Abstract
According to Italian law, teachers have to draw up an Individual Educational Plan (IEP) for primary students diagnosed with "dyscalculia". The author analyzed 23 such IEPs in regards to their compliance with general recommendations as stated in current mathematics education literature about how to deal with mathematical learning difficulties (MLDs). Strikingly, the IEPs rarely take into account the three content areas that are indicated as crucial for MLDs by educational research. Instead, they tend to set lower expectations in terms of reduced number range, continuous granting of compensational measures, and concentration on standard algorithms. Extent and detailedness of the IEPs vary significantly. The paper gives an overview over key results of the content analysis of the 23 IEPs and discusses their evident shortcomings with a view to possible consequences on the level of teacher training as well as of desirable changes of the legal and organizational framework.