LETTER TO COLLEGE

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:

1. Insufficient working memory and poor detail monitoring, result in occasional digit and symbol errors when reasoning, writing, and speaking.

2. Performance inefficiencies include calculating by counting dots, unconsciously switching operations, and losing track mid-task. 

3. The dyscalculic experiences impaired recall of math facts and procedures.

4. Cognitive demands quickly exceed processing capacity resulting in blanking out, frustration, and despondence. 

5. The dyscalculic has regular tutoring and visits with the instructor, diligently practices and attends class, and persists despite failure. 

6. Due to slow math processing and dyscalculic errors, it is hard to follow the lectures with adequate comprehension and accurate notetaking; there is a lag in making sense of things and connecting them to what is known.

7. Weak visuospatial processing and weak visual memory, interfere with the rapid and efficient interpretation and processing of linear equations, number lines, charts, graphs, tables, multidimensional shapes, and visuospatial relationships. 

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:

1. Complete a take-home exam. Define and illustrate all terms, color-code work, and provide rationale. 

2. Create an illustrated study guide that covers all of the topics.

3. Create an explainer video or presentation to demonstrate concepts.

4. Write a paper with applications, rationale, and defined and illustrated terms. 

College & Dyscalculia Resources:

• • • Association for Higher Education & Disability Guidance Documents 2018

• • • Universal Design for Learning

• • • Math Course Waiver and Substitution Guide