Is It Dyscalculia? What Parents Should Know
What if math struggles aren’t about effort but about how your child’s brain processes numbers? For some kids, numbers don’t just feel hard; they feel confusing, inconsistent, and overwhelming.
For many parents today, there are more tools and resources to recognize these challenges early. But for families in past decades, those answers often came much later if at all. One parent, Lisa Gomes, shares her story to help families see what dyscalculia can look like over time and how understanding your child’s rights can change their educational path.
Growing Up Without Answers
As a student in the 1980s, Lisa struggled daily during math instruction in elementary and secondary school. Math lessons felt overwhelming and confusing. She often found herself tuning out during instruction because the concepts didn’t make sense, and when she tried to complete assignments independently, she would use the wrong formula or start problems from the end instead of the beginning. Eventually, Lisa would give up, not because she didn’t want to learn, but because her brain simply processed math differently.
- At the time, Lisa’s struggles were interpreted as a lack of interest in math. No one recognized that she wanted to succeed, or that her difficulty had a name. She didn’t know that dyscalculia existed, let alone that she had it.
Dyscalculia is a learning disability that affects a person’s ability to understand numbers and mathematical concepts. It can impact numeracy, number sense, math calculations, and recalling math facts. It is sometimes referred to as “math dyslexia,” though the two are distinct disabilities.
Without understanding why math was so difficult, Lisa graduated from high school feeling defeated and doubting her intelligence. College didn’t feel like an option. Looking back, she wishes she had received guidance from a teacher or support from a state parent center. Most of all, she wishes she had known that accommodations and specialized instruction were possible.
What Could Have Helped: IEPs and 504 Plans
At the time, she had no information about the Individuals with Disabilities Education Act (IDEA), Individualized Education Programs (IEPs), or Section 504 of the Rehabilitation Act of 1973. Knowing what she knows now, she reflects on how different her educational experience might have been with appropriate support.
An Individualized Education Program (IEP) provides specially designed instruction for students with disabilities at no cost to parents. To qualify for special education services, a student must meet three criteria:
- The student has one of the disability categories identified in state special education rules
- The disability adversely affects the student’s educational performance (which includes more than academics alone)
- The student requires special education and related services
More details about eligibility can be found on the Utah Parent Center’s page: Eligibility for Special Education Services.
Eligibility decisions are made by a team that includes the parents. Parental input is considered, and if a child is found not eligible, parents have the right to disagree and use dispute resolution options.
Special education services may include instruction in the classroom, home, hospital, or other settings, as well as instruction in physical education. For Lisa, access to specialized math instruction could have meant understanding how her brain worked and feeling capable instead of discouraged.
Using Knowledge to Advocate for Her Own Children
Years later, with access to information and support, Lisa was able to recognize signs of dyscalculia in her own children. Armed with knowledge she never had growing up, Lisa requested a meeting with her school’s Local Education Agency (LEA) (or District, Parent-friendly) principal and special education staff. Together, they discussed her children’s challenges and explored appropriate supports.
- One daughter qualified for a Section 504 Plan, while another qualified for an IEP.
Section 504 is a civil rights law that protects students from discrimination based on disability. A student may be eligible if they have a physical or mental impairment that substantially limits one or more major life activities that affect education. The Utah Parent Center provides a helpful overview here: Section 504 Plans.
Decisions about Section 504 eligibility and accommodations are made by a group of people knowledgeable about the student and the disability. This group typically includes the school principal, classroom teacher(s) and other educators working with your student. Parents should also be included in the process, and best practice is to document the decisions and review periodically. These accommodations take into account the student’s functional limitations while maintaining the integrity of learning outcomes.
Understanding the Difference Between an IEP and a 504 Plan
What Are Accommodations?
Accommodations are supports provided by school staff to help a student fully access their education. They do not change what a student is expected to learn, but rather how the student learns or demonstrates understanding.
Accommodations are typically provided by classroom teachers and other school personnel. In some cases, they are written into a formal plan, such as an IEP or a 504 Plan. Effective accommodations are based on the student’s individual needs and are designed to reduce barriers related to their disability, while still maintaining learning expectations.
Examples of accommodations for students with dyscalculia may include:
- Extra time on math assignments or tests
- Use of calculators or math reference sheets
- Breaking assignments into smaller steps
- Reduced distractions during instruction or testing
- Alternate ways to show understanding (such as oral explanations)
The goal of accommodations is to give students equitable access to learning, not an unfair advantage.
Who Creates an IEP or 504 Plan?
Understanding who is involved in creating these plans can help families feel more confident in the process.
IEP (Individualized Education Program)
An IEP is developed by a team that works together to design specialized instruction and supports. This team includes parents and may also include the student (when appropriate), a special education teacher, a general education teacher, a representative of the Local Education Agency (local school district or charter) (often a school administrator), and specialists such as a school psychologist or related service providers when needed.
504 Plan
A 504 Plan is developed by a group of individuals who are familiar with the student, their evaluation information, and available support options. This team often includes parents, the student (when appropriate), general education teachers, a school counselor, and a school administrator. If a student has an Individual Healthcare Plan (IHP), the school nurse should also be part of the discussion.
In both cases, parents are key members of the team, and their input plays an important role in decision-making. Both plans are important tools, and the choice between an IEP and a 504 Plan depends on the individual needs of the student.
The Impact of the Right Support
In this family’s experience, the difference was life-changing. The daughter with a 504 Plan received written accommodations across her classes, allowing her to access learning alongside her peers. The daughter with an IEP received a specific number of minutes of specialized instruction in math each week, along with accommodations and modifications to assignments.
With the right supports in place, both children began to experience success. They could see progress, feel encouraged, and build confidence in their ability to do math. What once felt overwhelming became manageable—and their belief in themselves grew.
Lisa Gomes' story is a powerful reminder that early identification, informed advocacy, and collaboration with schools matter. Families today have access to information and support that can open doors and change outcomes not just academically, but emotionally as well.
If you suspect your child may have dyscalculia or another learning disability, the Utah Parent Center is here to help families understand their options and advocate for the supports their children need.
Additional Resources
What is Dyscalculia: Understood.org
How to Spot Dyscalculia: Child Mind Institute
Assistive Technology Supports: UPC
Dyslexia Handbook (Dyscalculia page 49): USBE
Parents as Partners: Early Intervention & Special Education in Utah (2025 Guidebook)
