Author(s): Rochelle Kenyon

Institutional affiliation/Agency/Program: 21st Century Creative Consulting, Inc.

Publication date or date of most recent update: September 2000; Focus on Basics, Volume 4, Issue B

Number of pages: 1 webpage

Website URL: http://www.ncsall.net/?id=325

Type of product (lesson plans, curriculum, training product): teaching strategies

Key words: Learning disabilities, Mathematics, Numeracy, Instructional methods

Target population: Instructors

Skill levels of instructional materials (lessons, curricula):
ABE Beginning Literacy (NRS Educational Functioning Level 1), ABE Beginning Basic Education (NRS Educational Functioning Level 2), ABE Intermediate Low (NRS Educational Functioning Level 3)

Abstract: Mathematics-based learning disabilities- or dyscalculia- are described along with common problems that learners with dyscalculia may encounter. Some teaching strategies and accommodations are summarized for instructors working with adults with such learning disabilities. NOTE: This revised reference list should replace the one in the article:

What the experts say:
Most students we encounter in ABE math classes have struggled with math. While many may not have dyscalculia, the strategies outlined in the article would certainly be helpful to these students. I particularly liked the strategies outlined in the green boxes which gave a variety of different techniques to use. I wished the author had developed these more in her case studies. None the less, this is an important topic to adult education teachers in the field and any article providing teachers with techniques to make the learning of math easier is worthwhile. The value of this article is in its description of dyscalculia in adults. This definition, with examples, will be illuminating to many instructors. The list of appropriate teaching strategies and modifications is helpful.

More clarification on accommodations may be needed for reader from other sources. Yes, accommodations are required by law, when the learning disabilities have been diagnosed with approved assessment instruments. These assessments can be very expensive, and in my experience in Oregon, they are not funded by public resources. In addition, many adult learners did not have their learning disabilities identified when the learners were in school, or the assessments may now be considered to be not recent enough. It becomes a Catch-22 for many adults. Nevertheless, instructors can use many of the suggestions for appropriate teaching and learning strategies.