The Dyscalculia Assessment

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In this important new book, Jane Emerson and Patricia Babtie lay out in a clear and systematic way how teachers can identify dyscalculic learners, and how they can help them achieve proficiency inbasic arithmetic. Jane and Patricia are both very experienced special needs teachers whose recom-mendations are built on many years of teaching dyscalculic learners. Both of the authors, like me,have learnt a great deal about how best to do this from Dorian Yeo, perhaps the deepest thinker inthe field of dyscalculia intervention

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Does this child have dyscalculia – and if so what should we do about it?

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Assessing a pupil or student who appears to be poor at maths to see if the child is suffering from dyscalculia is useful as means of helping assign limited resources.

This assessment can be done through an educational psychologist, of course, although this can be rather expensive – and of itself it doesn’t actually provide any resources that can be used to help the pupil or student after the assessment.

The Dyscalculia Centre has been looking into this problem for some time, and we have now come up with an on-line test which is much lower cost than a visit to an educational psychologist.

What is more, having marked the test we then provide a comprehensive set of copiable materials relevant to that student. These resources can then be used in school by an assistant teacher or SENCO working with the student.

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TYPES OF LEARNING DISORDERS ANDTHEIR SIGNS

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If you’re worried, don’t wait
If you suspect that your child’s learning difficulties may require special assistance, please do not delay in finding support. The sooner you move forward, the better your child’s chances for reaching his or her full potential.
earning disabilities look very different from one child to another. One child maystruggle with reading and spelling, while another loves books but can’t understandmath. Still another child may have difficulty understanding what others are sayingor communicating out loud. The problems are very different, but they are alllearning disorders.It’s not always easy to identify learning disabilities. Because of the widevariations, there is no single symptom or profile that you can look to as proof of a problem. However, some warning signs are more common than others at differentages. If you’re aware of what they are, you’ll be able to catch a learning disorder early and quickly take steps to get your child help.The following checklist lists some common red flags for learning disorders.Remember that children who don’t have learning disabilities may still experiencesome of these difficulties at various times. The time for concern is when there is aconsistent unevenness in your child’s ability to master certain skills

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How can people be tested for dyscalculia?

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One of my particular interests within special needs is dyscalculia, and the question I am asked most is that of how people can be tested for dyscalculia. It is also a difficult question to answer.

The main reason for testing for dyscalculia would be to ensure that they are getting the right sort of maths education. However, it is my belief that the methods that can be used to help overcome maths problems in children – and indeed in adults – are the same whatever the cause of the inability to do maths.

A child might struggle with maths because he/she is dyscalculic. Or because the child missed a lot of education through illness. Or because the child misbehaved in class, or didn’t like the teacher. Maybe the child heard the parent say, “Don’t worry I was no good at maths either” and so thought it was ok not to be able to do maths, and so stopped trying. Maybe the maths teacher was off sick for a long time and the replacement wasn’t very good.

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Difficulty or Dyscalculia?

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Burgeoning research into students’ difficulties with mathematics is starting to tease out cognitive differences between students who sometimes struggle with math and those who have dyscalculia, a severe, persistent learning disability in math.

A new, decade-long longitudinal study by researchers at the Kennedy Krieger Institute in Baltimore, published Friday in the journal Child Development, finds that 9th-graders considered dyscalculic—those who performed in the bottom 10 percent of math ability on multiple tests—had substantially lower ability to grasp and compare basic number quantities than average students or even other struggling math students.

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