Occupational therapy interventions effect on mathematical problems in students with special learning disorders (Dyscalculia)

Objectives: Dyscalculia is specific learning disability affecting the acquisition of mathematic skills in an otherwise normal child. The aim of this study was investigation of occupational therapy interventions effect on mathematical problems in students with special learning disorders. Method: 40 students with dyscalculia (2-5 grades) were selected and divided through randomized permuted blocks method into two groups; 20 persons as intervention group and the others as the control group. Initially both of groups were administered by the "Iran Key math Test". Then intervention group received occupational therapy interventions for 20 sessions individually and two groups were administered by the Test again. Data was analyzed by using Paired and Independent T tests. Results: By the paired sample t-test the mean of total marks of Iran Key math Test demonstrated statistically significant difference in both of groups (P<0/05), but the measure of difference in intervention group was more than control group. The mean of marks of Basic Concepts, Operations and Applications demonstrated statistically significant difference at intervention group. Conclusion: Occupational therapy interventions had clinical effect on mathematical problems in students with special learning disorders.