Author Archives:

About

Creating awareness for Dyscalculia since 2010

How neurodiverse workers can protect mental health

Posted on by

Alasdair Macnab was 64 when he took an online test for dyscalculia. His score was conclusive.

He had been aware of his difficulty with numbers since school and now knows that dyscalculia is not just a number problem; for him it includes time-blindness, social anxiety and difficulty remembering people’s names.

Over his lifetime he developed coping mechanisms for situations involving numbers. As a veterinary surgeon, he armed himself with a book of drug dose rates for different animals.

Find the whole story HERE

Score profile for a student with Dyscalculia and other learning disabilities

Posted on by

Kim and Cindy review the score profile for a student with a complex learning profile. We talk about the various processing weaknesses and the academic implications. We also talk about what supports she needed and what intervention might be useful for her as an adult.

See their channel HERE

Evidence for the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB Screener): An Online Assessment of Mathematical Learning Difficulties

Posted on by

Background: Although several paper-and-pencil and digital online measures have been developed to assess basic numeracy skills and identify mathematical learning difficulties in children, psychometric evidence of these measures are seldom thoroughly reported and published. Establishing the validity and reliability of educational measures is a fundamental part of evidence-based practice. Objective: This study aimed to examine the test-retest reliability, longitudinal measurement invariance, and convergent validity of a new digital online dyscalculia screener, the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB), targeted to 9–16-year-old children. Method: The participants were 358 children (165 boys and 193 girls) in grades 3, 5 and 7, who participated in the study at two time points. Children’s numeracy skills were measured using two time-limited tests: the FUNA-DB online screener and a standardized paper-and-pencil basic arithmetic test, RMAT. Results: Our results showed that the FUNA-DB has a strong test-retest reliability, displays measurement invariance over time, and is meaningfully related to RMAT. Conclusion: The psychometric evidence supports using the FUNA-DB to measure school-aged children’s number processing and arithmetical fluency across time.

Read all about it HERE

Get ai to help with IEP

Posted on by

No, it’s not ChatGPT. About 200 SF families have been testing the program in Spanish, Mandarin, Cantonese, and Vietnamese. SFUSD has yet to invest.

READ all about this new ai system HERE

order processing deficits in developmental dyscalculia

Posted on by

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. 

Read all about this study HERE