My DD11 has a similar profile but also had PRI in the basement. I'm not sure how many others here have the math issue. If you search you will see a couple of threads I started using the term "math disability" rather than Dyscalculia since that's the wording that has been used on her evaluations. (Along with dyslexia, dysgraphia, dyspraxia, visual processing and most recently added CAPD. Previous evaluator labled ADHD-inattentive, with attentional skills below the first percentile. We rejected that diagnosis and everyone - teachers, subsequent evaluators, service providers, etc agree that attention is actually an area of strength. Chalk it up to anxiety and a computer test that relied on all her various areas of weakness...) I don't think there is a ton of btdt experience on the board other than me but hopefully aeh will be along to provide expertise.
The go to strategy for math disability is Touch Math but it didnt work for my DD. She remained basically stagnant for a couple of years. Last year a 2E specialist reevaluated her and I started over making sure to turn over every rock, seek out every diagnosis, and see exactly what could or couldnt be remediated. As a result she is in the best place we have been on this journey. So buckle up - you are in for a wild ride.
At 7 I think you need to focus on remediation. It is most important to spend time and energy in the yournger years getting her to function as well as she can. In later years the gifted side will drive your decisions but for now she needs to find ways to function. For my DD this has meant placement in a special ed school where she is able to receive a ton of services - OT for the dysgraphia, Wilson for the dyslexia, Camelot for the math disability, speech and counseling. Her needs were just too much for a public school setting.
We didn't have access to a gifted classroom but during second grade in the public she was given twice daily "enrichment/anxiety breaks" to listen to high level audio books but nothing was done to incorporate it into her actual curriculum. Third grade at the special ed school she was placed in an 8th grade reading comprehension group, by 4th grade she was doing a HS literature curriculum 1-1 with the reading teacher. She would love gifted peers but this is working for us.
My DD relies completely on AT - the ipad is the best thing that ever happened to her. Voice to text, text to voice, writing with her finger instead of a pencil, audio books, math apps, etc. I can't even imagine if she was born before this was available.
At our IEP meeting following newest eval 2E specialist said that while basic computation is just about impossible for her she believes DD will eventually be labeled gifted in math because of her understanding of high level concepts. I couldn't wrap my brain around this - math disability making it impossible for her to develop any kind of automaticity regarding any basic math facts but eventually may be deemed gifted in math? Really? See my comment above about buckling up... Spec Ed school staff spoke up to say that no one really knew much about math disabilities or had much real life experience dealing with it. Lots of discussion about further testing to try to figure out what to do but no one was able to identify an appropriately experienced evaluator to properly assess her. Instead I pushed for a strategic intervention starting at the most basic level to plug any holes that she may have developed. It seems to be working. She may never gain automaticity but she is more comfortable with math now and she is making progress.
I hope some of this may help. Feel free to ask any questions.
