Dyscalculia: News from the web:
Howard Margolis writes a very insightful article about a step by step approach to getting to a successful IEP when there is disagreement between several parties. If just everyone would follow his recommendations, life would be so much easier for our children.
Read all about it: HERE
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Dyscalculia: News from the web:
We have talked about this before but it is very important and probably parents are confronted with this choice every day.
The short:
An IEP is legally enforceable and has legal guidelines and time frames. An IEP follows a student from school to school or state to state. A 504 is not legally enforceable and doesn’t follow a child nor are there legal guidelines.
Read all about it: HERE or check out the website from Wrights Law
Another great source of information is the Understood website who have an easy comparison chart
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Dyscalculia: News from the web:
According to our research, 67% of teachers said that the ability for teachers to challenge the advanced learners was a barrier to mainstream adoption of the mastery approach. See how one, deceptively simple, maths question can be accessed at different levels by both struggling and advanced learners. Filmed at the ‘Motivating Maths Conference’ in Derby (November ’16) and featuring Judy Hornigold, Maths – No Problem! training consultant.
Read all about it: HERE
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Dyscalculia: News from the web:
The Education Endowment Foundation has published guidelines for primary and secondary teachers on how to boost math skills with children. They make the following observations:
Pupils should master basic mental arithmetic – addition, subtraction, multiplications and division – and be able to recall their times tables quickly. Those who don’t may well have difficulty with more challenging maths later in school.
Pupils sometimes think “multiplication makes bigger, division makes smaller”. This is accurate with numbers greater than 1, but isn’t right when applied to numbers less than 1. So, 5 x 5 =25 but 0.5 x 0.5 = 0.25.
Learning how to add fractions together can often cause difficulty. For example, many think the answer to 1/8 + ½ is 2/10. Teachers can help pupils to understand that the right answer is 5/8 using diagrams which help to visualise the different values of fractions.
Read all about it: HERE
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Dyscalculia: News from the web:
Intering results that will need some follow up:
The results of covariance analysis showed that cognitive rehabilitation interventions did not lead to a significant difference between the experimental and control groups in inhibitory, omission, commission and reaction time scores
Read all about it: HERE
Visit us at DyscalculiaHeadlines.com
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Trouble with Math? Dyscalculia Testing Online
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