Mismanaged Education=Lost Time

VISITOR:Our younger son was diagnosed with Dysgraphia and Dyscalculia. It took the 2 years to get testing done after we told the school district of the problem -  that is what our case is about now. The case lays out the time line through the end of September, when we filed. there have been things that have happened since then so I am sending you that too. They found him not eligible for Spec ED in December after we filed, despite the results of their own IEE tester, a Neuropsychologist. 

The Judge even makes a mention in his motion on the stay put provision that our son had been found by several professionals to have an IDEA-qualifying disability.  Then they redid his 504 accommodations, such as they were (copy enclosed).  The best part of the new 504 plan - they agreed that he had dyscalculia and then referred him to the county library system for their online math "tutoring" program - basically homework assistance, in lieu of math education at school.

 We have fought the district over this issue for over 7 years. We started with our older son when he was diagnosed with dyslexia, slow processing, difficulty with sequencing ( verbal IQ 147 , processing things in sequential order 75) and an audio deficiency that made it difficult for him to focus on a single conversation in a noisy room - his mind jumps from one sound or conversation to the next and the next, so he hears part of everything but he also misses key information when, for example, the teacher is lecturing.  He was diagnosed in 5th grade but nothing was done until end of 8th grade.  Even then we had to go through mediation to get the accommodations recommended by the IEE (a Neuropsychologist  contracted by the District).  They provided some of the accommodations they agreed to for 1 year.  In that year, his GPA went from .98 (end of 8th grade) to 3.67 for 9th grade.

The next year they took the accommodations away because he had good grades so he didn't qualify for special Ed. We actually received an e-mail to that effect from the Director of Spec. Ed.  He failed his first semester of 10th grade, so then they claimed it was because he was socially and emotionally disturbed and wanted to test him for a social/emotional disorder based on their claim that the neuropsychologist had told them so in a meeting that year. We later found out that what had really happened was they had contacted the Doctor about taking his accommodations away because he obviously didn't need them, due to his good grades. She informed them that if they took the accommodations away they would cause him emotional harm. We finally took him out of the school because they administration started to harass him with teachers telling him that we just wanted to give him a "free ride" and that there was nothing wrong with him. One teacher, in front of the entire class, asked a student sitting next to our son "What's the definition of moron? Answer: a kid with an IEP."

He passed the test for Running Start (a program that lets high school students take college courses during 11th and 12th grade for both high school and college credit) but he is now 19 and hasn't graduated from HS or finished his AA.  He refuses to even discuss asking for accommodations in his college classes, because he feels like he'll be singled out again and lose what he has by asking.

If there's anything you can recommend or point us in the right direction so we can get this resolved and get our younger son the help he needs - help that we can't give him - I would really appreciate it.


DYSCALCULIA.ORG: Your school system is totally operating in disregard of federal law: both IDEA and No Child Left Behind. He should have an IEP and a Transition Plan, as well as an Assistive Technology Evaluation and subsequent plan. If he has not finished high school, there should be a plan to do so. If they have illegally exited him from high school, contact your state rehabilitation office for assistance with high-school completion and a plan for vocational training. See GUIDANCE FOR THOSE 17 and OVER. For your younger son, follow this GUIDANCE FOR KIDS AGE 1 to AGE 21.

Thesis on dyscalculia- why not well known?

VISITOR:  I am currently undertaking a research study for my Masters Degree in Education and am trying very hard to think of a suitable topic for my thesis study. I have a keen interest in supporting learners with numeracy problems within my field of science, as science and mathematics are often considered to be closely linked. Having been a child myself who was identified as gifted at sciences, yet provoked a 'cause for concern' within maths and numerical applications I feel that this is an area which is very close to my heart and I would like to conduct this study with a view to raising awareness of dyscalculia. I also would like to investigate the reasons why dyslexia specifically relating to literacy is recognized and effectively supported, yet those with an inherent difficulty in understanding mathematical problems are largely unrecognized.

I am writing to you in the hope that you might be able to provided me with some literature which could provide me with some data relating to students with dyscalulia, in terms of estimations as to how many cases are identified each year, what schools do to support these learners, how they can be identified etc. Many thanks.

DYSCALCULIA.ORG: The best book to read is this one: Why is Math so Hard for some children? Here are the latest research articles/reports on dyscalculia: Reports.

Here is a list of dyscalculia researchers and experts, with links to their sites and articles: Dyscalculia Experts.  Here is a master's thesis on dyscalculia: The Dyscalculia Syndrome (1998). Feel free to be in touch through the process. 

Hurdle: 4 years of high school math

VISITOR: I cried when I read the Letter to My Math Teacher. Thank you for taking my call today. It was a relief to talk to someone knowledgeable about dyscalculia. The school says they never heard of it. My son has all of the symptoms. He doesn't want to look any different than the other kids, but he can't keep up. He tries heroically but can't remember from one day to the next. How is he going to get through 4 years of high school math when he can't sequence or factor or multiply consistently? Help!


DYSCALCULIA.ORG: Here are some key resources:

Accessibility to math: http://www.dyscalculia.org/accessibility

Assistive Technology: http://www.dyscalculia.org/math-ld-books/math-tools

Best Tools: http://www.dyscalculia.org/math-ld-books/math-tools/math-tools

Diagnostic Guidance: http://www.dyscalculia.org/diagnosis-legal-matters/guidance-17-years-old

Learning Disability Checklist: http://www.dyscalculia.org/diagnosis-legal-matters/ld-checklist-pdf

Dyscalculia Symptoms Checklist: http://www.dyscalculia.org/diagnosis-legal-matters/math-ld-symptoms

The Dyscalculia Syndrome: http://www.dyscalculia.org/dyscalculia/dyscalculia-syndrome

Dyscalculia Remediation: http://www.dyscalculia.org/dyscalculia/math-ld-remediation

This is a lot, but feel free to email as you go.

California College Student Needs Help

VISITOR: I came across your site and I was in tears……..I have Dyscalculia and have struggled with it since age 6. I live in California and I would like info regarding math course waivers as well as being tested & diagnosed with Dyscalculia. Can you provide me info on both of these issues?


DYSCALCULIA.ORG: Yes. Information on course waivers: http://www.dyscalculia.org/college-math-ld/course-waivers. Info on being tested for dyscalculia: http://www.dyscalculia.org/diagnosis-legal-matters/guidance-for-17-years-old. David Mills is an expert tutor in California:  http://www.mathanxiety.blogspot.com/.

College Student with Dyslexia & Dyscalculia

VISITOR: Hi.  I encountered your website while searching on Google. To make a long story short, I was diagnosed with Dyslexia when I was about 5/6 years old. My mom noticed that I was not understanding basic math  concepts and not able to read or even right my name. My mom brought it to the attention of the school who at first refused to test me because of the cost but with help of a very influential community leader my mom along with the help of my aunt succeeded.

On occasion, I was removed from the class to get help with my reading and writing development. Then, when I started the 3rd grade my teachers didn't know what to do with me when I wasn't understanding subtraction and multiplication. Their solutions to the problem was for the aide to take me to the library and work on geography or silly little assignments that had nothing to do with what I was not understanding. Many times during the IEP meetings my mom was told that I would never go beyond 3rd grade level math. This continued on until the 5th grade. It wasn't until 6th grade that I had a special class period "resource" where I would receive individual attention with help with home assignments.

During these three years, the school thought it would be beneficial for me to not take a science like all the other students and to switch my regular math class for a special Ed math. To say the least,  I don't believe the teacher was qualified to be a special ed math teacher.

My story isn't complete..... I am 22 years old and continue to struggle with basic arithmetic. I feel very ashamed and embarrassed.  The school recognized my disability as dyslexia. I don't know why the schools never tested so i could have the title of also having dyscalculia. I feel that my college refuses to recognize me as a person with a real disability because I physically look like everyone else. It is now time for me to take action! I am reaching out for help! Are you aware of any legal rights or people that I could turn to in my state if California?


DYSCALCULIA.ORG:  I am sorry to hear that the California school system mishandled your education. I will assure you that we will work with you to find a solution to your problems. 

To start, you should look at the general guidance for young adults: http://www.dyscalculia.org/diagnosis-legal-matters/guidance-for-17-years-old

Where are you attending college? Please send me the name and email of your dean or advisor and also please send the same info for the director of special student services. I will send them information about your disabilities and request appropriate accommodations for you. What I will ask for is similar to the information found here: http://www.dyscalculia.org/accessibility

I think you will find some relief in reading what researchers think causes dyscalculia. http://www.dyscalculia.org/research

We will try to match you with a local expert, if you share your location. 

Also, you are going to need assistive technology to succeed in college. We need to bring this to the attention of your instructors. Here are some ideas: http://www.dyscalculia.org/math-ld-books/ld-tools-software There are regional AT lending libraries that may be able to help you obtain the AT but your school loans and school funding can also be used to purchase the tools you need to succeed. I recommend that you get the electronic versions of your text books. 

If you tell me more about the courses you are taking and their format, I can more adequately find the resources for you. As always, we want to use the most simple, inexpensive, and easily available tools to make the curriculum accessible to you and to provide opportunities for you to successfully interact with, practice and apply new information, and ultimately demonstrate mastery of it. Hang in there. Help is on the way.

Adult needing financial and diagnostic assistance.

VISITOR: I was home-schooled, but my family didn't know how to deal with my learning disability. I was officially diagnosed with something (they never told me what because they didn't believe in labels) 11 years ago. I apparently failed all my math and science classes for high school and though I have community college credit that I was able to transfer to a university, I have dropped out of college four times now because of my disability. I cannot get help without new documentation and last year I was homeless because no GED= no job. 


I did well in piano and though I can read music I cannot deal with time signatures beyond your basic 3/4 and 4/4 timing. As far as math concepts I understand on a regular basis: addition, subtraction, multiplication up to 10x10, simple division, simple cooking fractions. Decimals and anything higher than that alludes me. 


The evaluation cost on this site is my entire month's paycheck. I don't know where to get evaluated; my husband is disabled and I have no job and thus no insurance. It is also highly suspected that I may have Asperger's syndrome, shown mostly in social areas. 


DYSCALCULIA.ORG: You may qualify for state assistance from the regional rehabilitation office. Adults can get help through the State Rehabilitation Services Office (find my state's VRS office).
To start, do the following: Begin a formal journal/binder to track documents, process & progress. Journal details of every action, conversation, & relevant experience and put a copy of all documents and emails into the binder.

Fill out and print 3 copies of the LD Checklist. 

Adults should compose a letter addressed to the State Rehabilitation Coordinator for your zip code requesting that you be tested for disabilities in the areas indicated on your checklist. (You must apply to the agency for help and meet eligibility tests.)

If you have health insurance that covers outpatient psychological services, you can seek a comprehensive neuropsychological evaluation for learning disabilities. If not possible, seek an evaluation for learning disabilities by a licensed clinical psychologist. Be sure to give the doctor a copy of your checklist.  

Once you have a diagnosis and recommendations, take your documentation to your employer, advisor, college dean and director of special student services to arrange for appropriate accommodations and assistive technology.

Read about Law concerning College Students with Disabilities; Self-Advocacy in College; and a Supreme Court Judge with Dyslexia.   ADVICE FOR COLLEGES: BEST PRACTICES FOR MATH LD STUDENTS

For more information, consult the primer on Special Education Law & Process.

I don't want to avoid math, but I can't retain it!

VISITOR: Yes please. I'm in college. They've allowed me to put off taking math classes for now, but only until next year or the summer. Due to my inability to successfully pass a math class. I have not taken a math class since my first semester of my senior year in high school (I'd tell you how long it's been, except that naturally, I'd take me a while to figure out and I'd rather not if your don't mind. I'm a 2nd semester freshman in college now if that helps), so what little math I was retaining has gone completely. An advisor here suggested I use my ADHD accommodations to get me out of math permanently, but I don't want to do that. Not knowing math would cripple my future options and hinder any career I wanted to pursue. Are there any workbooks or programs I can use to learn math before I need to take a class?


DYSCALCULIA.ORG: Yes! Look at all of these resources: http://www.dyscalculia.org/math-ld-books/math-tools/math-tools 

Been avoiding math! How can I face it?

VISITOR: I really want to go back to college but for years i've stayed away in  fear of anything having to do with numbers.  I know I will have to deal with trying to learn math; Is there anything that can help me get through this?


DYSCALCULIA.ORG: You will want to see our list of the best tools out there for learning math when you have dyscalculia.

Can't pass pre-algebra in college

VISITOR: I am a 50 year old woman who has struggled in math all through grade and high school. I am now in college and wanted to get into the RN program. I do well in my other classes but am failing pre-algebra. I go to the math lab for tutoring every free period I have. Then when I take a test I can't remember anything. I need help. Thank You.


DYSCALCULIA.ORG: Please see this article about making math accessible for college students with dyscalculia. http://www.dyscalculia.org/accessibility

Thanks for this site!

VISITOR: I have suffered with this my whole life. I was ridiculed my entire childhood by parents and teachers. I was even punished  multiple times by my P.E teacher for not being able to add my bowling scores! I could read at a college level in 6th grade and was an A+ student in Science but I couldnt do 5th grade math. I had to quit band because I couldnt grasp reading music. Wow this website has changed my life. I looked it because of a work issue. My boss keeps trying to train me on an accounting program which I cant figure out no matter how she tried to teach it. I showed her this site and I think she understands now what's wrong. Thank You so much!!


DYSCALCULIA.ORG: You are welcome!

College Grad with Dyscalculia & Spelling Difficulty

VISITOR: I'm not sure where to begin when asking for help.  
I have struggled my whole life with math and spelling and just do not understand it.  I am raising a family and experiencing my struggles all over again as I try to help my 11 year old daughter with her math and spelling challenges.  One method that helps my daughter to learn math is the Touch Math method.  As for spelling, her teacher just encourages my daughter to keep reviewing.  She has Sensory Processing Disorder, so tapping and touching objects helps her to process math and spelling that seems to float on her page.  I guess I am just hoping that someday the light bulb will come on in my mind to say "Yes that's how you are supposed to complete the math problem!"  I would also like to be able to spell words correctly the first time and not always rely on spell check or the dictionary.  When working on math, I always try my best to complete a math problem.  However, that is just what it becomes, a problem that I do not seem to remember the basic steps in order to complete.  I have been evaluated by a disabilities organization in my state. Their findings were that I have a math disability. They believe that I should continue the coping methods I have been using all my life since it has allowed me to complete a BFA Degree.  The only down side is I basically failed all my math and science courses in college.  

My challenge obtaining my BFA was to hide the fact that to this day I still do not understand how to use a ruler to measure.  Somehow I can create wonderful art pieces.  I hope this may help you understand my struggles.  I also hope that you may be able to guide me in the right direction to better understanding math.

DYSCALCULIA.ORG: Thank you for sharing your story. It sounds like you have dyslexia and dyscalculia. For dyslexia, I recommend the Orton-Gillingham method. If this is not successful, try the Davis Method. You may also want to explore Dr. Harold Levinson's treatment. As for spelling, here is a nice one-pager explaining why spelling is difficult for all but those with a very good visual memory for printed words. For math, I recommend our Best Math Tools. Here are some books about Math Dyslexia. Here are great tools for Dyscalculia Remediation. Feel free to contact us again.

Senior has not passed math class since 6th grade

VISITOR: My daughter is a senior in high school who has not passed a math class since the 6th grade. We have verbally requested a learning disability request several times and are now sending in a written request.

DYSCALCULIA.ORG: Amazing that this has never made it onto a teacher or administrator's radar. Follow this guidance for children 17 and older.
Publish Post

Dyscalculia Diagnosis @ Univ. of Washington, Seattle

VISITOR: Yes, where can I get tested? I have a lot of anxiety when it comes to math and I feel like crying everytime I do higher math because I keep making stupid mistakes! Sometimes I stare at numbers for the longest time trying to figure out my mistake but I cannot see it. 3's look like 8's to me a lot of the times! Please help. I am in Seattle, WA and I attend University of Washington.


DYSCALCULIA.ORG: Here are some resources for you at the University of Washington: (1) Accommodations for LD Students in Math & Science; (2) Using Computers & MathML to reach students with Math LD; (3) How UW Instructors should accommodate LD students; Univ. Washington DO-IT (Disabilities, Opportunities, Internetworking & Technology) to address disabilities in education; (4) Rights & Responsibilities.    WHERE TO GET TESTED: Contact Professor Virginia W. Berninger in Educational Psychology at the U of Washington, Seattle: 322 Miller Hall, Box 353600, Seattle, WA. Email: vwb@u.washington.edu  Here is a presentation by Prof. Berninger: Differential Diagnosis & Treatment for ....and Dyscalculia.

Education Corner

VISITOR: Just wanted to recommend www.educationcorner.com/study-skills.html as a resource for the links/resource section of your website. Thought this would be a good resource for your website visitors.


DYSCALCULIA.ORG: Thank you! It is a handy resource.

Can't pass college algebra, degree out of reach.

VISITOR: I think I have a math related learning disability. I seem to be able to learn math skills, but then I can be confident about my knowledge and ability, and suddenly the information is just gone.

I have other issues sometimes with names and faces, but the biggest problem that I have been unable to cope with is having to re-learn math over and over, and then keep failing my college classes. I seem to be okay up until I start getting into fractions, and percentages. After that, my mileage may vary.

I keep trying to explain to people that this isn't just "text anxiety" or anything like that. It doesn't usually happen during tests. It happens when I think I've learned a math skill, and am perfectly confident in my ability to do the problem. The information is just gone. I didn't have any anxiety about it. I was convinced that I knew what I was doing.

I just barely scraped by my Math 20 class, attempted math 60 twice, and failed both times. (pre algebra and algebra 1 respectively) which led to me losing my financial aid for college. I'm at a loss of what to do, as I'm wanting to get my art degree, but that requires me to pass a college level algebra class, which I'd been trying to work up to with the other math classes.

I don't know how to get tested, have no money to get tested, my GPA is in shambles, and I have no idea where to turn to, or if there's anything I can do to ever even get a degree. I've tried tutors, that's how I managed to pass math 20, but that didn't seem to help for math classes higher than that.

So, I don't really know what I can do, but I need help. Without a college degree, it doesn't look like I can get anywhere.


DYSCALCULIA.ORG: Start with our guidance for adults with math learning disability. Also see our resources on College and Math Learning Disability.

Transposing Numbers

VISITOR: My boss asked me today if I was dyslexic which I promptly said no, but then she asked why I seem to transpose written numbers a lot which I'm aware that I do with writing, not so much with typing. I did a search on the internet and found out about Dyscalculia. Other than basic addition I've always had a problems with math, but was always an above average reader with excellent spelling and writing capabilities, so the thought of having some sort of learning disability like dyslexia never entered the picture until today.


DYSCALCULIA.ORG: You may have dyscalculia. Here's a checklist of symptoms.

The GRE Test and Dyscalculia

VISITOR: Trying to figure out if it is common to transpose numbers. It take me 3-4 times to do simple addition or subtraciton on a calculator just to ensure that I am right. It is very frustrating, and I am worried it may affect my ability to go back to school for my Master's Degree, specifically if I need to take a GRE test with heavy math.

DYSCALCULIA.ORG: If you have dyscalculia, you may transpose numbers without being aware of it. You may transpose numbers when reading, recording, verbalizing, recalling, or processing. For instance, you may enter you ATM pin backwards, say 6347 instead of 4763, especially when under pressure to recall it (like at the checkout), or you may totally be unable to recall it. At an ATM machine, this will likely result in your card being sucked in, and then you have to get it later. This especially seems to happen with common sets of numbers like your locker combination, PINs, and passwords. You may have to keep a handy reference card but don't make it easy for a thief to figure out what code belongs to what thing.  GRE & Test Takers with Disabilities: Official Information & Contacts. Also see: Accommodations allowed. New LD Documentation News. How to register for the GED if you have a disability.

Math LD and dyslexia! Help!

VISITOR: All of the above apply to my ten year old granddaughter. After years of school failure I am home schooling her.  She was diagnosed to be dyslexic at age 6.  We use the Calvert program with Verticy for Orton Gillingham phonics/spelling materials.  The math, however is completely unattainable.  After three months of home schooling I am convinced there has to be more to her inability to grasp and retain simple math concepts. She can't process simple addition or subtraction, never mind mastering multiplication tables.  We live in FL. Can you help us?  I am running out of patience which is destructive. HELP!


DYSCALCULIA.ORG: You need a plan. (1) Follow the guidance for children under 17. (2) Create an accommodation plan. (3) Create an assistive technology plan. (4) Create a plan for remediation. MORE RESOURCES: Books & Tools. How to make math accessible to dyscalculics. Math dyslexia.

GRE with MLD, College & Dyscalculia?

VISITOR: The math sections of standardized tests such as the GRE and the Praxis is a source of anxiety. I'm afraid of doing so poorly on these that they will negatively affect my applications to graduate school or an educator's license. Are letters from appropriate experts explaining dyscalculia and attestation to me having his learning disorder recognized by universities and boards of education (who grant teaching licenses)? If so, what "expert" do I need to see to make this official?


DYSCALCULIA.ORG: Yes dyscalculia is a recognized learning disability. For help with standardized testing and college issues, see COLLEGE & MATH LD. Notice other links on the side. Here is a sample letter to the college director of disabled student services.

Any hope for college with dyscalculia?

VISITOR: I really want to go back to college but for years i've stayed away in  fear of anything having to do with numbers.  I know I will have to deal with trying to learn math; Is there anything that can help me get through this?


DYSCALCULIA.ORG: Yes. See REMEDIATION. 

Behavior Problems & LD

VISITOR: My son has been in some trouble at school and we haven't even had his first IEP yet.


DYSCALCULIA.ORG: 

You want to insist on a BIP (Behavior Intervention Plan) or a FBP (Functional Behavior Plan) to address his behavior and help him to self-correct by responding to reward opportunities.

Here is more information: 2010 Implementation Guidance on Behavior Support for Schools from the Michigan Department of Education. See pages 35, 36+ for information on a Functional  Behavioral Assessment (FBA) and a BSP Behavior Support Plan for him. You will want to scan the whole document, which is written as an instruction manual for schools on responses to student behavior issues. Make sure they do an assessment and make a good plan, based on the recommendations in this document. You may want to print and bring it to the meeting and have the pages marked for easy access to show them. Don't assume that schools know their own business. There is much to learn, even for school administrators. Everybody's flying by the seat of their pants, as things change faster than information can be disseminated and implemented. 

Math LD: 504 Plan or IEP?

VISITOR: My daughter has dyscalculia and the school told me that that is not one of the 13 disabilities that they recognize. They are willing to give her a 504 plan. She is great in all subjects except math. They are being really nice, what should I do?


DYSCALCULIA.ORG: She will need a Math Handbook like (Math on Call) and Math Manipulatives (especially for fractions!)

It may also help to work on a multi-media math learning tutorial program like learningupgrade.com. Check this out: Math demo

Follow this General Guidance for K-12 students.

About the IDEA Law and 504 Plans: [excerpt below from wrightslaw.com]

If your child has a Section 504 plan and does not receive special education services

under the Individuals with Disabilities Education Act, you should read about Section 504 of the Rehabilitation Act. Next, learn about your child’s test scores. In many cases, Section 504 children are eligible for services under IDEA. Gatekeepers who limit access to special education services often

make decisions about eligibility. If you understand your child’s test data, you will be in

a position to open the door to better services for your child.

Section 504 of the Rehabilitation Act is a federal civil rights law that prohibits discrimination against individuals with disabilities. Compliance is not optional. Under Section 504, the child with a disability has equal access to an education. A 504 Plan may include accommodations and modifications. A 504 Plan is not the same as a Child Study Plan.

You need to …

write a short, factual letter to the director of special ed or school supervisor. Explain that you were told that your district “doesn’t do 504’s” and that [someone] advised you that a Child Study Plan is like a 504 Plan. You are confused - this is not consistent with what you’ve read elsewhere. Ask if your understanding is correct.

You live in Virginia where the Child Study Team is part of the Identification and Referral process. These teams have different names in other states and may operate differently. The Team recommends strategies to address a child’s learning, behavior, communication, or development problems. The Child Study Team may also refer the child for a special education evaluation.

Get Your State Special Ed Regulations: You need to learn how to find and use your state special education regulations. Go to the Wrightslaw Yellow Pages for Kids site and click the link to the Directory of State Departments of Education. You should be able to download your state special ed regulations from your State Dept of Education’s web site. Save the regulation on your computer.

To find information about a topic like “child study,” search the your state regulations. Type Control-F (Find) then type “child study.” The information you locate will get you up and running.

Remember: Section 504 of the Rehabilitation Act is a federal statute that prohibits discrimination against individuals with disabilities. The person who said your district “doesn’t do 504 Plans” is misinformed. If you bring this issue to the attention of an administrator, this is often sufficient to set the record straight.

Obama: Natl. Disability Employment Awareness Month

VISITOR: Douglas Rogers<drogers@barackobama.com> Mon, Oct 13, 2008 Senator Obama: National Disability Employment Awareness Month. Here's the letter Senator Obama signed and released last week celebrating National Disability Employment Awareness Month. I hope you will circulate this to your contacts.

DYSCALCULIA.ORG:Thanks! Here's the link & the letter's text below: http://www.dyscalculia.org/obama_natldisabmo.pdf

October 2, 2008
Dear Americans with Disabilities,

It's a pleasure for me to join you in celebrating National Disability Employment Awareness Month. Americans with disabilities are an essential and underutilized part of our workforce. As President, I will work hard to help you achieve full equality – in the workplace, in education, and in all aspects of life.

I don’t have to tell you the dismal statistics – an employment rate 40 points below that of working-age individuals without disabilities and a federal failure to meet the disability employment targets of Executive Order 13173.

This must change – and I know that it can. Because I know that we can change it. One of the most important measures of any society is how well it enables each person to live up to his or her potential. Fairness is important, but providing you with the supports and services so you can succeed goes beyond that – it goes to the heart of our nation’s future. Because in an era of intense global competition, we can’t afford not to put everyone to work.

You shouldn't be locked out of the workplace. Children with disabilities shouldn't be languishing in failing schools that doom them to a life of second class citizenship. Your talents and energies must not go to waste. America faces great challenges right now and we won’t meet them without the help of everyone who can work. It’s that simple. That’s why it is long past time for us to break down the barriers that still exclude people with disabilities in this country and deprive you of true equality of opportunity and independence.

One of the first places we need change is in the workplace, and the federal government should take the lead. That’s why my administration will be a model for other employers in hiring and accommodating employees with disabilities. Before leaving office, President Clinton issued Executive Order No. 13173, which mandated hiring an additional 100,000 federal employees with disabilities within five years. Eight years later, this goal still hasn’t been reached. I will reinstate this executive order early in my term as President and designate a senior White House official to assure that all federal departments and agencies do their part to help meet this goal.

I will also vigorously enforce the Rehabilitation Act, including Section 503 requiring the federal government and employers who are federal contractors to "take affirmative action to employ and advance in employment qualified individuals with disabilities."

In addition, I will launch an aggressive effort to educate employers about tax benefits designed to encourage them to hire employees with disabilities, such as the Disabled Access Tax Credit, the Tax Deduction for Architectural and Transportation Barrier Removal, and the Work Opportunity Tax Credit. They are underused and our employers can’t afford to miss out on these benefits any longer.

These actions will help many adults with disabilities increase their contributions to our society, and I believe we must do even more for the next generation. That’s why I will fully fund the Individuals with Disabilities Education Act and ensure that it is effectively implemented and enforced.

This is a pivotal election, and it’s our time for change. I hope you’ll get involved, because I can’t do this alone. I need everyone to contact their friends and family to make sure they know about the issues and where the candidates stand. I need everyone who can to make phone calls and knock on doors to get the word out. Together, we can win this election. Together, we can achieve full equality for Americans with disabilities. Together, we can create the changes we seek.

Sincerely, Barak Obama

Dysgraphia: 5th Gr.-High School, Bad Penmanship

VISITOR:Thu, Oct 16, 2008 I am a psychology professor. The reason I am writing to you today is based on my son's need for accommodations and testing. My son has a severe form of dysgraphia. He currently writes at a level of a first to third grader and is in tenth grade. He is failing the writing part of Spanish and has great difficulty in the process of writing itself. His posture, how he holds his pencil/pen and other writing variables appears to be unusual compared to other children and myself. This has always been a problem for him and I noted this before he was five years old. His ability to verbally communicate effectively is not problematic, in fact he has competed as a story teller and been quite successful. His current high school, has a 504 plan in place. however, his writing has not improved, they have failed to accommodate his needs and continue to ignore his writing problems. I have had to push his school to meet his accommodations since fifth grade and finding that they are unconcerned about meeting his needs because he is so "bright." Could you please advise me on what tests are available for him at his intelligence and grade level so he can receive the accommodations he deserves once he is tested appropriately? The school tried to by-pass a number of tests previously and they have used intimidation on him as well as tried to do the same with me. Thank you for your consideration of this matter.

DYSCALCULIA.ORG: Your son needs an IEP (Individual Education Plan); he will use the 504 protections in college. Please take these steps immediately:
(1) Fill out the LD checklist (http://www.dyscalculia.org/LDcklist.html

(2) Craft a letter to the school principal requesting that your son be tested for a specific learning disability in writing (penmanship)also known as dysgraphia, in addition to all areas checked on the LD checklist.(3) Immediately start keeping a journal. (See instructions on http://www.dyscalculia.org/diagnosis.html.

(4) The school cannot refuse to test your son. They must test him for dysgraphia AND report the results to you within 30 days of your written request.

(5) You should get a consent to test form to sign and return to school either in the mail or sent home with him.

(6) Testing instruments: This author recommends the following thorough testing instruments:

[The source for obtaining the items appears in brackets.]
Slingerland Screening for the Identification of Language-Learning Strengths and Weaknesses. By Carol Murray. (High School & College Levels). [EPS]

Slingerland Screening Tests for Identifying Children with Specific Language Disability. By Beth H. Slingerland. (Grades 1-6). [EPS]

The Pediatric Assessment Systems. By Melvin Levine. Neurodevelopmental Examinations. (Preschool, PRE-1, Grades 2-4, Grades 4-10). [EPS]

Revised Pre-Reading Screening Procedures to identify first grade academic needs. (Auditory, visual, & kinesthetic ). For students with no introduction to reading. [EPS]

Test of Early Written Language (TEWL-2, ages 3-0 to 10-11). By Hresko, Herron, and Peak. [Pro-Ed]

Test of Written Language (TOWL-3, ages 7-6 to 17-11). By Hammill and Larson. [Pro-Ed]

Test of Written Expression (TOWE, ages 6-6 to 14-11). By McGhee, Bryant, Larsen, and Rivera. [Pro-Ed]


Orton advises professionals diagnosing dysgraphia to perform skill tests on both hands and to get a complete developmental history of handedness and academic performance and details of any special training. If the child is naturally left-handed, begin retraining of the left hand for writing, positioning the top of the paper inclined toward the right.

(7) Keep in touch. I'll help you through the process.

You need to establish the disability formally now so that he will qualify for services beyond high school.

(8) DYSGRAPHIA: DIAGNOSIS AND TREATMENT (excerpt from my paper at http://www.dyscalculia.org/Edu563.html.)

Dysgraphia is the primary problem referred to occupational therapists in the school setting (Fisher, Murray and Bundy 1991). Although most handwriting instruction is the responsibility of teachers, the therapist's role is to determine underlying postural, motor, sensory-integrative, and perceptual deficits (Stevens and Pratt 1989, 321). The OT also analyzes writing readiness skills, and the sensory-motor, cognitive, psychosocial, and environmental factors that interfere with the development of legible handwriting. The OT provides intervention where appropriate (Schlussel 1998) by devising exercises to develop necessary skills, providing teachers with strategies to improve classroom performance, and by suggesting supporting home activities (AOT 1998).The OT will look for prewriting skills, which must be developed before penmanship instruction can begin (Beery 1982b, 1989; Klien 1990).

The basic six skills are: (1) Small muscle ability to control the intrinsic muscles of the hand. (2) Visuomotor integration- the ability to skillfully move the hand under guidance of the eyes. (3) The ability to hold writing utensils. (4) Ability to form smooth basic strokes, lines, circles, etc. (5) Perceptual discrimination, recognition and awareness of shapes, forms and letters; and the ability to deduce the movements necessary for making forms. Ability to give precise descriptions of what is seen. (6) Orientation to printed language, including visual analysis of letters and words along with the ability to discriminate between right and left (Lamme 1979).

Validated by Weil and Amundson in 1994, Beery (1982b) believes ability to copy the first 9 geometric forms of the Developmental Test of Visual-Motor Integration (VMI) (Beery, 1982a) determines readiness for handwriting. These nine are a vertical line, horizontal line, circle, cross, right oblique line, square, left oblique line, oblique cross (X), and triangle (usually mastered by 5 years 3 months). Unsubstantiated in some studies (Weil and Amundson 1994), Beery (1989) asserts instruction should not begin until mastery of the VMI oblique cross (approx. 4 years 11 months), because it requires drawing of diagonal lines and crossing the midline typical of letter forms.

Klien (1990) lists some different skills necessary for handwriting. (1) The child should have reached the developmental level of constructive play. (2) He must be able to differentiate shapes and sizes. (3) Understand basic abstract concepts. (4) Have good balance to sit independently with arms free. (5) Have shoulder and wrist stability to facilitate distal control of the pencil with a firm but not clamped grasp. (6) Have established dominant writing hand and use nondominant hand to stabilize paper. (7) Have adequate upper body-visual coordination.

Handwriting assessment instruments and therapy programs can be obtained from the Pro-Ed Company of Austin, Texas. Contact them on the Internet at: http://www.proedinc.com/ or at (800) 897-3202.

Another excellent source is the Educators Publishing Service of Cambridge, Massachusetts. Contact EPS on the Internet at: http://www.epsbooks.com/ or at (800) 225-5750.

12.Determine the easiest and most natural slant by writing samples and exercises where the patient draws a series of short slanted lines and loops on ruled paper in each direction (forward, vertical, and backhand). For maximum success, follow the student's strong directional slant preference in subsequent training (Orton 1937, 179, 181-183).A profitable method of handwriting instruction is to teach the child the kinesthetic pattern or feel of a letter rather than guiding the child to copy its visual form. The pattern is demonstrated at a distance, and the paper upon which it is reproduced is shielded from easy view.

Once the motor pattern is established exercises are done blindfolded or with eyes closed. Eventually, the hand automatically produces the letter's kinesthetic patterns without visual control. Cramped hand position and pencil squeezing disappears (Orton 1937, 183-184).Sequential forms demand consideration. Even when letters can be formed accurately and quickly in isolation, great difficulty is seen in assembling or sequencing these letters to form words and sentences whether using cursive or manuscript. Copying is easier than taking dictation and propositional writing is hardest of all.

Orton recommends exercises that progress through this sequence of easiest to most difficult (Orton 1937, 184-185). A few children show little improvement with retraining exercises in handwriting. In these cases, it is recommended that the typewriter be employed. During retraining, children should be exempt from all school writing demands so that the effects of the careful practice period are not arrested by the need to write under pressure (Orton 1937, 184-185). In six 2nd, 6th, and 4th grade classrooms studied by McHale and Cermak (1992), 30-60% of classroom activities required fine motor skills, 85% of which were pencil and paper tasks.

13."All young children should have daily lessons. . . . One or two lessons a week are futile and often dangerous. They do not afford opportunity for developing habits" and may plunge the child into deeper discouragement. "Daily lessons are just as indispensable . . . as training in phonics and kinesthetic writing." Lessons should be at least two years in duration to insure substantial and lasting success (Gillingham and Stillman 1964, 22-23).

Can't Pass Algebra II to Graduate High School! Help!

VISITOR: They may not let my kid graduate because Michigan says they need Algebra II. He has Kidergarten processing and memory levels (only in math) and has 4th grade computation level. They pushed him through Geometry and Algebra I with lots of help but he nearly flunked them. He takes AP and Honors classes in all other subjects and gets A's and B's but his GPA is devistated by math E's and D's. He's had to repeat the math classes so the D's and E's get factored into the GPA over and over. This is not fair for him!!! This is his area of legitimate disability. How can they penalize him for it by letting his disability ruin his GPA? Could they fail a student in a wheel chair in Phys Ed class just because he couldn't do everything normally required of non-disabled kids? If Phys Ed were required every semester, could they wreck his GPA by giving him an E in Phys Ed every semester even though he got excellent grades in everything else?

Why has the school system allowed him to get to his Senior year without being able to make change or add time? They said there was never any time for remedial work to repair his basic skill gaps using different methods like hands-on math. What happened to No Child Left Behind? Now he does not qualify for college scholarships because his GPA is 2.7. What should we do now? He is failing Algebra II already and needs it to graduate! This is torture for him.

DYSCALCULIA.ORG:
Here is a PowerPoint Prentation on the Michigan Law requiring Algebra II for graduation and the way to accommodate using a Personal Curriculum. It is a Michgan Department of Education presentation. See it here: http://www.dyscalculia.org/Personal_Curriculum_PPT.ppt
Here is a Briefing from the Mich Dept of Education on the awarding of academic credits in special circumstances: http://www.dycalculia.org/CTE_Integrated_Guidelines_199363_7.pdf
Here is a document from Mich Dept Ed regarding the 4 Math Credits Required for HS Graduation and what to do about Algebra II. The law was passed on Sept. 18, 2008: http://www.dyscalculia.org/4math_credit_rules.html

NEW PERSONAL CURRICULUM PROPOSAL for IEP Team:
Since the student's placement in Algebra II is inappropriate given his math capabilities, and given that he is failing in spite of intensive support services (before school tutoring, push-in and pull-out help), we propose the following:
(1) Finish this semester of Algebra II (1B or 1A) to earn .5 Algebra II credit.
(2) Grade Algebra II on a CREDIT/NO CREDIT basis so as not to devastate his GPA and further disqualify him for scholarship opportunities.
(3) In Semester 2, count Personal Finance as a .5 credit of math, in order to make progress on basic functional math goals.
(4) Personal Finance will be taken on a CREDIT/NO CREDIT basis because it involves math and should not be figured into his GPA.
(5) Reset all math grades earned on his high school transcript to CREDIT/NO CREDIT grades so the GPA will be recalculated to fairly reflect his performance in all areas except his area of disability. This alone will greatly improve his prospects for scholarships, which he will be able to apply for immediately. Because his current GPA is devastated by a severe math disability, it disqualifies him from most scholarship opportunities; the result is a form of indirect discrimination.
(6) Student will graduate with 3 credits of math as required for the class of 2009, which will be constituted as follows: Personal Finance, .5; Algebra II-Sem 1, .5; Algebra I-Sem 1, .5; Algebra I-Sem 2, .5; Geometry-Sem 1, .5; Geometry-Sem 2, .5; Total math credits: 3.
(7) Credits taken for Math Seminars and Algebra 1 will be counted as elective credits. Algebra I- Gr.9-Sem 1, (D), .5; Math Seminar Gr.11-Sem 1, .25; Math Seminar Gr.11-Sem 2, .25; Elective math credits: 1.
(8)The Individual Education Planning Committee/Team should carefully review the facts presented above and work to create a Personal Curriculum/Individual Education Plan that results in a high school diploma by June 2009, and which meets academic and transition needs and goals.

12-yr-old Given Single Digit Addition in School

VISITOR:Thanks for your help. I was induced on my due date. I had preeclampsia was in hosp for five days had diabetes she had meconium. She had too tight grasp she could not suckle. Poor sucking reflex, she could only drink once ounce at a time. She walked on all fours till 17 months. She could walk if held by pinky but her brain would not let her comprehend. Dr said it was not a problem. Her speech at four was a vocab of twenty words. She was diagnosed with speech delay at 3.5. They have thought she was PPD but school has said no. Our pediatric nuero said she is scatterred and she has strong visual strength. Last test was a few months ago. The genetic Dr feels she has some Williams SyndromeTendency, even though she does not have the physical stature. She has a good voice but the words are hard to get in sequence. Her brain will chop words, yet she has the tune down pat. She is very good with the computer she logs on by herself, knows her password with numbers. She can search online, add to favorites, find her songs on you tube. She loves music and shows and has an excellent spatial direction. She knows her way around towns, yet she is always late because she cannot judge time and space, yet she will plan her time to watch TV shows and special movies and yet not get the idea of ten mins to bus. Given sums she will give the wrong product, she will get it correct when prompted or given time. She could say two plus two is twenty since twenty and two are the same starting sound. She often peseverates on the same thing and will ask you over and over. Since she does not get it, she becomes over anxious when afraid and has afear of animals. She is tactile defensive and does not like messy foods. They have been giving her single digit addition and subtraction in resouce room math for the past 2 years! What should her IEP goals be? They say she is not capable of doing more and will not challenge her. They are wrong! She is capable of doing more math and has done it at home. She is tired of the "baby math" she gets at school. She is 12 years old. What should I do?


DYSCALCULIA.ORG:
IEP GOALS:
(1) Computer delivered math curriculum that is diagnostic and prescriptive and multimedia, and highly visual with the target of getting her to perform as closely as possible to grade level in mathematics. http://www.synapseadaptive.com/intellitools/new/Classroom_Suite_IntelliTools_Home_Page.htm#apps
(2) Fast4Word program for auditory processing progress and remediation.
http://www.scilearn.com/
(3) Weekly progress reporting (an easy feature of the software that charts content covered and achievement over any interval of time).

2 sites to see:
(1) singapore math www.singaporemath.com
(2) aboutdyscalculia.org www.aboutdyscalculia.org

Dyscalculia PPT by Anna Wilson in New Zeland 2008

SPELD NZ Annual Conference, Christchurch, New Zealand, 20/7/2008 . Why do numbers make no sense to some people?Download a pdf copy (Attn: this file is big, 4.7MB!)
http://www.aboutdyscalculia.org/SPELDKeynote_AnnaWilson_2008.pdf

Need Help With Dyslexia

READER:
I have had a lot of problems with writing and reading all of my life. I would like to over come this as much as possible. Could you send me some information on how, I might get some help with this.

DYSCALCULIA.ORG:
Visit the interactive phonics games on the right side of this page:
http://www.dyslexiaclinic.org/therapy.html

Also see: http://www.sadlier-oxford.com/phonics/student.cfm Online Phonics Games

I suspect you have dyslexia. You need Orton-Gillingham phonics lessons.

District Can't Test for Dyscalculia?

QUESTION:
I think my daughter has Dyscalculia. The district doesn't have a testing procedure yet. Can you recommend any DVD tutorials I can purchase to help her with Algebra II?

DYSCALCULIA.ORG:
The district needs only assess her for a specific learning disability in mathematics. Ask them to give her a standardized achievement test like the Kaufman Test of Educational Achievement-II (KTEA-II) and to use the error analysis tools. Is she a senior in high school? Is algebra required for graduation? What state and district are you in? The district cannot refuse to evaluate your daughter. Put your request in writing.

• For tips, follow most of the instructions here: http://www.dyscalculia.org/diagnosis.html
• She would benefit from the Hands-On-Algebra program: http://www.youtube.com/watch?v=HBf25kNs0tA
• Teach Yourself Algebra Visually: http://www.amazon.com/gp/reader/0470185597/ref=sib_dp_pt#reader-link
• Here is a free online Algrbra Visually Book: http://www.algebrabootcamp.com/
• CLSO-MATH: http://www.clso-math.com/
• Algebra II MathAid Software: http://www.mathaid.com/products/AlgebraII/index.html
• Algebra Avenue has games for basic skill building and online lessons: http://www.algebraavenue.com/
• Visual Math Lessons to Pre-Algebra: http://www.visualmathlearning.com/
• Algebra Buster CD: http://www.algebra-online.com/math-software/algebra-interactive-cd.html
• If good in reading, try Algebra Out Loud: http://www.amazon.com/Algebra-Out-Loud-Mathematics-Activities/dp/0787968986/ref=si3_rdr_bb_product