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• • Improving Mathematical Skills for Pupils with Specific Learning Disabilities

  • A consistent percentage of early school-aged children are diagnosed with specific learning disabilities (SLDs), which are neurodevelopmental disorders that affect specific areas of academic function and the capacity to perform and comprehend reading, writing, or arithmetic. The current study explores the effectiveness of a training program in the development of mathematics skills of pupils with dyscalculia. Participants in this study are 10 primary pupils between the ages of 9-11, divided equally among the experimental and control groups diagnosed with dyscalculia. The general mental ability test, the rapid nerve screening test, the diagnostic assessment scale for mathematics disabilities, the dyscalculia scale and the mathematical achievement test were used to diagnose dyscalculia and the training program was used to improve the mathematical skills in pupils with dyscalculia. Results show statistically significant differences between the mean scores of the pupils of the experimental and control groups in mathematics skills in the post-measurement in favor of the experimental group, which means that the appropriate intervention can allow pupils with dyscalculia to succeed at acquiring mathematical skills.

• • Scope of Co-Teachers’ Tasks in Polish Elementary Schools

  • The co-teacher plays a crucial role in supporting students with special educational needs in an inclusive class. Despite interest in this role, few studies have considered their tasks in detail. To the author’s knowledge, this topic has never been investigated from the perspective of Polish primary school teachers. Therefore, the research questions posed in this study relate to the scope and frequency of tasks performed by a co-teacher in an elementary school and their correlation with the teacher’s seniority, professional rank, and qualification in special education. The survey was conducted online between April 2021 and December 2023 using the Forms platform. A total of 200 questionnaires were subject to analysis. The results show that the teachers with higher rankings and a higher level of professionalism were more likely to perform more complex tasks. However, there are still areas they need to work on while co-teaching. These include the use of diagnostic tools and their development. Novice teachers need to develop more complex cooperative- consultative tasks.