Dyscalculia Support in Primary School Classroom in England Interview Transcripts

The purpose of this study is to help build a better understanding of the dyscalculic learner’s classroom support experiences and contribute to the under researched area of the educational support for dyscalculic pupils in the primary schools. It sets out to identify the learning barriers dyscalculic pupils face in the mainstream classroom and to examine how their experiences align with the SEND Code of Practice (2015) Graduated Approach Cycle for SEN Support in schools alongside school’s internal SEND policy.
It places the focus on listening to the student, teacher and the parent who are the agents of the study rather than the objects of research. It sets out to collect rich data from the participants on the effectiveness of the support provided, how it is received and the effectiveness of its implementation and delivery. The study seeks to collect views from the participants on the gaps, limitations and challenges that they face in the context of maths learning and teaching in primary schools in England.
This is a qualitative study with interviews from three participant groups:
Children with a formal dyscalculia diagnosis (confirmed by parents).Parents of children who have a formal dyscalculia diagnosis.Primary schools teachers who have experience teaching children with a formal dyscalculia diagnosis.© the authors