SENCOs - Special Needs

A student’s special needs in relation to maths can result either from an excellence in maths, which requires that the student be allowed to proceed at his or her own speed, or a specific learning difficulty in relation to maths.  Where this specific learning difficulty is a Developmental Difficulty, with various different possible contributory factors, it is known as Dyscalculia.  Students or their parents may also report problems with maths due to maths phobia, maths anxiety or simply because the student missed lessons or “didn’t get on with the teacher”.

Gifted and talented students

If you are working with a pupil at key stage 2 or the early stages at key stage 3, who you feel could benefit from an accelerated learning package, that student could well benefit from ConquerMaths.  The program works on a one-to-one basis and allows the student to ‘fast-track and move to the end of the Key Stage 4 maths course at his/her own pace.

Dyscalculia

At present only a minority of educational psychologists offer to test pupils and students for dyscalculia, and even where a child or student is so tested the results have a much more limited range of application than those relating to dyslexia. There is, for example no extension for examination time or similar aid for dyscalculic students, as there is for dyslexic students.

However, research suggests that for many dyscalculic students the way forward is to take the student slowly through the fundamental mathematical principles one a structured one-to-one basis, allowing the student to work at his/her own speed without any fear of falling behind the class or being noticeably different.

Maths phobia, anxiety and missed lessons

Students who have fallen behind in maths for a variety of reasons can often benefit from being removed from the classroom situation in which they are constantly reminded of their past failure, or their particular fear or dislike of the subject. Peer pressure can also be a factor that produces anxiety, which is known to block numbers and sequential learning. By focussing on the level of work that is right for them, and working when they wish and where they wish (for example at home, in the after-school club, during the lunchtime etc) the students can progress with confidence, and gradually catch up with the work being undertaken in mainstream classrooms.