SMART Target Examples for Dyscalculia
in Irish Primary Schools
Dyscalculia is a specific learning difference that affects the ability to understand numbers, learn mathematical facts, and perform calculations. In Irish schools, students with dyscalculia need targeted numeracy intervention that builds from concrete to abstract understanding, often alongside support for maths anxiety.
Prevalence in Ireland
Dyscalculia affects approximately 3-6% of the population, though it is significantly under-diagnosed compared to dyslexia. Many students struggle with maths without a formal identification of dyscalculia.
SMART Target Examples by NEPS Need Area
These targets are mapped to NEPS need areas and categorised by Continuum of Support level. Replace [student] with the student's name and [date] with your review date (typically 6-8 weeks).
Numeracy
By [date], [student] will recall addition facts to 10 with 80% accuracy within 5 seconds per fact, using a number line if needed, as assessed by the SET.
By [date], [student] will correctly identify the place value of each digit in a 3-digit number on 4 out of 5 occasions using base-ten blocks.
By [date], [student] will tell the time to the nearest quarter hour on an analogue clock on 4 out of 5 occasions, as assessed by the class teacher.
By [date], [student] will solve 2-digit addition problems without regrouping with 80% accuracy using the column method with concrete support.
By [date], [student] will count backwards from 20 to 0 without error on 4 out of 5 occasions.
Executive Function
By [date], [student] will identify the operation needed (add, subtract, multiply) in a 1-step word problem on 3 out of 5 occasions using a keyword chart.
By [date], [student] will follow a 3-step problem-solving strategy (read, highlight, solve) for word problems on 3 out of 5 occasions.
Attention & Concentration
By [date], [student] will sustain engagement with a maths task for 10 minutes using concrete materials, on 4 out of 5 occasions, as observed by the SET.
Social & Emotional
By [date], [student] will attempt a challenging maths problem without becoming distressed, using a pre-agreed strategy (e.g., 'ask for help' card), on 3 out of 5 occasions.
By [date], [student] will identify one maths skill they have improved at during a weekly check-in with the SET.
Common Strengths
- Strong verbal and reading skills
- Good creative and imaginative thinking
- Strength in subjects that rely less on numerical processing
- Good understanding of concepts when explained verbally
- Persistent and hardworking attitude
- Strong interpersonal skills
Common Needs
- Targeted intervention for number sense and place value
- Concrete materials for all mathematical operations
- Visual representations of abstract maths concepts
- Strategies for learning and retaining number facts
- Extra time for maths tasks and assessments
- Support for maths anxiety and self-confidence
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections of the Student Support File.
Strengths Phrasing
- “[Student] has strong verbal reasoning and reading comprehension skills.”
- “[Student] demonstrates good understanding of mathematical concepts when explained using concrete materials.”
- “[Student] is a hardworking and persistent student who responds well to encouragement.”
- “[Student] shows strength in subjects that rely on verbal and visual skills (English, Art, History).”
Needs Phrasing
- “[Student] needs targeted intervention for number sense and place value understanding.”
- “[Student] requires concrete materials to support all mathematical operations.”
- “[Student] benefits from extra time and reduced volume of written maths tasks.”
- “[Student] needs support with maths anxiety and building confidence in numeracy.”
Frequently Asked Questions
What are SMART targets for dyscalculia in Irish schools?
How is dyscalculia different from being bad at maths?
Can a child have both dyslexia and dyscalculia?
Official Irish References
Essential Guides
Related Conditions
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