Substitution & Waiver Guide

Ways to Meet Quantitative Reasoning Requirements

Many colleges have programs or classes for non-math, or non-science majors to satisfy their quantitative reasoning GER (General Education Requirements) requirements. Some programs are listed below.


A student's developmental history, and persistent errors and symptoms, will indicate the presence of dyscalculia syndrome (AKA mathematics disorder or specific learning disability in mathematics in the areas of math memory, math reasoning, computation, math writing, math speaking, visual-spatial orientation and sequencing). 

A Math LD student will always be challenged by memory and retrieval limitations, and recording and processing errors,  and will need to employ special coping strategies throughout their lifetime. 

Where math courses are required, but not integral scaffolding for advanced study in the area of specialty, a course waiver or substitution is warranted to avoid discrimination against persons with disabilities under Section 504 of the Civil Rights Act. 

Aside from these reasonable accommodations, courses containing mathematics should be taken on a PASS/FAIL basis with accommodations to mitigate the impact of disability-related performance on the Grade Point Average. 

Disability-related performance limitations that result in poor grades and a lower GPA, can result in the future exclusion of the disabled student from scholarship and extracurricular opportunities. 

For more guidance, see Utah AHEAD's Trends and Best Practices in College Math

Waivers for Students with Math Learning Disabilities (attached below).

In situations requiring mathematics, it is recommended that Math LD students be given tools and strategies appropriate to the tasks, and be shown how to use specific tools in specific situations to facilitate and expedite math computation and processing efficiencies. 

Tools to Mitigate the Impact of Dyscalculia

(1)  Use of A Math Look Language-enhanced place value chart.

(2) Illustrated handbooks, like “Math on Call” and “Teach Yourself Visually: Algebra” 

(3) Use of a multiplication table, and a talking calculator (to provide aural feedback).

(4)  Formula and definition references with illustrations.

(5)  A directional and operational reference.

(6)  Concrete manipulatives to demonstrate concepts.

(7) A quiet space to work with a trained auditor who will monitor decoding, copying, interpretation, reasoning, recording, and speech, in order to catch and constructively correct unconscious dyscalculic errors.