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Supporting Learners with Maths Difficulties: Practical Classroom Strategies for Dyscalculia

Gain practical, evidence-based strategies to support learners with dyscalculia and mathematics difficulties. These interactive workshops are designed for classroom teachers, special educators, learning support professionals, school leaders, teaching assistants, and anyone working with learners who struggle with mathematics.

Facilitators

  • Cat Eadle – Co-Founder, Dyscalculia Network, United Kingdom
  • Rob Jennings – Co-Founder, Dyscalculia Network, United Kingdom

Moderator

  • Ms. Samantha S. B. Acquah – Counsellor & Leadership Coach, Africa Dyslexia Organisation

Session 1: Secondary Learners (For High School Teachers)

Date: Friday, 25 September 2026

This session focuses on intervention strategies for more advanced mathematical concepts, including fractions, decimals, percentages, and algebra. Participants will learn practical, inclusive approaches that make abstract mathematical concepts accessible for learners with dyscalculia.

Learning Outcomes

  • Understand the importance of assessment in planning intervention.
  • Identify the prerequisite skills required for fractions, decimals, percentages, and algebra.
  • Explore multisensory teaching using the CPVVA approach and everyday classroom manipulatives.
  • Learn engaging games and classroom activities that strengthen conceptual understanding of higher-level mathematics.

Session 2: Primary Learners (For Primary School Teachers)

Date: Wednesday, 30 September 2026

This session focuses on evidence-based intervention strategies for teaching the four core mathematical operations (addition, subtraction, multiplication, and division) to learners with dyscalculia and mathematics difficulties. Participants will explore inclusive teaching practices, multisensory instructional approaches, and engaging classroom activities that improve mathematical understanding.

Learning Outcomes

  • Understand the importance of assessment in planning effective intervention.
  • Learn intervention strategies for teaching addition, subtraction, multiplication, and division.
  • Explore multisensory teaching using the CPVVA approach and everyday classroom manipulatives.
  • Discover practical games and activities that strengthen understanding of the four operations.

Training Details

Time
 6:00 PM – 8:00 PM GMT

Venue
 Live Online via Zoom

Registration Contribution

  • Early Bird (register by 20 August 2026): GH₵350 per session
  • Regular Registration (register by 15 September 2026): GH₵450 per session

Participants may register for either session individually or attend both sessions.

Who Should Attend?

  • Primary and secondary school teachers
  • Special education teachers
  • Learning support teachers
  • SEN coordinators
  • School leaders
  • Teaching assistants
  • Tutors
  • Parents supporting children with mathematics difficulties
  • Teacher trainees and education professionals

What Participants Will Receive?

  • Live interactive training with internationally recognised dyscalculia specialists.
  • Practical classroom resources and teaching ideas.
  • Evidence-based intervention strategies that can be implemented immediately.
  • Opportunity to ask questions during the live sessions.
  • Digital Certificate of Participation from the Africa Dyslexia Organisation.

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

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WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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