5 Inaccurate Assumptions Parents Can Make

<h1>5 Inaccurate Assumptions Parents Can Make</h1><p>Parents want to support their dyscalculic students in the best possible ways. Yet even with the best intentions, most of us can make inaccurate assumptions about our student and what they need.</p><p>I assumed many inaccurate things about my daughter and her learning disability. As parent, we may not fully understand dyscalculia and the impact it has on learning and life. These inaccurate beliefs can have a negative impact over time.</p><p>Now, 9+ years into our dyscalculia exploration, I can see how inaccurate and unhelpful these assumptions were and how a better understanding of dyscalculia has helped our family support our dyscalculic daughter in life-changing ways.&nbsp;</p><p><br></p><p>Here are 5 common, and inaccurate, assumptions parents can make about their dyscalculic children.</p><h4><br></h4><h4><strong>Inaccurate Assumption #1: My student would be fine if they would just apply themselves and focus.</strong></h4><p>I remember being frustrated when my daughter would struggle to focus on flashcards or get her homework done efficiently. The tasks didn’t seem too complicated to me. I wished she would just apply herself and get it done.&nbsp;</p><p>But more focus and applying herself were not what was required for her to grasp concepts or complete the work. My encouragement of “try harder” and “focus” only caused exhaustion, stress, and shut down her brain’s capacity to learn.</p><h4><br></h4><h4><strong>Inaccurate Assumption #2: The school will know how to support my student.</strong></h4><p>This is one that most parents make, including myself.</p><p>After surviving the school evaluation process and enrolling in special education, I assumed my daughter would receive the support she needed from trained math specialists and special education teachers.</p><p>I was wrong. This inaccurate assumption led us to waiting 2+ years before starting the right supports and intervention.&nbsp;</p><p>We tried two public schools in two districts, interviewed several private schools, signed up for every extra after-school math support available, had an IEP for 2+ years, and still my daughter did not make any progress in math comprehension.&nbsp;</p><p>This is a common experience I hear from many families. Families assume the school will know how to support a student with dyscalculia and so they rely on the school to set up appropriate education and accommodations. But what they don’t know is that teachers are not