The article in our link for today is about a situation in the UK but the same question can be asked here in the US. Does the identification of children with learning disabilities get hampered by the remote learning mode that many countries are in and if so, what can we do to improve this?
The detection of learning disabilities is still tedious and time consuming and a deep research is required for the simplification of the same. Dyscalculia is one of the Specific learning Disorders (SLD) with a specific impairment in Mathematics. Early detection of Dyscalculia is one of these tedious, time consuming tasks.
Read in our link for today how they use machine learning to handle and improve this.
New research with a large sample size has now confirmed that ANS tasks are not suitable as measures of math development in school‐age populations. The researchers studied other cognitive functions that can replace this as a good measure for Math development in school-age populations, read the article in our link for today to find out what they are.
Here is an interesting piece of research. it appears that when children at the age of four can recognize and draw our Arabic numbers, this is a predictor of how well they will do with arithmetic at six years of age.
A group researchers from Norway has now developed a theory that, like Dyslexia, Dyscalculia also can be impacted or caused by vision problems. A new app can make it easier to investigate the issue. It can help to determine if someone is struggling with visual processing associated with rapid changes in their surroundings.
Simply performing poorly in maths does not necessarily mean that a student has a specific learning disorder in this area. There are a number of reasons why an individual may find it more challenging to develop their numeracy skills
Dyscalculia can easily be mistaken for a situation where a child has math anxiety or got for some time inadequate teaching. Late 2019 a committee launched guidance to try and generate a common view among those who diagnose the condition.
In 2017, state lawmakers banned the cap of 8.5% children in special education, which had been in place since 2004. Then in 2018, the U.S. Department of Education found Texas had violated a federal law requiring schools to serve all students with disabilities. Federal administrators ordered Texas to create a plan to correct the problem, starting with identifying children who had been excluded and making up their missed services.
But in an investigation with the Houston Chronicle, Houston Public Media found that the effects of the cap linger, and children continue to be shut out of their right to special education.
Dyscalculia is an under-researched learning difficulty and as a result, there is little guidance for teachers on how to support learners with the condition. The TES website condensed some valuable insights into dyscalculia, the indicators and how to assess for it in this article in our link for today.
A chiropractor may be able to assess the child with dyscalculia and determine whether subluxations exists in his or her spine and or cranial bones. Chiropractic care, craniosacral therapy and other alternative methods can offer a Dyscalculia treatment where a child may begin to notice improvement in their math skills along with other positive health outcomes.
In our link for today the story from someone who kept her troubles with math a secret. Unfortunately our school system is such that this can go unnoticed. A major reason why Dyscalculia is not diagnosed more often. Here is how she explained getting through school without anyone noticing her math troubles:
The reason that I was never tested was that I passed all my classes with As and Bs. My parents figured that I just hated math. They assumed that I just needed to apply myself. Now the reason that I got good grades was that I copied everyone’s homework and was a great student. My test scores would give me away, but the teachers were always okay to bump up my grade or give me extra credit. I was in the honors classes track, so surely I was such a good student so eager to learn that I could not get a C grade or lower.
A new project is underway to develop a bot that can diagnose dyscalculia to speed up the pace of detection. The project needs some more work but at this time you can do the free screener on the home page of Dyscalculia Services (free registration required) or the more comprehensive Math and Dyscalculia Screening Test at https://DyscalculiaTesting.com
Adults with dyscalculia often take longer when working with numbers and may be more prone to making mistakes in calculations. They can also experience higher levels of anxiety and frustration. It may be harder for adults with dyscalculia to learn and recall math facts, such as times tables.
Dr Kinga Morsanyi and the team from the School of Psychology studied the mathematics performance of 2,421 primary school children over a number of school years.
The researchers said they expected the number of pupils with dyscalculia to be similar to those with dyslexia, however from the children studied, 108 children had received an official diagnosis of dyslexia, but just one child had officially been diagnosed with dyscalculia.
Based on the results of the study, the researchers found 112 children who are likely to have the condition.
Dr Morsanyi said: “In society, there is sadly a widespread notion that you need a special talent to be good at maths, and that struggling with maths is normal for some people, but this is not the case and it’s not something we would accept if a pupil was unable to read.”
The study, which was funded by The Nuffield Foundation, found that in almost all cases children who appear to have dyscalculia are not being diagnosed.
Doctors from Indian Academy for Pediatrics (IAP) have come up with Tamilnadu Dyslexia Screening Tool (TSDS), aquestionnaire, which they claim could help diagnose three types of learning difficulties – dyslexia, dysgraphia and dyscalculia – among children within half-an-hour.
Some of the math difficulties are due to language, but others are due to calculation errors, reversals, sequence, and direction, place value, as well as errors of verbal labeling and working memory which impact regrouping or carrying numbers.
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