Abstract
Difficulties in mathematics are often the results of maladaptive behaviors or symptoms of underlying deficits in cognitive skills such as auditory memory, visual-motor coordination, or perception of spatial relationships. These problems can influence a child's normal development in such areas as number comprehension, ability to perform mathematical operations, and understanding of quantitative concepts. Mathematical difficulties can occur in combination with problems in reading and writing but, unfortunately, a large number of learning disabled children with disabilities only in mathematics do not receive the necessary special services “due to re liance on reading assesment scores as the sole or main criterion for referral for services” (Badian 1983, 235), and thus these services remain the responsibility of the regular classroom teachers.
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