Dyscalculia Standards Compliance

Clinical Framing: This skill uses a dual-framing approach. For IDEA/Section 504 legal compliance, dyscalculia is classified as a Specific Learning Disorder with impairment in mathematics (DSM-5-TR, coded F81.2 in ICD-10-CM; the retired ICD-9-CM code 315.1 still appears on older evaluations) or Developmental Learning Disorder with impairment in mathematics (ICD-11 6A03.2). However, the neuroscience evidence (Butterworth, Dehaene, Menon et al.) establishes dyscalculia as a neurodevelopmental cognitive disorder — a brain-based difference in numerical processing architecture centered on the intraparietal sulcus (IPS) and associated networks. This distinction matters: accommodations should compensate for a persistent cognitive processing difference, not merely scaffold a temporary learning gap.

Standards compliance framework for dyscalculia identification, intervention, and accommodation across three jurisdictions:

• United States — IDEA (K-12), Section 504 (K-12 + higher ed), ADA Title I (workplace), NCTM mathematics standards, CEC professional standards.
• France — Loi n° 2005-102 (Loi Handicap), Code de l'éducation Art. L321-4, PAP (Circulaire 2015-016, entered in the Livret de parcours inclusif), PPS via MDPH/CDAPH, pôles d'appui à la scolarité (PAS, circulaire du 1er septembre 2025), aménagements d'examens (circulaire du 14 mars 2022 with session-2026 annexes per the circulaire du 17 juillet 2025 for school exams; circulaire du 6 février 2023 for the cross-ministry examens et concours framework, which names the calculatrice simple non programmable for dyscalculic candidates even where calculators are banned). RQTH for adult/workplace contexts; European Accessibility Act for consumer digital tools.
• Spain — LOE/LOMLOE Art. 71/72/79 bis, ACNEAE/DEA framework (discalculia falls under DEA, not NEE — common compliance error to apply Dictamen/ACS), ACNS (Adaptaciones Curriculares No Significativas), PAU exam accommodations (formerly EBAU/EvAU; national floor in Real Decreto 534/2024), 17-Comunidad-Autónoma regional variation. RDL 1/2013 (Ley General de Discapacidad) and Orden PJC/804/2025 (public-employment selection processes) for workplace; Ley 11/2023 (European Accessibility Act) for consumer digital tools.

Locale-specific note for dyscalculia: French number-word irregularities (soixante-dix=70, quatre-vingts=80, quatre-vingt-dix=90) impose additional transcoding load on dyscalculic learners that is absent in English or Spanish (which both have regular -ty / -enta decade suffixes). Compliance auditing of French content must check that transcoding instruction is explicitly addressed. Conversely, Spanish's transparent base-10 system means dyscalculic learners typically show fluency rather than accuracy deficits — interventions should target processing speed.

IDEA Requirements for Math SLD

The Individuals with Disabilities Education Act (IDEA) mandates specific requirements for identifying and serving students with math-specific Learning Disabilities.

Identification Process

Comprehensive Evaluation Components

• Cognitive Assessment (IQ): WISC-V, WPPSI-IV, or equivalent (minimum 3 subtests)
• Math-Specific Achievement: KeyMath-3, TEMA-3, WRAT-5 (math subtest), or WJ-IV Tests of Achievement (math subtests)
• Processing Deficits: Assess working memory, processing speed, visual-spatial processing (IPS, Rapid Naming, etc.)
• Response to Intervention (RTI): Document that intensive Tier 2/3 interventions (minimum 8-10 weeks) did not produce adequate progress
• Classroom Assessment: Work samples, curriculum-based measurement (CBM) data showing persistent deficit
• Exclusionary Factors: Vision/hearing impairment, intellectual disability, emotional disturbance, environmental/economic disadvantage, language proficiency—must be ruled out

IEP Goal Areas (Math-Specific)

1. Number Sense

• Quantity recognition and subitizing (3-5 items)
• Magnitude comparison and ordering
• Part-whole relationships and decomposition
• Example Goal: "Student will identify quantities up to 10 without counting and compare two quantities using 'more/less/equal' with 90% accuracy over 2 weeks"

2. Computation Skills

• Addition and subtraction (single and multi-digit)
• Multiplication and division concepts and procedures
• Fractions and decimal representation
• Example Goal: "Student will compute single-digit addition problems with sums to 10 using manipulatives with 85% accuracy across 3 trials"

3. Math Fluency

• Automaticity with basic facts (addition, subtraction, multiplication, division)
• Speed and accuracy combined
• Example Goal: "Student will fluently retrieve basic addition facts (0-10) at a rate of 40 digits per minute with 90% accuracy by end of year"

4. Problem Solving

• Reading and comprehension of math word problems
• Strategy selection and execution
• Solution verification and reasonableness checking
• Example Goal: "Student will solve addition/subtraction word problems with 1-2 steps with 80% accuracy using manipulatives or visual models"

5. Math Reasoning

• Explanation of mathematical thinking
• Pattern identification and prediction
• Multi-step reasoning and justification
• Example Goal: "Student will explain addition strategies verbally and in writing with mathematical vocabulary in 3 of 4 opportunities"

IEP Service Requirements

• Frequency: Minimum 3-5 times weekly for foundational gaps (30-60 min sessions)
• Service Provider: Certified special education teacher or math specialist trained in remedial instruction
• Delivery: Specialized instruction (can be pull-out, push-in, or hybrid)
• Progress Monitoring: Data collection at minimum bi-weekly; review at IEP meetings (at least annually)

Section 504 Accommodations for Dyscalculia

Section 504 provides accommodations to ensure access to math curriculum without reducing conceptual demands.

Standard Accommodations

Calculation Tools

• Calculator use on computation-heavy tasks (while still assessing number sense and reasoning)
• Speech-to-text for showing work (reducing graphical/lexical dyscalculia impact)
• Alternative algorithms or multi-step solutions

Time Accommodations

• Extended time on math assessments (1.5x-2x standard time)
• Untimed practice and formative assessment during instruction
• Breaks to manage math anxiety and fatigue

Presentation Modifications

• Enlarged print, high-contrast numerals
• Reduced number of problems (e.g., 5 problems instead of 20, assessing same concepts)
• Simplified language in word problems
• Explicit problem structure (highlighting numbers, operations, question)
• Separate assessment from students without disabilities

Manipulatives and Visual Supports

• Permanent access to base-10 blocks, counters, Rekenrek, number lines
• Place value charts, decimal/fraction models, measurement tools
• Graph paper for alignment and organization
• Formula sheets and operation reference guides

Alternative Response Formats

• Verbal explanation instead of written computation
• Typed response (for dyscalculia + dysgraphia)
• Selected response instead of constructed response when assessing reasoning
• Use of technology (math apps, graphing calculators, CAS)

Environmental Modifications

• Separate, low-distraction testing environment
• Seating near front for visual access to board/demonstrations
• Reduced background noise and interruptions
• Frequent breaks to manage anxiety

504 Plan Documentation

Must specify: accommodation, when used, by whom, frequency, assessment impact, classroom implementation, and monitoring.

US Regulatory Status (2026-10)

• A.J.T. v. Osseo Area Schools (U.S. Supreme Court, 12 June 2025, unanimous): students bringing ADA Title II or Section 504 claims about their education no longer need to show "bad faith or gross misjudgment"; ordinary disability-discrimination standards apply, and a prior IDEA finding does not bar a later ADA/504 action for damages. A calculator or extended-time accommodation listed in a 504 plan and not delivered is now actionable on its own. Rate accommodation-fidelity findings HIGH at minimum.
• ADA Title II web and mobile rule (28 CFR Part 35, Subpart H; WCAG 2.1 AA): DOJ interim final rule of April 2026 moved compliance to 26 April 2027 for public entities serving 50,000 or more and 26 April 2028 for smaller entities. Public-school math courseware, digital assessments and LMS content fall under it.
• Federal administration: through interagency agreements of November 2025 and 16 June 2026, IDEA grant administration, monitoring and state determinations moved to HHS (OSERS keeps policy and technical assistance), and ED's Office for Civil Rights refers complaint investigation to the DOJ Civil Rights Division while keeping intake and final decisions. Statutory rights are unchanged; name HHS as the IDEA monitoring agency and file 504 complaints with OCR as before.
• Schools remain under ED's Section 504 regulations (34 CFR Part 104, 1977). The HHS Section 504 rule of May 2024 applies to HHS-funded entities (clinics, Medicaid-funded evaluators), not schools; its gender-dysphoria preamble language was declared unenforceable in April 2025 and the Texas v. Kennedy challenge is narrowed and stayed.
• State dyscalculia law is thin next to dyslexia law: 49 states have dyslexia statutes and only a handful name dyscalculia or mandate math screening. Hu, Sayeski and Morgan (Annals of Dyslexia, 2025) found dyslexia laws moved SLD identification in fewer than half of states, so a screening mandate without funded instruction should be audited as such.

French Legal Framework (Locale: fr)

Sources current as of 2026-10. Authority-version pins: Loi n° 2005-102 (11 février 2005), Circulaire n° 2015-016 (22 janvier 2015), circulaire du 14 mars 2022 (NOR MENE2204112C, aménagements d'examens de l'enseignement scolaire) with annexes replaced by the circulaire du 17 juillet 2025 (NOR MENE2506522C, BO n° 31 du 21 août 2025, session 2026), circulaire du 6 février 2023 (NOR ESRS2234137C, BO n° 10 du 9 mars 2023, examens et concours, replacing circulaire n° 2011-220), circulaire du 1er septembre 2025 (NOR MENE2520651C, pôles d'appui à la scolarité), Code de l'éducation Art. L321-4, Code du travail Art. L5213-1. Pôle emploi became France Travail on 1er janvier 2024. Earlier releases cited a "Circulaire n° 2023-033 du 23 février 2023"; no BO entry carries that number or date, and the citation has been replaced.

FR-1. Key Laws

FR-2. K-12 Support Plan Types

Same four-plan structure as for dyslexia (PPRE → PAP → PPS → PAI). For dyscalculia:

FR-3. MDPH Process

Same as dyslexia (one MDPH per département; CDAPH grants recognition; ESS coordinates PPS). Required only for the PPS pathway; the more common dyscalculia PAP pathway has no MDPH involvement.

FR-4. Assessment and Diagnosis (Dyscalculia-Specific)

Key French-normed dyscalculia assessment tools:

• TEDI-MATH (Test Diagnostique des Compétences de Base en Mathématiques) — gold-standard French/Belgian-normed battery; ages 3-9 + secondary version.
• Zareki-R (Batterie pour l'évaluation du traitement des nombres et du calcul chez l'enfant) — French adaptation; ages 6-11.
• BMT-i (Batterie Modulable de Tests informatisés) — computerized screening, ages 4-13, includes numerical subtests.
• UDN-II (Utilisation du Nombre) for younger learners (preschool to early elementary).
• WISC-V French norms — for IQ and cognitive profile.

Diagnostic criteria: CIM-11/ICD-11 (6A03.2 — Developmental learning disorder with impairment in mathematics) / DSM-5-TR (ICD-10-CM F81.2). Significant persistent discrepancy between expected and actual math achievement, not explained by intellectual disability, sensory deficit, inadequate instruction, or psychosocial factors. French clinical practice often uses < Pc 10 on TEDI-MATH/Zareki-R subtests as operational threshold.

FR-5. Required K-12 Accommodations (Dyscalculia-Specific)

Under Art. L321-4 Code de l'éducation, dyscalculia accommodations are legally mandatory, not discretionary.

Standard dyscalculia accommodations (PAP "Mathématiques / logique" section):

• Calculatrice non programmable autorisée — calculator authorized including in subjects where normally prohibited
• Table de multiplication et ligne numérique accessibles en permanence
• Présentation adaptée: une opération par ligne, papier quadrillé (graph paper) for column alignment
• Temps supplémentaire pour les activités de calcul
• Acceptation de l'explication orale du raisonnement à la place du calcul écrit
• Réduction de la quantité d'exercices (mêmes concepts, moins d'items)
• Sujets adaptés: police agrandie pour les chiffres, espacement des opérations
• Spécifique au français: instruction explicite sur les irrégularités lexicales des nombres (soixante-dix, quatre-vingts, quatre-vingt-dix) — these create extra transcoding load not present in English/Spanish; explicit instruction must be documented in PAP

FR-6. Exam Accommodations — Calculatrice for All

Key principle: Exam accommodations must be consistent with what the student uses in class. The calculatrice simple non programmable for dyscalculic candidates, including in papers where calculators are otherwise banned, is the headline accommodation; it is written into the circulaire du 6 février 2023 for examens et concours and requested for Brevet/Bac on the session-2026 forms of the circulaire du 17 juillet 2025. Use the procédure simplifiée when the request matches the PAP/PPS and the procédure complète (avis du médecin désigné par la CDAPH) when it goes beyond the plan.

Application procedure: Filed during second trimester of year preceding the exam. Medical certificate + bilan orthophonique + evidence of classroom use required. Decision by recteur. Appeal to Défenseur des Droits if refused.

FR-7. Higher Education (Université / CFA)

PAP does not transfer to higher education. Universities have their own service handicap (disability services office). For dyscalculia, the relevant accommodations:

• Calculator authorized in numerically-loaded exams
• Tiers-temps for math-heavy assessments
• Note-taker (preneur de notes) for math-heavy lectures (transcribing formulas under time pressure is acute)
• Foreign-language requirement waiver where mathematically-loaded subjects intersect

FR-8. Adult / Workplace Context

For adults with dyscalculia in the workplace:

• RQTH (Reconnaissance de la Qualité de Travailleur Handicapé) — issued by CDAPH; opens AGEFIPH (private sector) / FIPHFP (public sector) funding.
• Adapted tools for adult dyscalculic workers:
  • Calculator + spreadsheet (Excel/LibreOffice) as primary computation aids
  • Templates for routine numerical tasks (expense reports, invoicing)
  • Adapted time-management software (visual timers, calendar scaffolds)
  • Specialized math AT (e.g., MathTalk, EquatIO for equation entry)
• CRP (Centres de Réadaptation Professionnelle) for career retraining when initial career was impacted.
• Loi Avenir Professionnel (2018) — référent handicap mandate at firms ≥250 employees.
• France Travail (formerly Pôle emploi, merged 1er janvier 2024 under loi n° 2023-1196): demandeur d'emploi registration; Cap emploi remains the specialised placement network for RQTH holders.
• European Accessibility Act (ordonnance n° 2023-859, décret n° 2023-931, in application since 28 June 2025): consumer digital products and services sold in France, including online banking, payment terminals, e-commerce checkouts and budgeting apps, must be accessible (EN 301 549). For adults with dyscalculia this covers the numerical interfaces that cause the most friction outside work.

FR-9. Teacher Training

• No nationally mandated minimum hours on dyscalculia in initial teacher training (gap vs US specialist certifications).
• CAPPEI voluntary certification for inclusive education; required for ULIS coordinators and enseignants référents.
• Continuing education via PAF (Plans Académiques de Formation) is voluntary.
• Legal obligation is on the institution, not on individual teacher certification.

FR-10. France–US Crosswalk (Dyscalculia)

Spanish Legal Framework (Locale: es)

Sources current as of 2026-10. Authority-version pins: LOE — Ley Orgánica 2/2006, LOMLOE — Ley Orgánica 3/2020 (Art. 71/72/79 bis/102), Real Decreto 157/2022, Real Decreto 534/2024 de 11 de junio (PAU, art. 3.2 / 13.10 / 21.1), Real Decreto Legislativo 1/2013, Orden PJC/804/2025 de 23 de julio (BOE-A-2025-15426, adaptaciones in public-employment selection processes), Ley 11/2023 de 8 de mayo (European Accessibility Act transposition, obligations from 28 June 2025), ICD-11 6A03.2 / DSM-5-TR F81.2 diagnostic criteria. 17-CCAA regional decrees vary; always verify against the specific Comunidad Autónoma.

ES-1. Key Laws

Spain's education system is devolved to 17 Comunidades Autónomas. National organic laws set the floor.

ES-2. ACNEAE Framework — DEA (not NEE) for Discalculia

Critical compliance distinction: Discalculia falls under DEA (Dificultades Específicas de Aprendizaje), a subcategory of ACNEAE, but is NOT classified as NEE (Necesidades Educativas Especiales). This determines which support pathway applies.

Common compliance error: Applying NEE / Dictamen pathway to a sole-diagnosis discalculia student. Correct pathway is DEA / ACNS unless comorbid NEE-qualifying condition.

ES-3. K-12 Support Plan Types

Regional terminology note: The ACNS concept may be called ACI no significativa, PTI, Plan de Apoyo depending on CCAA. Always verify regional terminology.

ES-4. Assessment Process (Dyscalculia-Specific)

Key Spanish-normed dyscalculia assessment tools:

• PROCALCULO — Prueba de Evaluación del Cálculo en Educación Primaria; main Spanish-language dyscalculia screening battery
• TEDI-MATH (Spanish adaptation) — validated for Spanish-speaking populations (Castilian Spanish norms)
• Evamat — Spanish-language math evaluation battery for primary and secondary
• WISC-V Spanish norms — for cognitive profile
• EVALEC — Spanish reading-and-related-cognition battery (relevant when comorbid)

Assessment pathway:

1. PRODISLEX-style screening or teacher referral
2. Teacher documents observed difficulties + interventions tried
3. Psychopedagogical evaluation by orientador/a or EOEP (cognitive + math achievement + exclusionary criteria)
4. Informe Psicopedagógico — formal report with DEA classification
5. ACNS designed based on report; family agreement required

Diagnostic threshold: Some CCAA (Andalucía, Cataluña, Murcia, Navarra) use achievement below Pc 25 on Spanish-normed math test with exclusionary criteria; others less specifically defined.

ES-5. Required K-12 Accommodations (Dyscalculia-Specific)

Under LOMLOE Art. 71/72/79 bis:

Standard discalculia ACNS accommodations:

• Uso de calculadora y tabla de multiplicar permitido
• Materiales manipulativos (regletas Cuisenaire, bloques base-10, ábacos) accesibles en todo momento
• Descomposición visual de problemas paso a paso
• Reducción del número de problemas (mismo nivel de dificultad, menor volumen)
• Tiempo adicional (25-50% según región)
• Sin penalización por errores de cálculo cuando el razonamiento es correcto
• Formato ampliado: Arial 14-16pt, interlineado 1,5 para problemas matemáticos
• Posibilidad de respuesta oral del razonamiento como alternativa al cálculo escrito
• Acceso a hoja de cálculo (Excel) en evaluaciones que lo permitan
• Aprovechamiento del sistema base-10 transparente del español: Spanish's regular -enta suffix (veinte, treinta, cuarenta, cincuenta…) means transcoding is less error-prone than in French — intervention should leverage this strength

ES-6. PAU Exam Accommodations (formerly EBAU/EvAU)

The university entrance exam is the PAU (Prueba de Acceso a la Universidad) since the 2024-25 course under Real Decreto 534/2024; EBAU, EvAU and Selectividad are legacy names. Each CCAA's Comisión Organizadora issues an annual acuerdo on top of the national floor: adaptations of time, special exam models and the material, technical and human resources a student needs, based on the support documented in the previous stage (art. 3.2); no adaptation may be used to lower the grade (art. 3.2); the 10% writing-quality criterion may be relaxed for ACNEAE (art. 13.10). The school files the request through the Servicio de Orientación within the regional window (Madrid PAU 2026: 1 December 2025 to 20 January 2026). For discalculia:

• Calculadora autorizada en pruebas matemáticas (and physics/chemistry where applicable)
• Tiempo adicional (30 min adicional habitual; varies by región)
• Formato ampliado: Arial 16pt, interlineado 1,5
• Sala separada / tribunal específico (algunas regiones)
• Sin penalización por errores de cálculo aritmético cuando se demuestra razonamiento correcto
• Historial documentado de ACNS durante Bachillerato es requisito de facto

Requirements: Informe Psicopedagógico, ACNS history during Bachillerato (RD 534/2024 art. 3.2 makes the prior-stage record the formal basis of the decision), signed consent, application by the school within regional deadlines. Appeals: reconsideration within 10 business days, recurso de reposición within one month, contencioso-administrativo within two months.

ES-7. Higher Education (Universidad)

Spanish universities operate oficinas de atención a la diversidad (or servicios de apoyo a estudiantes con discapacidad). For discalculia:

• Tiempo adicional en pruebas con carga numérica
• Uso de calculadora cuando proceda
• Software adaptado (hoja de cálculo, software de manipulación algebraica)
• Reducción de carga académica en cursos matemáticamente intensivos
• Exención de requisito de lengua extranjera (raro; caso por caso)

ES-8. Adult / Workplace Context

Real Decreto Legislativo 1/2013 (Ley General de Discapacidad):

• Certificado de discapacidad ≥33% issued by regional Centro Base — gateway to workplace protections, tax benefits, reserved-employment quota access
• Reserved-employment quota: firms ≥50 employees must reserve 2% of positions
• Centros Especiales de Empleo: specialized workplaces (≥70% employees with disability)
• Adapted tools for dyscalculic adult workers:
  • Calculator + spreadsheet templates as primary aids
  • Spanish-language math AT (Symbolab Spanish, GeoGebra ES)
  • Time-management software with visual scaffolds
• Anti-discrimination: Estatuto de los Trabajadores Art. 17 + LGD Art. 35-37
• Recourse: Inspección de Trabajo, Tribunales de lo Social
• Acceso al empleo público (oposiciones): Orden PJC/804/2025 (BOE 25 July 2025) sets national criteria for adaptación de medios y tiempos and other reasonable adjustments in selective processes for candidates with certificado de discapacidad, alongside the 7% public-sector quota; a DEA candidate with a certificate can request extra time and a calculator or spreadsheet under it.
• European Accessibility Act (Ley 11/2023): since 28 June 2025 consumer digital services sold in Spain (online banking, e-commerce, self-service terminals, budgeting apps) must be accessible; non-compliance is reportable to the Dirección General de Consumo.

ES-9. Regional Variation Summary

ES-10. Spain–US Crosswalk (Dyscalculia)

NCTM Standards

The National Council of Teachers of Mathematics outlines content and process standards essential for all students, with remediation emphasis on foundational standards.

Five Content Strands

1. Number and Operations

• Understand numbers, ways of representing numbers, relationships among numbers
• Understand how numbers are organized and can be used in arithmetic operations
• For dyscalculia: Extended work on subitizing, magnitude, quantity, basic facts, place value
• Standards: Counting, cardinality, comparison, ordering, part-whole, operations as inverse, fact families

2. Algebra

• Understand patterns, relations, and functions
• Represent and analyze mathematical situations using algebraic symbols
• For dyscalculia: Sequencing, pattern continuation, simple equations, variable concepts (post-foundational competence)
• Often delayed until number sense is solid

3. Geometry

• Analyze characteristics and properties of two- and three-dimensional shapes
• Spatial reasoning, transformations, coordinate geometry
• For dyscalculia: May be a strength area; use to build confidence and spatial visualization
• Often less impaired than number/operations

4. Measurement

• Understand measurable attributes of objects and the units, systems, and processes of measurement
• For dyscalculia: Connect to number sense (length as number line), but often challenging due to fractional understanding
• Requires concrete understanding of iteration and comparison

5. Data Analysis and Probability

• Formulate questions, collect data, organize and display data, interpret results
• For dyscalculia: Simpler tasks (frequency counts, pictographs, bar graphs) usually accessible; more complex statistics delayed

Five Process Standards

Problem Solving: Formulate problems, apply strategies, validate solutions, generalize solutions Reasoning and Proof: Explanation of mathematical thinking; pattern identification; justification Communication: Expression of ideas verbally and symbolically; interpretation of others' mathematical thinking Connections: Linking new concepts to prior knowledge and across mathematical domains Representation: Use of models, manipulatives, diagrams, symbols to express mathematical ideas

For dyscalculia remediation: Emphasize concrete/representational processes before abstract symbolic work across all strands.

Assessment Compliance: Tiered Approach

Proper assessment is essential for identification, progress monitoring, and instructional decision-making.

Tier 1: Screening

Purpose: Identify students at risk for math disability Instruments: BRIEF (executive function screening); Key Math-3 Screener; TEMA-3 (brief version); CBM Math Probes Timeframe: Universal screening (fall); follow-up for low performers (winter) Decision: If score < 25th percentile, proceed to Tier 2

Tier 2: Diagnostic Assessment

Purpose: Clarify nature and severity of deficit; inform intervention Instruments: KeyMath-3 (comprehensive); TEMA-3 (full battery); WRAT-5 Math; Woodcock-Johnson IV Tests of Achievement (math subtests) Administration: Individual assessment; 60-90 minutes Analysis: Profile analysis (standard scores, subtest patterns); identify specific deficit areas (number sense, computation, fluency, reasoning) Decision: If significant gap (1.5+ SD below mean), proceed to comprehensive evaluation for special education consideration

Tier 3: Comprehensive Evaluation (Special Education)

Purpose: Establish disability determination and guide IEP development Components: Cognitive assessment (WISC-V, WPPSI-IV); comprehensive achievement assessment; processing assessments; functional behavior assessment; classroom data; RTI documentation Timeline: 60-day timeline per IDEA; may include multiple sessions Interpretation: Review score patterns; rule out exclusionary factors; consider comorbidities; determine IEP eligibility

Progress Monitoring Assessments

Frequency: Minimum bi-weekly during targeted intervention; at least monthly for general classroom monitoring Instruments:

• Fluency Probes: Single-digit fact fluency (digits correct per minute)
• CBM Probes: Computation or applied problems matching instructional level
• Concept Assessments: Mastery of specific concepts (place value, fractions, etc.)
• Work Sample Analysis: Qualitative review of student work for error patterns

Data Use: If progress rate < 1 correct additional response per week, intensify intervention (increase frequency, change strategy, provide additional support)

Standards-Based Compliance Audit Checklist

Use this checklist to audit instructional programs, tools, and services for dyscalculia compliance with IDEA, Section 504, and best practices.

Identification and Evaluation

• Comprehensive evaluation includes cognitive and math-specific achievement assessments
• RTI documentation shows 8+ weeks of Tier 2/3 intervention prior to evaluation referral
• Math-specific subtests analyzed (not just composite scores)
• Processing deficits (working memory, processing speed, visual-spatial) assessed
• Exclusionary factors ruled out
• Timeline meets IDEA requirements (60 days)
• Parent involvement and informed consent documented

IEP Development

• IEP includes specific math goal areas: number sense, computation, fluency, problem solving, reasoning
• Goals are SMART and measurable
• Goals aligned with assessment findings and present levels
• Services specify: type, frequency, duration, delivery model, service provider qualifications
• Accommodation (not modification) approach clarified
• Progress monitoring method and frequency specified
• Collaboration with general education teacher documented
• Least restrictive environment (LRE) placement justified

Section 504 Plan

• Accommodations clearly specified: calculators, extended time, manipulatives, visual supports, reduced problems
• Accommodation descriptions include when, where, how implemented
• Assessment accommodations specified
• Plan reviewed annually and updated as needed
• Implementation monitored for compliance and effectiveness
• Student/parent involvement in plan development

Instructional Program

• Instruction follows CRA progression: Concrete → Representational → Abstract
• Multisensory strategies employed (tactile, kinesthetic, visual, auditory, proprioceptive)
• Number sense prioritized as foundation before computation
• Manipulatives available and used regularly
• Instruction addresses identified subtype deficits (verbal, practognostic, lexical, graphical, operational, ideognostical)
• Math anxiety addressed through environmental and instructional supports
• Pacing flexible based on mastery, not grade level
• Evidence-based programs used (TouchMath, Number Worlds, Stern, Singapore Math adaptations, Strategic Math)
• Data visualizations use bar charts instead of pie charts for comparisons (pie charts require angle/proportion estimation � a core dyscalculia deficit)
• All charts include text summaries, direct data labels, and no 3D effects
• Charts limited to 3-5 data series; linear representations (number lines, box plots) preferred over radial/circular
• Numerical values accompanied by plain-language textual alternatives where possible (W3C COGA: "content usable without understanding math concepts")
• Values rounded to whole numbers unless precision is essential (e.g., currency); unnecessary decimal places removed (GOV.UK dyscalculia guidelines)
• Percentages accompanied by natural-frequency equivalents (e.g., "25%" shown alongside "about 1 in 4") (W3C COGA Gap Analysis)
• Long numbers (5+ digits) chunked with spaces or separators for readability

Progress Monitoring

• Data collected at minimum bi-weekly
• Multiple measures used (fluency, concept, application)
• Data reviewed and decisions made based on progress rate
• Insufficient progress triggers intervention intensification
• Progress communicated to student, parents, IEP team
• Data retained for accountability

Universal Design for Learning (UDL)

• Multiple means of representation (manipulatives, diagrams, symbols, verbal explanations)
• Multiple means of action and expression (verbal, written, manipulative-based responses)
• Multiple means of engagement (choice, relevance, autonomy, low-stress environment)
• Accessibility features present (large print, high contrast, clear layouts)

Teacher Training and Support

• Teachers trained in dyscalculia characteristics and CRA methodology
• Professional development documented (training hours, content)
• Ongoing coaching/mentoring provided
• Access to resources and tools
• Collaboration time for planning and data review built in
• Curriculum materials aligned with evidence-based approaches

Cognitive Disorder Accommodation (Neuroscience-Informed)

• Dyscalculia framed as a neurodevelopmental cognitive disorder, not a failure to learn or a reflection of low intelligence
• Bypass strategies (calculators, reference charts, lookup tables) available as permanent cognitive prosthetics, not temporary scaffolds
• Assessment separates conceptual understanding from computational processing (a student may understand division but be unable to execute the algorithm)
• Automatic fact retrieval not assumed as prerequisite; reference-based computation permitted without penalty
• Working memory demands explicitly managed: external supports (written steps, visible intermediates, scratch space) provided as standard practice
• Accommodations designed as lifelong supports reflecting persistent cognitive architecture difference, not time-limited remedial aids
• Cognitive load per task quantified and kept within dyscalculia-appropriate limits (max 2-3 novel elements simultaneously)

French Compliance Audit Checklist (Locale: fr)

PAP Compliance (K-12)

• PAP recorded in the Livret de parcours inclusif (LPI) by the directeur or chef d'établissement
• Student has a diagnosed trouble dyscalculique documented by qualified professional (médecin)
• PAP validated by médecin de l'Éducation nationale (school physician)
• PAP uses standardized Circulaire 2015-016 template with correct cycle sheet (maternelle / élémentaire / collège / lycée)
• PAP lists external care professionals involved (orthophoniste central; psychomotricien if comorbid dyspraxia)
• PAP "Mathématiques / logique" domain populated with specific accommodations
• Calculatrice non programmable explicitly authorized in PAP
• Table de multiplication and ligne numérique authorized as permanent reference tools
• French number-word irregularity instruction documented (soixante-dix / quatre-vingts transcoding focus)
• Papier quadrillé / one-operation-per-line layout specified for written calculation
• Annual review documented
• Signed by family, school physician, pedagogical team
• Student does NOT simultaneously hold a PPS

PPS Compliance (K-12)

• MDPH/CDAPH disability recognition obtained
• Enseignant référent assigned
• ESS meeting held at least annually
• If AESH: documented in PPS (typical when comorbid dyspraxia + severe dyscalculia)
• Material aids (specialized calculators, math software) funded via CDAPH allocation if needed

Exam Accommodation Compliance

• Request uses the session-2026 forms (circulaire du 17 juillet 2025 annexes) and the right procedure (simplifiée when matching the PAP/PPS, complète otherwise)
• Requested during second trimester of year preceding exam
• Medical certificate + bilan orthophonique + bilan neuropsychologique (if available) included
• Calculatrice non programmable explicitly requested for all exam papers
• Aide-mémoire mathématique (multiplication table) requested if needed
• Classroom-use history of accommodations documented in PAP/PPS
• Tiers-temps appropriate for computation-heavy subjects
• Decision by recteur documented

Adult / Workplace Compliance (RQTH layer)

• RQTH status applicable and pursued where worker needs funded math-AT
• AGEFIPH (private) / FIPHFP (public) funding pathways documented
• Workplace adaptive math tools available (calculator, spreadsheet templates, equation editors)
• If firm ≥250 employees: référent handicap identified (Loi Avenir Professionnel 2018)
• Documents refer to France Travail (not Pôle emploi) and Cap emploi

Accommodation Adequacy (K-12)

• Art. L321-4 obligations met: adapted teaching provided for severe/permanent dyscalculie
• Numerals presented in adapted font and spacing
• Computational shortcuts (estimation, mental math) not assumed in evaluations
• French-language math AT availability (TEDI-MATH-aligned digital tools, not English-only)

Spanish Compliance Audit Checklist (Locale: es)

Classification and Identification (K-12)

• Student correctly classified as DEA (NOT NEE) for discalculia
• ACNS pathway used (NOT Dictamen/ACS pathway for sole-diagnosis discalculia)
• Initial detection via teacher observation or PRODISLEX-style screening
• Informe Psicopedagógico completed by orientador/a or EOEP
• Diagnostic criteria met: math achievement below normative threshold with exclusionary criteria checked
• Spanish-normed math battery used (PROCALCULO, TEDI-MATH ES, or Evamat)
• Family notified and consent obtained

ACNS Documentation (Discalculia-Specific)

• ACNS documented in writing
• Based on Informe Psicopedagógico findings
• Family agreement documented
• Calculadora authorized in ACNS
• Materiales manipulativos (regletas, bloques base-10, ábacos) availability specified
• Tiempo adicional specified (25-50% depending on región)
• No penalization for arithmetic errors when reasoning is correct
• Reduced number of problems (same complexity) authorized
• Annual review documented
• Regional terminology verified (ACNS / ACI no significativa / PTI / Plan de Apoyo)

PAU Exam Accommodations (formerly EBAU/EvAU)

• Grading rules confirm no adaptation lowers the grade (RD 534/2024 art. 3.2)
• Official diagnosis (Informe Psicopedagógico) included
• Documented ACNS history during Bachillerato
• Calculadora authorized in math exam
• Tiempo adicional requested (30 min adicional typical)
• Application filed within regional deadlines
• Consistency between classroom and exam accommodations
• Regional procedure followed for CCAA

Specialist Resources

• Maestro/a de PT (or AL where comorbid language-focused) involved
• EOEP involvement documented for complex cases
• PAD (Plan de Atención a la Diversidad) at school level includes DEA protocols including discalculia

Adult / Workplace Compliance (RDL 1/2013 layer)

• Certificado de discapacidad ≥33% obtained where worker needs RDL 1/2013 protections
• If firm ≥50 employees: 2% reserved-employment quota compliance documented
• Workplace accommodations include Spanish-language math AT
• Centros Especiales de Empleo or Empleo Inclusivo programs referenced where applicable
• LOPD-GDD data protection respected on disability disclosure

Ethical Standards

• Non-discriminatory evaluation procedures (culturally responsive, equitable access)
• Confidentiality maintained
• Students treated with respect and included in planning when appropriate
• Parent communication frequent and meaningful
• Least restrictive environment prioritized

Audit File Generation

When auditing a dyscalculia program or project, generate a comprehensive compliance report.

Audit Directory and File Naming

• Create subdirectory: audits/
• File naming format: Dyscalculia-Compliance-Audit-<project-name>-<YYYY-MM-DD>.md
• Example: audits/Dyscalculia-Compliance-Audit-Math-App-2026-04-03.md

Report Structure

1. Metadata Table

Document audit scope and context:

2. Executive Summary

2-3 sentence overview of findings and composite score.

Example: "This audit evaluated the 'MathPro Elementary' application against dyscalculia standards compliance. The application demonstrates strong adherence to CRA methodology and multisensory principles (87% compliance) but lacks adequate progress monitoring integration (40% compliance). Composite score: B (72/100)."

3. Findings Summary by Severity

CRITICAL (0-10% compliance)

• Issues that prevent intervention effectiveness or violate legal requirements
• Must be remediated before tool/program use
• Example: "No manipulatives available despite CRA requirement"

HIGH (10-50% compliance)

• Significant gaps impacting quality of instruction or accommodation
• Should be remediated in short term (1-2 months)
• Example: "Limited visual supports for magnitude comparison"

MEDIUM (50-75% compliance)

• Moderate gaps; partial adherence to standards
• Should be remediated within 3-6 months
• Example: "Progress monitoring data collection inconsistent"

LOW (75-90% compliance)

• Minor gaps; good foundational adherence
• Continuous improvement area
• Example: "Assessment accommodations listed but implementation guidance minimal"

4. Compliance by Domain Table

5. Detailed Findings

For each finding, document:

Finding ID: F-001, F-002, etc.

Standard/Law: IDEA, Section 504, NCTM, CRA, Best Practice

Severity: CRITICAL / HIGH / MEDIUM / LOW

Category: Instructional Method, Assessment, Accommodation, Access, Training, Documentation

Element: Specific checklist item or requirement

Description: What is missing or non-compliant; current state

Impact: How this affects student outcomes or legal compliance

Evidence: Data, quotes, observations supporting finding

Remediation: Specific action to address; resources needed

Effort Estimate: Small (1-4 hours), Medium (5-20 hours), Large (21+ hours), Ongoing

6. Standards Crosswalk Matrix

7. Composite Score Calculation

Weighted scoring across domains:

• Math Instruction Alignment (25%): CRA fidelity, multisensory strategies, number sense emphasis, program selection
• Assessment & Evaluation (20%): Comprehensive identification, progress monitoring, data-based decision making
• IEP/504 Compliance (20%): Legal requirements, accommodation specificity, service adequacy
• Instructional Methodology (15%): Evidence-based practices, manipulation of materials, anxiety management
• Progress Monitoring (10%): Frequency, measures, data use, intervention adjustment
• Ethical Standards & Training (10%): Non-discrimination, confidentiality, professional development, parent collaboration

Formula: (Domain Score × Weight) + (Domain Score × Weight) ... = Composite Score (0-100)

8. Score Interpretation Scale

9. Remediation Roadmap

For each CRITICAL/HIGH finding, specify:

1. Action needed
2. Responsible party
3. Resources required
4. Target completion date
5. Success criteria

Example:

10. What Passed (Strengths)

Document areas of strong compliance (75%+); these are program strengths to maintain and build on.

11. Version History

Track audit versions for re-audit:

Re-audit Behavior

After remediation, conduct re-audit:

Remediation Status Table

Before/After Delta Table

Document composite score change and updated grade.

Compliance Resources

• IDEA 2004 and 2015 Regulations: https://sites.ed.gov/idea/
• Section 504 of the Rehabilitation Act: https://www2.ed.gov/about/offices/list/ocr/504faq.html
• NCTM Standards: https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/
• CEC Standards for Special Education Teachers: https://www.cec.sped.org/
• LD Online Resources: https://www.ldonline.org/