Dyscalculia is a learning disability in math that affects the ability to acquire skills. It impacts the ability to learn, understand, and perform math and number-based operations. Annoying isn’t enough. Symptoms must be persistent and serious.

Up to 60% of people with ADHD have a learning disorder. Dyscalculia prevalence is 7% in children and continues into adulthood. You don’t outgrow it. Research continues on the causes, but there are potential indicators.

• Brain development: Brain imaging deficiencies in areas responsible for memory, learning, and making decisions.
• Genetics: Parents and siblings.
• Environment: Alcohol exposure in the womb, premature birth, low birth weight.
• Brain injuries.

Dyscalculia in High School

“Number dyslexia” in upper grades no longer circles around basic math skills. What’s the point in memorizing your times tables when you have a programmable calculator? Wait! Your times tables can be helpful in synthetic division. Say what? 

• Difficulty using graphs/tables
• Uncertain money skills
• High math anxiety
• Trouble telling time (analog)
• Confused when counting money

Everybody loves geometry. Too bad it’s followed by Algebra 2. Algebra 1 and geometry are simple foundations for the “real world.” No holds barred.

Memorization will not help. It’s all about theory. Conceptual learning is the primary skill students will need for the entire school year. Abstract thinking is a real challenge for students with ADHD. Times 10 if there’s dyscalculia too. You can help by starting strongly from day one.

• Explain why they need to take the class.
• Integrate contextual learning.
• Use YouTube for home study (I recommend NancyPi).
• Provide 2 textbooks (school, home).
• Encourage them to use extended-time accommodation.

Dyscalculia in students with ADHD can lead to diverse challenges in mathematics. Contrary to what you think, it exists regardless of age and abilities. Hopefully, there’s an IEP or 504 Plan to provide support.

I wasn’t that lucky. My students didn’t qualify for accommodations. The “not achieving “adequately’ in school” made it impossible. The same goes for my private school. My academic therapy clients with advanced children…same.

Do upper-level math students with ADHD get appropriate accommodations? I don’t know. My teaching experiences say no. Use these strategies to have a fighting chance.

• Matrices: Color-code problems
• Functions: Dry-erase board. Keep problems on the board.
• Quadratic Equations: Teach how to use the calculator.
• Conic Sections: Program calculator (Texas Instruments teacher line).
• Logarithmic Functions: Warm-up (Activate prior knowledge).
• Probability: Frequent checks (Co-teacher must know the content too).
• Rational Functions: Heterogeneous groups.

QUESTION: How do you manage advanced students with disabilities?

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