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Case Study - Math Difficulties

Name: Jeff
Age: 30
Diagnosis: Learning disabilities, primarily affecting math skills and social perception. 

Jeff is an only child who was born and reared in Georgia. He lives at home with his parents, who are in their late sixties. Both parents are high school graduates with some college. Both have been retired for several years. Jeff dropped out of school when he was sixteen and has lived a secluded life at home ever since. He held one part-time janitorial job through a temporary job service. He is unable to drive because of his difficulty with spatial perception, and he has limited ability to manage money. Until a year ago he seldom left the house and had no friends. 

Jeff has been treated off and on for depression since leaving high school, but recently he started showing progress with a combination of psychotherapy and drug treatment. He recently began working with Rehabilitation Services in hopes of receiving assistance in finding an appropriate job and gaining independent living skills. A recent evaluation revealed the following information:

Strengths:
 

	Tests of short-term and long-term memory indicate average ability.
	Tests of language indicate clear speech, above average vocabulary, somewhat rambling but intact conversation.
	Visual and auditory processing skills are intact.
	Verbal abilities are a strength.

Weaknesses:
 

	Tests indicate poor eye/hand coordination.
	Tests indicate deficits in nonverbal skills (e.g., picking up cues, like body language, facial signals, voice tones).
	Tests show a deficit in spatial perception.
	Tests of social/emotional functioning indicate extreme dependency on others to handle the normal functions of daily living.
	Tests of social/emotional functioning indicate poor social interaction skills with some anxiety associated with social situations.

With appropriate job training and placement, Jeff's chances for successful job placement are fair. Jeff has come to his local Adult Basic Education Center at Rehabilitation Services’ recommendation primarily to work on basic math survival skills, especially money management. Jeff thinks he might like to try for his GED. Because of his learning disability in math, he would be able to obtain appropriate accommodations. What kinds of things can you do to help Jeff reach his goals? 

Problem: Math Difficulties

• Low Technology Solutions

  • Manipulatives (counting beads, abacus, etc.)

  • Number line

  • Number “fact” sheets

  • Multiplication tables

  • Calculator

• Assistive Devices

  • Large Print Calculators (Can Do Products)

• Computer-Based Suggestions
  

• Readiness Programs /Computation Programs

  • These programs teach beginning math skills such as matching and discrimination, counting, number recognition, and simple addition.

  • Some begin at the discovery level (the user activates a number at the keyboard and a corresponding number of graphics/items appear on screen).

  • They move from matching and identification to simple addition.

  • They teach computation skills of addition, subtraction, and division utilizing a drill and practice format.

  • Many programs utilize a game format to teach skills.

Sample Programs
Math Shop series (Scholastic)
Alge-Blaster 3 (Davidson)
Geometry Blaster (Davidson)

• Math Problem Solving/Reasoning Programs

  • They teach students to utilize information presented in the problem to select the correct operation and solve the problem correctly.

  • Several programs permit customization through additional problems.

Sample Programs
Math Shop Series (Scholastic)

• Time, and Money Management Programs
  

• On-Screen Calculators

  • They provide access to a calculator within an application or may be used in isolation.

  • They are often available within operating system software (Windows and Macintosh).

Sample Program
Big Calc (Don Johnston)

• Electronic Worksheets

  • They provide an electronic piece of paper for students to use.

  • Teachers can create the list of calculation problems.

  • Some navigational help is available, but not error correction.

  • Lists can be done on-screen or printed out before/after completion.

  • Some feature speech feedback.

  • These programs are especially helpful for students who need controlled visual displays (one problem at a time, background color adjustment, and font adjustment).

Sample Programs
Access to Math (Don Johnston)
Math Pad (IntelliTools)

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