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accommodations to help with in a classroom setting

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accommodations to help with in a classroom setting

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Extra time on tests

Access to a chart of math facts or multiplication tables

Using a calculator when not being tested on computation

Having worksheets broken down into sections

Using manipulatives like coins and blocks for in-class learning

Graph paper to line up numbers and problems

Access to a list of math formulas taught in class

Separate worksheets for word problems and number problems

Highlighting key words and numbers on word problems

Daily review of math skills; pre-teaching new and important concepts

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Approximately 1 in 20 people have dyscalculia.

Research suggests that dyslexia affects more males than females – however, there are not any significant gender differences in dyscalculia.

50% of people with dyscalculia have also dyslexia

ADHD is commonly diagnosed in each condition.

https://safespot.org.uk/safespotopedia/dyslexia-dyscalculia/

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

BDA/SASC (2019)

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DSM-5 defines Dyscalculia as a specific learning disorder, an impediment in mathematics, evidencing problems with:

Number sense

Memorisation of arithmetic facts

Accurate and fluent calculation

Accurate math reasoning.

DSM -5 is the fifth edition update to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (APA, 2013)

Dyscalculia refers to what is strictly called “developmental dyscalculia” (DD). There is another type of dyscalculia called “acquired dyscalculia” which is acquired (usually in adults) as a result of brain injury or stroke.

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Similar procress to dyslexia

For dyslexia and dyscalculia; if there were concerns about the child’s progress in language and/or maths, a meeting with the child’s parents/carers, teacher and the school’s special educational needs co-ordinator (SENCO) would be arranged. If there were ongoing symptoms, then the family would also visit their GP. The GP would rule out any condition that may be affecting this, such as visual problems, hearing problems or other conditions, e.g. ADHD. If there are still concerns, the child may be referred to an educational psychologist or other specialist for an assessment. This involves a series of tests regarding reading and writing ability, language development and vocabulary, mathematical ability, logical reasoning, memory, processing speed, organisational skills, and their approach to learning. A report of the child’s difficulties will be provided, and then an educational plan will be put in place. Diagnosis can also occur in adulthood, where the process is similar. Following a GP appointment to rule out other conditions that may have an effect on their reading ability, adults may also be referred to a specialist. The assessment for adults looks at their educational background, performance tests in different areas.

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Can be linked to other needs, commonly dyslexia, dyspraxia and ADHD

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Trouble with math can shake a childs confidence. That can make them question their abilities in other subject areas.

Kids might also avoid playing games or sports that involve math and keeping score.

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A person with dyscalculia/mathematical learning difficulties may:

Have difficulty when counting backwards.

Have a poor sense of number and estimation.

Have difficulty in remembering ‘basic’ facts, despite many hours of practice/rote learning.

Have no strategies to compensate for lack of recall, other than to use counting.

Have difficulty in understanding place value and the role of zero in the Arabic/Hindu number system.

Have no sense of whether any answers that are obtained are right or nearly right.

Be slower to perform calculations. (Therefore give fewer examples, rather than more time).

Forget mathematical procedures, especially as they become more complex, for example ‘long’ division. Addition is often the default operation. The other operations are usually very poorly executed (or avoided altogether).

Avoid tasks that are perceived as difficult and likely to result in a wrong answer.

Have weak mental arithmetic skills.

Have high levels of mathematics anxiety.

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Use small objects, such as cereal pieces, to solve simple math problems.

Introduce board games, card games, and computer games that provide math practice.

Break down math homework into smaller, more manageable chunks. For example, have your child do five problems, take a short break, then move on to the next five.

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under researched area and  often only related to dyslexia rather than an independent learning difficulty

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under researched area and  often only related to dyslexia rather than an independent learning difficulty