Category Archives: Dyscalculia Overview

LEARNING DISORDER RELATED WITH MATH & MONEY

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How to you refer to someone with a learning “thing”

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In Australia, a broad range of terms are used when discussing children and young people with a specific learning disorder (SLD). However, little is known about how SLD-related terminology is perceived by adults with an SLD, parents of children with an SLD and the professionals who support them. The purpose of this study was to identify any SLD-related preferred terms and explore factors which may influence these preferences. Data were collected from 177 participants via an online survey which asked them to rate how much they liked each term from a provided list and why. Results showed that clear language preferences do exist amongst dyslexic adults, parents and professionals, with dyslexia/dysgraphia/dyscalculia, dyslexic/dysgraphic/dyscalculic, person with dyslexia/dysgraphia/ dyscalculia and challenges being the most liked terms whilst learning disability, learning disabled, impairment, deficit, weakness and person with a learning disability were amongst the least liked terms. A narrative synthesis revealed that participants’ language preferences are largely dependent on the context and intent of communication, generating six key themes. This research offers clear implications on how society embraces strengths and diversity, including language use, and the impact this can have on individuals with SLDs.

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Even in dyscalculia, rhythm is something that can be felt, not counted.

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The Journey of Larry Mullen Jr.
As a teenager, Larry Mullen Jr. founded U2 in 1976 without having a dream that one day it would be one of the biggest rock bands in history. As a drummer, his style has always been natural and groove-oriented, often centered around hard-hitting beats more than around elaborate time signatures. This style has been a defining feature of U2’s unique sound, with songs such as “Sunday Bloody Sunday” and “Where the Streets Have No Name” bearing witness to his forceful, military-inspired drum style.

Mullen’s ability to compensate for his dyscalculia has been a key to his success. As a substitute for math-based counting, he uses muscle memory, patterns, and hearing to maintain time and play intricate drum parts. This keeps him in rhythm in his playing despite his learning handicap.

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How Remote Dyscalculia Screening Supports Children with Math Difficulties

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Benefits of Remote Dyscalculia Screening

Identifying and assessing the level of maths difficulties early can significantly impact a child’s ability to manage and improve their numeracy skills. Remote screeners are an effective way to achieve this without the logistical challenges of traditional in-person evaluations. These screenings provide clarity on a child’s unique difficulties with maths, setting the foundation for targeted support. 

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Effectiveness of Basic Arithmetic Skills Module among Pupils with Dyscalculia Symptoms

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Mathematics is fundamental in the educational system, yet many pupils lack the required skills in the subject. Intervention is crucial for pupils with dyscalculia symptoms. This study evaluates the effectiveness of the Basic Arithmetic Skills (BAS) Module among pupils with dyscalculia symptoms. This is a quantitative study with a quasi-experimental design. One hundred twenty pupils aged between 7 and 14 years, who exhibited dyscalculia symptoms were involved in this study. They were divided into two (2) groups: the control group with 59 pupils and the treatment group with 61 pupils. The results showed that the BAS Module significantly improved the basic arithmetic skills among pupils with dyscalculia symptoms regardless of gender and age. In conclusion, the BAS Module effectively improved the basic arithmetic skills among pupils with dyscalculia symptoms in primary schools. The study emphasizes the importance of tailored instructional materials and the role of teachers in delivering interventions that cater to pupils’ different cognitive development levels. It is recommended that the BAS Module be applied to pupils with dyscalculia to improve their basic arithmetic skills, particularly in addition, subtraction, multiplication, and division.

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