Dyscalculic Student

Diagnosis: Dyscalculia

The student has been diagnosed with developmental dyscalculia- a mathematics learning disorder- as supported by the documentation supplied to DSS.

The student has attempted and failed statistics 5 times without accommodations, will not graduate on time, and the statistics course is a prerequisite for another course in his major. 

Functional Limitations that Present Barriers to Learning:

Mathematics Accommodations Requested:  

1. Accurate instructor-created notes and lecture videos (when available).

2. Ready access to references

3. Constructive Authentic Assessments (CAA): Work is graded on the same criteria measured on the standard exam, but instead of a timed paper exam, the student does a significant project, presentation, written paper, study guide, or take-home exam. 

Constructive Authentic Assessment allows the dyscalculic to:

1. reason slowly and methodically

2. define and illustrate all terms

3. describe the rationale for all decisions and procedures

4. color-code to organize information

5. mask to isolate digits and visual stimuli

6. talk through processes

7. illustrate and create examples

8. carefully monitor for dyscalculic errors when decoding, speaking, reasoning, and writing

9. slowly and carefully make sense of visuospatial information

10. consult references

Constructive Authentic  Assessments (CAA)


CAA is far more work than sitting for an exam, but CAA is the only way a dyscalculic can successfully show their understanding of math and statistics. 

Examples of CAA:

College & Dyscalculia Resources: