Great story with some nice tips for teachers to help students with learning disabilities. Some are more practical than others but I want to draw you to a super quote in the article:
It is a disservice to underestimate the intelligence and potential for success of students with a learning disability and other disabilities. Learning disabilities are not indicative of low intelligence. Some of the most daunting disabilities have been overcome by some of the world’s most successful people. Galileo had a visual impairment. Elton John has epilepsy. James Earl Jones had a speech impediment. John F. Kennedy had a learning disability. Howard Hughes had OCD, as does David Beckham. Winston Churchill and Teddy Roosevelt suffered from bipolar disorder, as do Buzz Aldrin and Jim Carrey.
Great recommendation about detection of learning disabilities:
Identifying children at risk for LDs should be a critical component of every school-aged pediatric visit and need not be time-consuming. Sample questions to ask families regarding reading can be found at http://bit.ly/2jhzJO2 and http://bit.ly/2AsjSWh.
As far as I can remember, numbers have meant absolutely nothing to me. I’m frequently late to social events, meetings, and nail appointments. I get lost at my place of work, at least once a week. When I pay for things in cash, there’s a good chance I under pay. Some may read these behaviors as a reflection of poor character, but the reality is I have a learning disability called dyscalculia.
New research shows that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points).
A letter to the editor of the FT about an article they ran a while ago. The article suggested that everyone should have math education until age 18. The writer of the letter to the editor maintains that children who have trouble with math should not be forced to take math until 18. Here is the concluding quote:
Forcing children who don’t have mathematical brains to study it not only destroys their self-confidence but can destroy that most precious joy, the joy of learning. Maths can ruin lives as well as make them.
Have you ever noticed a problem with processing information that could come easily? For some people, such as criminology major Gerardo Lopez, certain subjects such as math, are hard for him to process..
Although Lopez may not suffer from a learning disability, there are students on campus who need resources in order to keep up with their courses.
Here are five indicators of a learning disability according to Dr. Virginia Kennedy of the Special Education Department at CSUN:
Well there was a very nice video and article about how our numbers seemed to come from ancient Arabic writing where you would count corners to get to the numeral but alas that seems to be a hoax, see the link for the real truth.
Researchers are planning a project for the following reason:
Researchers in numerical cognition usually think that the greatest and most common difficulty in children suffering from dyscalculia is retrieval of arithmetic facts from long-term memory. However, we have recently shown that retrieval might not be the optimum strategy in mental arithmetic. In fact, expert adults would rather solve simple problems such as 3 + 2 by automated and unconscious procedures. Therefore, we hypothesize that children with dyscalculia might not present deficit in retrieval but, instead, in counting procedure automatization.
Very interesting but it will take a few years to complete. We will follow this.
It is generally acknowledged that between 5 and
10% of adults who offend have learning disabilities,
compared to slightly more than 2% of the general
population (Department of Health, 2001).
Around a quarter of children (under 18 years) who
offend have very low IQs of less than 70 (Harrington
and Bailey et al, 2005). This does not mean that
around a quarter of children who offend have learning
disabilities, but they will have support needs similar to
those of people with learning disabilities.
Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected for the given age, education and intelligence. However, current
cognitive developmental neuropsychological studies suggest that not only the core numerical but also the cognitive skills of children with developmental
dyscalculia present deficits.
Because of the societal stigma that comes with struggling with maths, people seem to think it’s acceptable to laugh about it. Working in a pub, I try and stick to waitressing as often as possible to get out of working the till, as I often come across customers who decide that my hesitance and double or triple checking of their change is something to laugh at or comment on. I don’t think they realise how patronising and embarrassing it is – and I don’t help myself by laughing it off or preempting it with a “bear with me, I’m awful at maths” – it’s just that I can’t look at a handful of change and tell you if it’s correct without second-guessing myself.
There are no topics in mathematics; only artificial barriers that we have erected to help organise the curriculum. At school, we study topics in discrete chunks and come to understand them as separate islands of knowledge. Yet the most powerful and interesting mathematics arises when we cut through these barriers.
Today we highlight a post from The Recovering Traditionalist. She is a believer is CGI and here is her point about it:
I am of the belief of what is known as Cognitively Guided Instruction or CGI, and it is to use the knowledge and understanding of what our students have currently and use that to determine what should be our next course of action. If you Google Cognitively Guided Instruction, you’ll find a lot of information about it but the general premise is that we give students mathematical problems in a context and then just let them solve it, see how they’re solving it and then we use that to try to make their strategies a bit more efficient and to help them become more flexible with their strategies.
Distinguishing a specific learning disability from ADHD can be challenging and intimidating for parents. Overlapping symptoms make it hard to determine where ADHD ends and the learning disability begins. Knowing what to look for can make all the difference in figuring out whether your child has ADHD and dyscalculia.