The accommodations for dyscalculia should be the same in any 504 or IEP meeting, but that is not always the case. I'd like to bring you a tale of two 504 meetings.
504 Meeting #1: I sat in on a 504 meeting with a family, the high school counselor, and a team of teachers. Mom and I spent time educating the school team on dyscalculia, what it is and how it impacts math class, and why we were asking for certain accommodations. The team had many questions and they pushed back on a few items, but in the end, we got what they student needed.
The team questioned the use of notes or other memory triggers during assessments, and they were concerned about using classroom accommodations that would not be allowed during state testing. We explained that the memory triggers were necessary for any neurodivergent student, and we explained why state tests are not appropriate measures of learning. They are a great indicator of a learning disability, though, because they illustrate why classroom accommodations are vital to a student's academic success!
After the meeting, I shared some FAQ's and information about dyscalculia with the team. I felt good about the progress made. Then I heard about the next 504 meeting.
504 Meeting #2: Same school, same team, same graded level, same diagnosis. Different family, two weeks after the meeting described above. I was not part of this meeting. Sadly, the family got no support from the team and the student got zero accommodations.
The team said that extended time "wasn't something they could offer". They said that classroom testing and state standard testing was "the best way to measure learning". They told the family that what the student "needed to do is try harder in math class". And that's "all they could do".
How distressing and infuriating!
Accommodations for dyscalculia, and other types of neurodivergence, apply to all students. They should be given equitably, to everyone. Families should not have to fight for their child's federally protected rights! And school teams should remember that parents talk to each other. They share experiences.
I am working with the second family now, and we will fight for this student. We will work to get them the accommodations they deserve. Hopefully, we can also convince the school team to use equitable practices and include the right support for every neurodivergent student.
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