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.

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Developmental dyscalculia

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Developmental dyscalculia is a specific learning disability affecting the normal acquisition of arithmetic skills. Genetic, neurobiologic, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. However, poor teaching and environmental deprivation have also been implicated in its etiology. Because the neural network of both hemispheres comprises the substrate of normal arithmetic skills, dyscalculia can result from dysfunction of either hemisphere, although the left parietotemporal area is of particular significance. The prevalence of developmental dyscalculia is 5 to 6% in the school-aged population and is as common in girls as in boys. Dyscalculia can occur as a consequence of prematurity and low birthweight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. Educational interventions for dyscalculia range from rote learning of arithmetic facts to developing strategies for solving arithmetic exercises. The long-term prognosis of dyscalculia and the role of remediation in its outcome are yet to be determined.

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