Math
October 03, 2008
How Are Math Disabilities Identified?
Mathematics disabilities
are identified through a variety of procedures. Usually the
classroom teacher or parent observes that the child is having
persistent difficulty learning mathematics and tends to perform
poorly on classroom math assessments compared to the rest of the
class. For example, the child may have trouble remembering what the
teacher has taught or she may have difficulty using effective
strategies to solve math problems. By observing and working
directly with a child over time, the teacher can determine if her
difficulty learning mathematics is persistent. Unfortunately,
mathematics disabilities are usually not identified until the upper
elementary school years because early problems often go undetected
and assessment results may not be sensitive enough to detect a
problem until the later grades.
Information about the
child’s performance can be gathered in several ways. Weekly tests,
homework, and class work samples are examples of
information the teacher can collect about the
child’s progress learning the mathematics curriculum. The teacher
may adapt how instruction is provided to accommodate a child’s
learning needs and then note how the child responds to those
adaptations. The teacher may also seek assistance from a specialist
or school support team who can offer additional ideas about how to
adapt instruction for the child who is struggling to learn the
curriculum. The teacher may also consult with the child’s parents
to understand how the child is doing on math homework. All of this
information helps the teacher and school support team develop a
profile of the child’s learning difficulties and her response to
instruction and adaptations.
If the child continues
to exhibit learning problems, a formal referral for special
education assessment might be recommended. There are a variety of
formal assessments that can be used to identify
math skills and concepts that are problematic for the child. Some
of these measures are specific to the curriculum, some are
diagnostic in nature, and others are viewed as measures of
achievement. The school psychologist or other diagnostician
determines which assessment measures to use
for testing purposes.
Achievement
assessments broadly measure areas of academic knowledge and
application and compare a child’s performance to that of students
of the same age or grade level. Examples include:
- Kaufman Test of Educational Achievement
- Peabody Individual Achievement Test-Revised
- Wide Range Achievement Test-3
- Woodcock-Johnson Psycho-Educational Battery, Part Two: Tests of Achievement
Understanding Assessment Results
As the school assesses
your child for a possible math disability, you can play an active
role. For example, you can ask to see information collected by the
classroom teacher on your child’s math performance in class.
Additionally, the school is required to inform you of the results
of the assessment conducted as part of a special education referral
for testing. You can learn more about the results from any of the
assessments by asking some of the following questions:
- What skills and concepts do the assessment measure?
- How much and what type of instruction has my child received prior to the assessment?
- What information does the assessment provide?
- How will the assessment results be used to provide more appropriate math instruction for my child?
- Who is the best person (at school or an outside professional) to provide my child with extra math support? If you and the teacher think a tutor would offer the type of assistance your child needs, don’t hesitate to ask the teacher for recommendations.
Different Models for Identifying Learning Disabilities
Most school districts
currently use a process called the discrepancy model to identify
whether a child has a specific learning disability (LD), as defined
by state regulations. In the discrepancy model, the school
psychologist determines if there is a significant discrepancy
between a child’s potential (usually measured by an intelligence,
or IQ, test) and achievement (as measured by an achievement test).
Researchers have called this model into question for a variety of
reasons; it is viewed by many as an inappropriate method for
identifying LD, in part because a child must experience academic
failure before her LD is identified.
With this in mind, the
current Individuals with Disabilities Education Act (IDEA 2004)
legislation permits states (and school districts) to use
alternative procedures for identifying LD. The
response-to-intervention model looks at how a child responds to
research-based instruction over time.1 In this approach, math instruction that is delivered
in small groups and tailored for the child’s learning needs is
implemented and the child’s progress noted.
Working with Your Child’s Teacher to Identify and Address Math Difficulties
You can play an active
role in helping to identify and address your child’s math
difficulties. For example, you can work with your child’s teacher
by:
- sharing information and observations about any difficulties your child has completing homework.
- being involved in the assessment process.
- asking questions about instructional (teaching) practices.
To address your child’s
math difficulties at home, you can develop a sense of her questions
and frustrations while supervising and observing her doing
homework. Here are some questions to ask your child to help her
approach her math homework assignments:
- How did your teacher explain the problems in class today?
- Did you do any math problems like this in class today? Could they help you figure out your homework?
- Did your teacher explain the steps for solving this type of problem?
- How can you break the problem into smaller chunks to help
you solve it?
Noting your child’s
responses to the questions — and sharing this information with her
classroom teacher — may provide insight into the particular
difficulties your child is experiencing.
Finally, you can
learn about the instructional practices used by
teachers and math specialists to help your child. When talking with
your child’s math teacher, ask some of the following
questions:
- What math skills will you teach during the next report card grading period?
- How do you use small group work and peer support to provide extra math assistance?
- What types of adaptations will you provide if my child struggles learning the math skills and concepts?
- How can a calculator be used to help my child perform basic calculations to solve more advanced math problems?
- What strategies or steps will you provide to help my child learn and solve math problems?
- What math vocabulary is included in classroom lessons that we can reinforce at home?
- Is there math software that would help my child practice math skills?
Summing it Up
By working with your
child’s teacher, you can help ensure that your child’s math needs
are being identified and addressed. This article has offered a
series of questions about assessment and instructional practices to
help you collaborate effectively with your child’s teacher. Above
all, remember that your observations and input as a parent are
valuable to the process of helping your child succeed in
school.
