My Dyscalculia Story: Jane McNeice

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I was the child who did really well academically, who became the adult who continued to do really well academically. I am currently undertaking my MA in Autism, distinctions at PGCert and a first class honours degree. However, when I reached the age of 7 and we were being taught to tell the time I struggled incredibly. I could not tell the time properly till I was well into my teens. I went from an automatic set 1 maths student (judged by others by my other academic abilities) to a set 3 maths student in 5 years. This resulted in a GCSE grade E maths in 1991, which was and remains a significant outlier to my other qualifications.

I am now a company owner. I get by on the numbers front, but struggle sometimes with creating quotes, and not under-charging or miscounting financial figures. I know I will have done at some point and it will have cost me. I rely heavily on a calculator, and hand as many numbers-based tasks to others that I can. I am a mental health trainer, so managing timings in the training room and putting people into groups can be difficult for me too. Such a basic numbers task but I still struggle.

Read the full story HERE

Supplementary information files for “The nature of order processing deficits in developmental dyscalculia: the influences of familiarity and the count-list”

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Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature, but instead specific to certain kinds of sequences. In particular, one proposal is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the (ascending-consecutive) count-list (e.g., 1-3-5 is in order). However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance, such as sequence familiarity. To address this, the present study compared a control ( n = 28) and dyscalculic group ( n = 12), aged between 7-12 years, across ascending and descending sequences varying in familiarity. As expected, dyscalculic children showed impaired performance on ascending non-consecutive sequences (e.g., 1-3-5) but not on ascending consecutive sequences (e.g., 1-2-3). Notably, however, this deficit appeared to remain only for unfamiliar sequences (e.g., 2-5-8) and not familiar ones (e.g., 2-4-6), although this interaction was non-significant. Moreover, dyscalculic children displayed typical performance across both consecutive (e.g., 5-4-3) and non-consecutive (e.g., 5-3-1) descending sequences, neither of which match the traditional count-list. Accordingly, although order processing deficits in developmental dyscalculia do appear specific in nature, they are not necessarily specific to non-count-list sequences.

Read it all HERE

How Dyscalculia Impacts Music

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This is a short interview clip with a friend who is dyscalculic about how dyscalculia impacts her ability to read and play music. Watch the full interview about dyscalculia in adulthood, “You mean, how I found out I wasn’t stupid?” in my library.

See it HERE

What Are 3 Conditions Associated with Learning Disabilities?

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Learning Disability Symptom Checker

This tool helps identify potential indicators of common learning disabilities. Answer the questions honestly to see which condition’s symptoms align most closely with your experiences. Note: This is not a diagnostic tool. Professional evaluation is required for official diagnosis.

Try this tool HERE

5 Dyscalculia Myths to Correct

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Many myths surround dyscalculia that cause delays in ensuring children receive the right support. Here are the 5 myths about dyscalculia you may have heard.

Read them HERE