18Important Elements of a Teaching Programme


In this final chapter, it is our intention to show how we, as teachers and organisers, put our ideas into practice. If in many instances we seem to repeat what has been written earlier, this is because we regard it as sensible to take our own advice. However, we have avoided the repetition of examples at every point in order to reduce the amount of text, while attempting to make this chapter a useful summary of the whole book.

We hope that some of our ideas are applicable in all of the different environments where dyslexic and dyscalculic pupils are taught mathematics. However, it is the principal aim of this chapter to help in the complex situation where they are taught inclusively in classes with similar students, following a mainstream curriculum that is as normal as possible.

Consider the Pupils’ Needs

It is almost certain that the mathematical achievements of pupils diagnosed as dyslexic or dyscalculic will not match their potential. They may be from a wide range of backgrounds: social, economic and educational. In many cases, a child will present with significant problems in the affective domain. Although it is hard to prioritise interventions, the need to address anxieties, motivation and negative beliefs will be at least as important as intervention for cognitive development.

The curriculum should be directed towards creating a relaxed, encouraging, empathetic and low‐stress atmosphere, where children can ...

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