All evidence-based math intervention for students with dyscalculia incorporates the Concrete
Representational-Abstract progression. This should be explicitly named in the IEP as the
required instructional approach.
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IEP Goal Language for Dyscalculia (ElementaryK–5)
These are model IEP goal templates. Each goal must be individualized using the student’s current
baseline data from psychoeducational evaluation and classroom observation. Replace bracketed
items with student-specific data. Goals should address the specific area(s) of mathematics deficit
documented in the evaluation: mathematics calculation, mathematics problem solving, or both.
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The Dyslectic rat about Dyscalculia
Dyscalculia Behavior Support IEP Audit
Connect Dyscalculia Behavior Support IEP audit back to disability data, skill goals, services, supports, and progress and choose the first record-based question to raise.
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Dyscalculia Visual Fraction Manipulatives
Transform your fraction instruction and empower every learner with this comprehensive, evidence-based guide to teaching fractions to students with dyscalculia, math learning disabilities, and math anxiety. Are you an educator or parent searching for a method that actually works for students who struggle with abstract math concepts? This is the resource you’ve been waiting for.
This isn’t just another worksheet packet. It’s a complete, neuro-informed intervention system meticulously designed to bypass common cognitive barriers and build true, lasting understanding. Rooted in the Concrete-Pictorial-Abstract (CPA) framework and cognitive science, this guide teaches fractions in a way the neurodivergent brain can finally process and master.
See it HERE
