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.
Scientists think they have found the area of the brain that goes wrong in people with dyscalculia – a condition that renders them unable to perform arithmetic.
This study is the first demonstration that the parietal lobe is the key to understanding developmental dyscalculia. The disorder is just as prevalent in the population as dyslexia and attention deficit hyperactivity disorder – around 5% of the population – however, the underlying brain dysfunction causing dyscalculia is still a mystery.
Research findings suggest that cognitive and emotional mathematics problems largely dissociate and call into question the assumption that high mathematics anxiety is exclusively linked to poor mathematics performance.
Thanksgiving is coming. A good time to work a bit with your children on math while also keeping it light and entertaining. There is a pinterest board with lots of resources that are all about Math, not necessarily Dyscalculia, and fun to do.
Reddit is a site where people exchange messages and there are sub reddits for various interests. Well there is one about the game Dungeons & Dragons and someone in there is asking what to do now one of the players in their team has joined with Dyscalculia. Amazing to see the creativity of that community to try and help him out. Not all suggestions are good or make any sense but wonderful how they all try to help. By the time I read it there were over 70 comments.
Great quote: The labelling of some students sends negative messages about potential, that are out of synch with important knowledge of neuroplasticity showing that everyone’s brains can grow and change. But few people realize that those labels are damaging for those who receive them too.
Significant educational delays, even in the absence of cognitive-processing
deficits, can be attributed to the inability to sustain attention.
Read the very interesting research by Ronald L Lindsay* MD, Nisonger Center UAP, The Ohio State University, Columbus, OH;
Terry Tomazic PhD, Department of Research Methodology,
St Louis University, St Louis, MO;
Melvin D Levine MD, Clinical Center for the Study of
Development and Learning, University of North Carolina,
Chapel Hill, NC; and
Pasquale J Accardo MD, Westchester Institute for Human
Development, New York Medical College, Valhalla, NY, USA.
Dyscalculia: News from the web: (not new but still very relevant)
Karin Landerl and her team at the University of Graz, Austria, investigated the development of numerical processing in elementary school children with dyscalculia and a control group with good arithmetic skills.
Landerl and colleagues conclude a biologically driven deficit causes children with dyscalculia to have an imprecise internal representation of numbers, which explains these children’s difficulty with the number line task.
The Understood organization has a great resource. The tech finder. It allows you to type in the issue you are facing and the grade of the student plus what system you have and it will return apps that are helpful.
A great photographer, who is diagnosed with dyscalculia, is interviewed and here is what she had to say about it:
TNS: What is your greatest challenge while photographing. You’ve been diagnosed with dyscalculia. Does that make adjusting aperture and shutter speed the most difficult bit, or could it be safety/security concerns?
SK: In knowing and owning your disability, which in my case as you rightly stated is dyscalculia, I feel it has given me a strength and clarity which I may never have had had I not got the diagnosis.
Friday we got the news that the education department had rescinded no less than 72 guidelines. Many of those were about clarifications of the IDEA.
We have not had time to fully digest the impact but here is a list of the rescinded guidelines. On first glance they all seem many years old. Also the IDEA itself has not been changed, so the main bulk of that that law intends to do is still there. Also the education department has developed a brand new website about the idea, see in our link for today.
Read all about it: HERE and if you want to compare the old websites is available HERE
Many questions loom over transcranial direct current stimulation (tDCS), a non-invasive form of neurostimulation in which constant, low current is delivered directly to areas of the brain using small electrodes. It was first established in neuroscience research in the 1950s and 60s, but has seen rapid growth, particularly in the last five years. Originally developed to help patients with brain injuries such as strokes, tDCS is now also used to enhance language and mathematical ability, attention span, problem solving, memory, coordination, and even gaming skills. The authors in our link for today examine its potential and pitfalls.
The understood organization has great simulations to see how it would be to have dyscalculia but on the page in the link for today, there are a few pages from pbs that also try to give you that feeling.