"She just needs more practice" is the single most common piece of advice given to parents of a child with dyscalculia, and it's usually wrong. Dyscalculia isn't a gap that closes with repetition. It's a difference in how the brain represents and manipulates quantity, similar in kind to how dyslexia is a difference in how the brain processes written language. More of the same worksheet doesn't address that difference. It just gives a child more opportunities to fail at the same task in the same way, which is where a lot of maths anxiety actually comes from.
What helps is structure, not volume. Three things tend to separate support that works from support that doesn't. First, sequential: every new idea is explicitly built on the last one, with nothing assumed. A child with dyscalculia often can't reliably "fill in" a small missing step the way another child might; the step has to actually be taught. Second, multisensory: numbers get represented in more than one way at once, said aloud, seen as a symbol, felt as a quantity in the hands, because relying on a single channel (usually the visual-symbolic one, reading numerals off a page) is often exactly the channel that's unreliable for this child. Third, paced to the child, not the clock: timed drills, the classic "how many can you do in a minute" worksheet, measure speed under pressure, which is precisely the wrong thing to measure for a child whose difficulty is about processing, not effort.
There's a fourth thing that matters just as much and gets talked about the least: what happens to a child's confidence while all this is going on. By the time most families come looking for structured support, their child has usually had one or more years of feeling like maths is a subject where they are simply, permanently behind. Good support has to work on that belief at the same time as it works on number sense, which is one reason a single, consistent teacher who knows the child matters more here than it might for an average learner. A revolving door of tutors, each re-diagnosing the same gaps, re-teaches the belief along with the material.
If you're evaluating any tutor or course for a child with dyscalculia, including us, it's worth asking directly: what's the actual sequence you teach, do you use physical or visual manipulatives beyond the first few weeks, and what happens when a lesson doesn't land, is there a fallback step or does the child just repeat the same explanation slower? The answers tell you more than a marketing page will.
At Mount Shine this is woven through every stage of the course rather than treated as a separate add-on: structured and sequential, multisensory, paced to the child, with no timed-drill pressure. Not because dyscalculia is our only focus, but because a sequence built carefully enough to work for a child who struggles tends to be a genuinely better sequence for every child.