How old am I? Gimme a second, I KNOW this…

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So while helping the students I tutor with their LD final notes today, the topic of dyscalculia came up. After we discussed it at length, it occurs me to how little people know about it. As someone with dyscalculia, here are my finer points:

I cannot compute numbers in my head aside from what we memorize: 2+2=4 etc,. When I try, it’s literally like hitting a mental roadblock. I got nothing. Have to write it down or get a calculator. Formulas and mental calculations are OUT, unless you want me to get that glazed look and start getting shifty.
Time is dicey. I cannot mentally determine how much time it’s going to take to get somewhere, do something, or how much time has passed. I’m either late or early – RARELY on time. This is also why when someone asks my age, I typically can’t remember. I’m usually off by a year. I also have a hard time determining when something happened, e.g, “was that four years ago or five?” I estimate everything. Also, I can read a regular watch, but it takes me a few minutes to figure it out. I wear a watch, so when someone asks me the time, I usually just show it to them. Evasive measures.
Distance is also tricky. I could not tell you if something is [this many] yards, feet, or miles. Continue reading →

Dyscalculia: Doing Math

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Children with dyscalculia have normal or higher than normal verbal, reading, writing, and memory skills. They excel at the written word. They are great at any subject that does not require higher-level math skills. Their disability and difficulty lies in the abstract concept of time and direction. They find it hard, if not completely impossible, to remember schedules, and the order of past and/or future events. These children find it difficult to keep track of time and usually are always late or tardy. The simple to some task of remembering a name is just not there for these people. They might know the first letter but after that there is a blank. This can make not only the academic world hard, but socializing, as well. Because of their poor coordination, they have a hard time keeping up with the other children especially if the physical direction of the play is quick. When playing games such as cards, sports or the like, they cannot remember the rules. It is easy for them to lose track or whose turn it is and what the score is as well. This can ostracize them from other children who do not understand.

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What is Dyscalculia? (video)

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Jane Emerson provides an introduction into the less well known condition of dyscalculia. She considers the question ‘What is dyscalculia?’

About the speaker: Jane Emerson, the founder of Emerson House, is a speech and language therapist with more than 25 years’ experience of working with children. She is an expert in dyslexia and dyscalculia.

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How to Advocate For and With Your Child

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Dr. Sara Frampton and Marta Leyva join The Winston School’s Director of Special Education, Jeff Kozlowski in a discussion about “How to Advocate for and with Your Child” on Tuesday, November 15 from 4 – 5:30 p.m. on the school campus at 215 Ninth St. in Del Mar.

The Winston School is a college preparatory program for grades 4 through 12. The school offers hope and success for children with learning differences including autism, Asperger Syndrome, dyslexia, dysgraphia, dyscalculia, ADD, ADHD, specific learning disabilities or learning disorders, nonverbal learning disorders and slow maturation. A veteran teacher, mentor and chief advocate at The Winston School, Kozlowski will moderate the panel, which will also include parents and students, sharing insight into how students with learning differences can better navigate school and prepare for life.

Kozlowski and the panel will share success stories and discuss key elements of advocacy including learning the law; understanding your rights and perceiving district motives; how to plan and prepare; what questions to ask and when; documenting issues and proposing solutions; and when to advocate for yourself and when to call a professional.

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Life’s Extremes: Math vs. Language

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Most people would agree they are better at verbal or math subjects in school, as grades usually do attest. Highly intelligent individuals often do well in both subjects, and may know the answers to both questions above, lickety-split, while less intelligent people can struggle. But a minority of us excels in the language department and bombs at mathematics, or vice versa.

By learning more about the regions of our brains responsible for language and math processing, researchers hope to someday better help those with severe deficits, such as in reading ability, called dyslexia, and general numeracy, called dyscalculia.

Read all about it HERE

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