very common to have comorbid conditions, so leave no stone unturned.

But once you have a solid present levels section, you're ready to begin developing goals.

IEP Goals for Autism

There is no defined number of goals for an IEP. And, not everything can be a priority. Some kids have so many needs, and there are only so many hours in a school day. (this is my own, too, so I get it!)

I've been asked if I have a specific Autism IEP Goal Bank, Preschool IEP Goals for Autism, Social Emotional IEP Goals for Autism, Reading Comprehension IEP Goals for Autism, or Self Advocacy IEP Goals for Autism. Yes and no. I have separate posts on each of those, but self advocacy is self advocacy-regardless of the disability.

Here is a list of Autism Goals for an IEP. I have mixed thoughts about including it here. I did the advocacy training program from this organization and I found them to be quite ableist.

Still, even a broken clock is right twice a day, so there are a few good things in here. I had these in a post way back in 2015 (according to the date in the URL), then I removed them, now I am adding them in again.

Examples-of-IEP-Goals-and-Objectives-for-students-with-autism

And here's another:

Examples-of-IEP-Goals-and-Objectives-Suggestions-For-Students-With-Autism-2

And another. Just please, be aware of your own personal biases and that of your team.

Examples-of-IEP-Goals-Without-Objectives-some-autism-specific

IEP Autism vs Emotional Disturbance

Ok, if I'm going to devote a whole blog post to Autism IEPs, I cannot ignore the IEP Autism vs. Emotional Disturbance issue.

If we go back and revisit the IDEA definition of Autism, it said:

Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.
IDEA Sec. 300.8 (c) (1)

Bold is mine. But basically, it's right in IDEA-if you suspect autism or ED, go with ED. And then it directs to you the definition of ED.

(4)(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.
IDEA Section 300.8

So listen, I could rant for days on this. I could speculate and pontificate as to why I think it is happening and what my ideas for solutions are.

But, the takeaway is this:

There is an all-too-common trend, seen nationwide, where schools are placing kids in the ED category when the parent feels autism is more appropriate. In many cases, the child was eligible under Autism, sometimes for years. And then parents were told we "have to" move him to Emotional Disturbance.

It has also been my experiencing in advocating for kids like this, that for many years, their autism-related needs went unmet, and the child began to exhibit behaviors consistent with ED.

Again, I'm not going to get into the "why" behind it all. But if you disagree, read and use your IEP Procedural Safeguards. It's a very unfortunate practice and it has to stop. Ask for assistance in our Facebook Group if you must.

Sample IEP for Autism PDF

Online I found a couple of good examples of IEPs for Autism that I felt were worth sharing. The first one isn't an IEP per se, but it is a best-practice model that some states are following.

If those districts are truly using this procedure, good for them! So much better than the cookie cutter IEPs that I usually see.

And this one, eh, I'm not wild about it. But I definitely would steal some of the wording they use in a letter. I like some of the phrasing they used.

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How to Build a Meaningful IEP for Autism (PDF Sample IEP for Autism with Goals)

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For almost 10 years, readers have been asking me questions about an IEP and autism. It's quite common in our chat forums to have a Mom pop in and say "We were just told we were getting an IEP for autism, what should I ask for?"

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Tips for writing an IEP for students with autism

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Tips for writing an IEP for students with autism

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Updated: Oct 17, 2021

It's time for IEP and 504 meetings again... are you ready? Here are the top 5 IEP items for students with dyscalculia (and for other learning issues, too!):

you won't be able to request for later high-stakes tests like the SAT, ACT, or college placement exams. Check this blog for ideas on how to use extended time wisely.

Extended time is important because it lets students reflect on problems and double check their work. It works best for students with dyscalculia when they have the right support systems for dyscalculia: a reference sheet, or times table list , or calculator, or a study guide with a list of procedures and formulas .

3. Appropriate Math Tools . Dyscalculia makes the brain forget math, especially basic facts. Even when a student masters steps and procedures, like how to add fractions, they can get the final answer wrong because they struggle with adding or multiplying. Using a calculator or a list of times tables allows students to show their math abilities without being held back by their learning disability .

Tools offer support, not answers. Other appropriate tools include a list of steps or worked examples, a vocabulary sheet, or a formula sheet. The Teacher's Dyscalculia Toolbox includes all this and more!

Having a copy of notes from the teacher, or from another student, erases everything except understanding the material. Ask if the student can use their phone to take a picture of the board. Maybe the teacher can take a picture of the board and upload it to the class website, or photocopy peer notes.

...and one to be cautious about: Reduced Number of Problems. Technically, having a reduced amount of work or fewer standards to meet is a modification, not an accommodation. Modifications are appropriate for developmental or intellectual disabilities, but not usually for Specific Learning Disorders. When students with dyscalculia have the right support, they can complete the same amount of work as other students. When they don't have the right support, they struggle and can fall behind.

Reach out to EduCalc Learning if you have other questions about IEP and 504 meetings.

It's time for IEP and 504 meetings again... are you ready? Here are the top 5 IEP items for students with dyscalculia (and for other learning issues, too!):

you won't be able to request for later high-stakes tests like the SAT, ACT, or college placement exams. Check this blog for ideas on how to use extended time wisely.

Extended time is important because it lets students reflect on problems and double check their work. It works best for students with dyscalculia when they have the right support systems for dyscalculia: a reference sheet, or times table list , or calculator, or a study guide with a list of procedures and formulas .

3. Appropriate Math Tools . Dyscalculia makes the brain forget math, especially basic facts. Even when a student masters steps and procedures, like how to add fractions, they can get the final answer wrong because they struggle with adding or multiplying. Using a calculator or a list of times tables allows students to show their math abilities without being held back by their learning disability .

Tools offer support, not answers. Other appropriate tools include a list of steps or worked examples, a vocabulary sheet, or a formula sheet. The Teacher's Dyscalculia Toolbox includes all this and more!

Having a copy of notes from the teacher, or from another student, erases everything except understanding the material. Ask if the student can use their phone to take a picture of the board. Maybe the teacher can take a picture of the board and upload it to the class website, or photocopy peer notes.

...and one to be cautious about: Reduced Number of Problems. Technically, having a reduced amount of work or fewer standards to meet is a modification, not an accommodation. Modifications are appropriate for developmental or intellectual disabilities, but not usually for Specific Learning Disorders. When students with dyscalculia have the right support, they can complete the same amount of work as other students. When they don't have the right support, they struggle and can fall behind.

Reach out to EduCalc Learning if you have other questions about IEP and 504 meetings.

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It's time for IEP and 504 meetings again... are you ready? Here are the top 5 IEP items for students with dyscalculia (and for other learning issues, too!): 5. Extended Time. Pretty much everyone gets extended time as the first accommodation for any barrier to learning.

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Developing an IEP for students with ADHD by Kate Carr-Fanning - HADD Ireland

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Developing an IEP for students with ADHD by Kate Carr-Fanning - HADD Ireland - Download as a PDF or view online for free