Score profile for a student with Dyscalculia and other learning disabilities

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Kim and Cindy review the score profile for a student with a complex learning profile. We talk about the various processing weaknesses and the academic implications. We also talk about what supports she needed and what intervention might be useful for her as an adult.

See their channel HERE

Evidence for the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB Screener): An Online Assessment of Mathematical Learning Difficulties

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Background: Although several paper-and-pencil and digital online measures have been developed to assess basic numeracy skills and identify mathematical learning difficulties in children, psychometric evidence of these measures are seldom thoroughly reported and published. Establishing the validity and reliability of educational measures is a fundamental part of evidence-based practice. Objective: This study aimed to examine the test-retest reliability, longitudinal measurement invariance, and convergent validity of a new digital online dyscalculia screener, the Functional Numeracy Assessment Dyscalculia Battery (FUNA-DB), targeted to 9–16-year-old children. Method: The participants were 358 children (165 boys and 193 girls) in grades 3, 5 and 7, who participated in the study at two time points. Children’s numeracy skills were measured using two time-limited tests: the FUNA-DB online screener and a standardized paper-and-pencil basic arithmetic test, RMAT. Results: Our results showed that the FUNA-DB has a strong test-retest reliability, displays measurement invariance over time, and is meaningfully related to RMAT. Conclusion: The psychometric evidence supports using the FUNA-DB to measure school-aged children’s number processing and arithmetical fluency across time.

Read all about it HERE

Get ai to help with IEP

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No, it’s not ChatGPT. About 200 SF families have been testing the program in Spanish, Mandarin, Cantonese, and Vietnamese. SFUSD has yet to invest.

READ all about this new ai system HERE

order processing deficits in developmental dyscalculia

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Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature, but instead specific to certain kinds of sequences. In particular, one proposal is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the (ascending-consecutive) count-list (e.g., 1-3-5 is in order). However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance, such as sequence familiarity. 

Read all about this study HERE

Dyscalculia on substack

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Whether numbers have always felt confusing, stressful, or just plain weird, you’re in the right place. This Substack is about carving out a safer space where dyscalculic people can feel seen, understood, and supported – and where allies, teachers, and professionals can learn alongside us.

Society places high value on math skills, often linking them to intelligence. This narrow view can harm those who struggle with numbers. Gently challenging this mindset is essential to support the mental well-being of people with dyscalculia.

This space brings together lived experience, professional insight, and a shared call for better understanding of how learning differences shape everyday life, education, and mental health.

Read it all HERE