Changes at the Department of Education by Understood.org

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Breaking Common Myths About Dyscalculia

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Dyscalculia, often called “math dyslexia,” is a misunderstood learning disorder affecting a student’s ability to understand numbers and mathematics. What are STEM teachers doing to address misconceptions about this condition? This article dispels common myths and highlights how educators can better support students with dyscalculia.

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about Stern Structural Arithmetic

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Recently the STERN STRUCTURAL ARITHMETIC program launched several new hands-on materials. Stern math can be used as a mainstream instructional program for Pre-K and KG students, and as a supplemental program in 1st through 3rd grade, or for those who work on that level. The focus is on doing the four basic operations of whole numbers with manipulatives and there are also manipulatives and books for fractions, decimals, and money. 

You can see their Summer Teacher Training HERE

Undiagnosed learning disabilities: A barrier to career success and personal well-being

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Learning disabilities in adulthood is a shocking reality with 2 out of 5 people going undiagnosed in childhood, meaning 40% of people are diagnosed with a learning disability as an adult. Despite increasing awareness of neurodiversity and mental health, many adults face significant challenges in employment and daily life without even realizing their struggles are rooted in an undiagnosed condition. The effects of these late diagnoses can be far-reaching and affect everything from career success to personal relationships.

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Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia

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ADHD, dyslexia, and dyscalculia often co-occur, and the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects, shared genetic and environmental factors, or both. We studied a sample of ≤ 19,125 twin children and 2,150 siblings from the Netherlands Twin Register, assessed at ages 7 and 10. Children with a condition, compared to those without that condition, were 2.1 to 3.1 times more likely to have a second condition. Still, most children (77.3%) with ADHD, dyslexia, or dyscalculia had just one condition. Cross-lagged modeling suggested that reading causally influences spelling (β = 0.44). For all other trait combinations, cross-lagged modeling suggested that the trait correlations are attributable to genetic influences common to all traits, rather than causal influences. Thus, ADHD, dyslexia, and dyscalculia seem to co-occur because of correlated genetic risks, rather than causality.

Read the full article HERE