Running head: FINAL PROJECT

Introduction to Special Education

Dr. Tracie Pollard

Final Project

Darcie Kaiser

April 24, 2019

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Case Study #2

Marco

10th Grade

16 years old

Marco is a 10th grade student who is struggling in his Algebra I class. When he uses his

calculator, Marco comes up with the right answer and he shows that he knows how to use the

calculator, but he makes many mistakes when it comes to multiplying and dividing large

numbers with decimals. Marco seems to show symptoms of the learning disability, Dyscalculia.

Dyscalculia is a condition that could be lifelong, where it is hard for students to perform math-

related tasks/skills. Students with Dyscalculia can struggle with working memory as well.

Working memory is when they have a hard time holding numbers in mind while doing math

problems with multiple steps and they have a hard time doing math in their head. Marco shows

that he knows how to put the problem to a calculator, but he has difficulty putting processes and

steps to paper and can not get the right answer without the calculator. Marco shows that he is

missing certain steps when working math problems.

Symptoms/characteristics of Dyscalculia may include:

 Difficulty understanding quantities or concepts like biggest vs. smallest

 Difficulty understanding that 5 is the same as five

 Difficulty recalling math facts

 Difficulty using steps in math operations

 Difficulty understanding fractions

 Difficulty trying to find different approaches to the same math problem

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 Difficulty understanding and reading information shown on graphs or charts

Instructional Strategies:

 Use different colored pens/pencils/markers

o This will help especially when going through a lecture and taking notes when

doing problems that require different steps and operations. Using different colors

will help distinguish each step and it will help them understand the order of the

steps.

 Use coins, blocks and puzzles

o This will help the student have physical objects to work and solve problems with.

The objects will help with dividing, multiplying, adding and subtracting numbers.

 Have the student draw out charts and pictures of the problem

o This will help the student see in a picture what the problem wants you to solve.

This will help especially for word problems because it is a great way for students

to actually picture what is being asked of the problem.

 Move student up to the front

o Moving the student up front closer to lecture will help the student focus more

while taking notes.

Testing Accommodations:

 Allow extra time for testing

 Allow student to use calculator when the problems aren’t asking to show work

 Put student at their own table so there aren’t people around to distract him
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 When giving the test to him, highlight key words and phrases for him to focus more on

the problem.

Strengths:

 Knows how to use calculator right when solving problems

 Interacts during class, very social

 Marco does the homework and classwork

Weaknesses:

 Has a difficult time working with decimals and fractions

 Has difficulty showing work and the right steps when solving problems on paper

 Has difficulty using different methods when solving a problem

IEP Goals

1. Perform computation like 28.4 ÷ 3, 22.3x4, and others with decimals.

a. Student will work on this goal for about 2 months so we can test him on the

equations to see where he is at. This goal is super important because he is

struggling with decimals and so working on every step will help him on paper.

Being able to solve problems with decimals will help him with other math

problems later in schooling.

2. Remember the simple operation steps: PEMDAS when solving mutli-operational

problems.

a. PEMDAS is a phrase to help students solving problems with multiplication,

addition, subtraction, etc., in one problem and it helps students know which step

goes first. PEMDAS stands for parentheses, exponents, multiplication, division,

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addition, and then subtraction. Once Marco has mastered these steps, it will be

useful in the long run. These steps are used at any math level, so once Marco

masters these steps, he will understand more concepts.

Marco will need a paraprofessional in the room for him. Not every class period, but once a week

just to assist him while taking notes. Marco does not need any other supplementary aids or

services. Working with him during lunch twice a week will help him tremendously. Marco will

be in the classroom more than 80% of the time. He does not need to be put in a special education

classroom.
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References

Dyscalculia. (2013, October 15). Retrieved May 2, 2019, from https://ldaamerica.org/types-of

learning-disabilities/dyscalculia/.

Understanding Dyscalculia. Retrieved May 2, 2019, from

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

disabilities/dyscalculia/understanding-dyscalculia.