Category Archives: Detection

Great move by Kentucky

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Per KRS 158.8402, beginning with the 2026-2027 school year: 

  • A universal screener determined by the department to be valid and reliable shall be given in the first thirty (30) calendar days of the school year to each student in kindergarten through grade three (3) at a public school or public charter school (6);
  • Those students determined to be at risk for not meeting grade-level benchmarks in mathematics for kindergarten through grade three (3) based on the universal screener shall be given a mathematics diagnostic assessment determined by the department to be valid and reliable to identify the individual student deficits in numeracy and other mathematical content and practices as listed in subsection (1) of this section in the first forty-five (45) calendar days of the school year (7); and
  • A mathematics improvement plan shall be developed and implemented in the first sixty (60) calendar days of the school year by a mathematics improvement team for any student in kindergarten through grade three (3) identified as needing accelerated interventions to progress toward proficient performance in mathematics (8). 

Read all about it HERE

A Parent’s Guide to Recognizing the Symptoms of Dyscalculia

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The core signs of dyscalculia nearly always circle back to a persistent struggle with three things: number sense, mathematical reasoning, and recalling basic numerical facts. For your child, this isn’t just about finding homework a bit tricky; it’s a deeply confusing and often upsetting daily experience where numbers feel like an unsolvable, secret code that everyone else seems to understand.

What Is Dyscalculia and How Does It Feel for a Child?

Imagine trying to read a book where the letters constantly swap places or change shape. You sound out a word on one page, but on the next, the same letters mean something completely different. This is how deeply disorienting numbers can feel for a child with dyscalculia. It’s a specific and persistent learning difference that gets in the way of a person’s ability to pick up arithmetic skills.

For your child, this has nothing to do with being lazy or not trying hard enough. It’s a fundamental difference in how their brain processes numerical information. While their friends seem to just know that ‘8’ is bigger than ‘5’, your child might still be anxiously counting on their fingers, feeling a rising sense of panic as they fall behind.

Read the full article HERE

Dyscalculia Test: Do You Struggle with Numbers?

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Take this free Dyscalculia Test to assess your number sense, spatial awareness, and calculation skills. Discover if your struggles are due to a specific learning difference.

See the test HERE

Is My Homeschooled Child Showing Dyscalculia Symptoms?

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Signs of dyscalculia: How to spot and support your child today

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So, how do you tell the difference between a common maths hurdle and a genuine sign of dyscalculia? The key is persistence. A child who struggles with their times tables for a week but gets there with a bit of practice is very different from a child who, despite endless effort, just can’t remember that 2+2=4 or truly understand what ‘more’ or ‘less’ means. The frustration for them is constant.

This flowchart helps illustrate the difference between a temporary maths struggle and the persistent challenges that might point toward dyscalculia.

As you can see, while most maths difficulties can be overcome with a bit of time and support, the challenges linked to dyscalculia are consistent and much more deeply rooted in how your child’s brain works.

To help clarify this, here’s a quick comparison:

Dyscalculia vs Common Maths Difficulties

See the full article HERE