Learning DisabilitiesIn the Mathematics Classroom

Allison Pottie

Learning Disabilities Defined

The umbrella of learning disabilities is rather large, as there are many different types of learning disabilities. They can be verbal or non-verbal and can create challenges in a student’s ability to sort,

organize and retrieve information. Students with learning disabilities are often quite intelligent (sometimes even gifted). If given the help and support they need, they can be successful in

the classroom. Students with learning disabilities often require an unusual amount of help to be successful and range in severity. Experts estimate that six to ten per cent of children in schools

have a learning disability. These children appear to be no different than their peers because there are no outward signs of a learning

disability. It is referred to as the "invisible handicap."

Difficulties for Students with a Learning Disability

These students can have deficits in one or more of the following:

• auditory perception• visual perception• visual-motor integration• fine motor skills• gross motor skills• Attention• receptive language• expressive language• memory - long, short term, working• processing speed• organization

Areas Affected by a Learning Disability

• Listening• Remembering• Reasoning• Speaking• Reading• written language• Spelling• Handwriting• mathematical computation• problem solving• spatial relations• social interactions

Signs of a Learning Disability

• Major gaps between what is expected and actual achievement• Difficulty with mathematics, reading and writing • Difficulty transferring skills • Difficulty grasping abstract concepts and open ended questions• Often misreads or misunderstands expectations/instructions• Very reluctant to take risks • Poor spatial, sequencing and organizational skills• Difficulty focusing or sustaining attention • Difficulty with receptive and expressive language • poor performance on group tests, difficulty with time concepts and difficulty with

size shape or colour• low tolerance for frustration• failure to predict outcomes• difficulty making decisions• slowness in completing work• easily confused by instructions

Literacy Learning Disabilities and How They Relate to Mathematics

I think many of us are more familiar with learning disabilities in the Literacy realm - as reading and writing more obviously connect to all subject areas we teach. Students who struggle with reading and writing often struggle with other areas as well because they are dependent on these skills. Let's consider dyslexia as it relates to reading. A child with this learning disability:

* Has a hard time reading unfamiliar words* Makes lots of errors when reading

* Is a slow reader, often reading sound by sound* Struggles to read as letters appear to be moving or floating on the page

* Has difficulty tracking words on the page* Often loses concentration

* Often takes so much time trying to decode that comprehension is lost Now consider the impacts in the Mathematics classroom. Many of the tasks (especially in the three part math lesson approach), require students to be able to read and comprehend math problems. They must be able to decipher mathematical language, draw on their prior knowledge and decide what skills they will need to use, what manipulatives would be helpful and then be able to organize and follow through with a plan. Students also need to be able to communicate their thinking in some way. I think this just again highlights the need for us as teachers to make careful considerations in our planning. We need to be aware of our learners and develop activities that consider student's entry points, skills, areas of strength and areas of need.

Learning Disabilities Directly Related to Mathematics

There are 4 different types of learning disabilities related directly to mathematics. In addition, learning disabilities associated with language, reading, and comprehension can also impact the mathematics classroom when students are required to use these skills.

• Dyscalculia is when a person has a hard time solving arithmetic problems and grasping mathematical concepts

• Anarithemetria is a difficulty with arithmetical procedures.• Lexia Dyscalculia is a difficulty with using mathematical language.• Practographic Dyscalculia is a difficulty manipulating concrete materials. • Spatial Dyscalculia is a tendency to misread and misunderstand mathematical operations,

language, etc.

Students who suffer with learning disabilities related to math often have trouble understanding math symbols like +, =, -, x and division. These students have difficulty with mental math, memorization, abstract concepts, rules of operation, time, direction and sequence and often struggle with number sense.

Learning Disabilities: From a Student’s Point of View

Learning Disabilities: From a Student’s Point of View: Video 2: TED TALK

What We As Teachers Can Do• Spotting strugglers early to avoid the snowballing effect and to avoid negative feelings

associated with Mathematics • Remediation that is targeted to the struggling area • Practice and assistance (avoid memorization) • Use of a calculator, multiplication and addition table• Getting to know the individual strengths and needs of our learners to understand what helps

them work best• Remembering that a learning disability in one area does not mean a learning disability in all

areas• Direct teaching of self-advocacy skills• Pre-teaching of vocabulary and important terms • Visuals• Collaborative planning with grade partners, special education department, etc.• Using mathematical language that is understandable • Plan based on student’s strengths and needs

Communicating about Learning Disabilities with Parents

Colleague Response: “If I would meet a parent reluctant to have his or her child tested and recognized with a learning disability, it wouldn't change my approach to help that student. It would only mean that as long as we can't enlist parent's support in this, the student will only get part of the support he or she deserves: the teacher/ school support. I am sure that eventually, even the most reluctant parent would change his or her attitude eventually, in order to help the child. For some parents, to get on board with this idea takes longer than for others, and as long as the school/ the teacher perseveres in their efforts to make the parents see that this is in their child's best interest, the parents will follow. Last year I had such a student in a Gr.1 class and with all his father's refusals, the student was eventually diagnosed and supported fairly soon.”

Colleague Response: “I can understand how parents may have a hard time accepting their child being diagnosed with a disability due to the labels and stigmatization. As educators I believe we need to try and educate  parents about what ever disability their child may be diagnosed with. I would provide resources for them so they can understand the disability. Additionally I would honestly communicate with the parents and inform them of the benefits of providing the child with the proper help and assistance. I think sometimes we have to put our self in the parents' shoes, but we also need to make the parents aware that we also have the best interest in mind for their child.”

Resourceswww.ldao.ca

http://www.ldao.ca/introduction-to-ldsadhd/ldsadhs-in-depth/snapshots/mathematics-and-lds-a-snapshot/

http://www.psbnet.ca/eng/schools/amethyst/what_learning_disability.html

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia

http://www.edu.gov.on.ca/eng/parents/speced.html

http://www.ascd.org/publications/educational-leadership/feb07/vol64/num05/A-Model-for-Collaboration.aspx