Knitting with dyslexia and dyscalculia

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A little while ago I got sucked into the Draw Something craze and was playing against my friend  Danielle (A Stash Addict) one evening. I had drawn a picture of Elvis. Danielle had to guess the picture and then spell out the word using the five tiles provided to earn us both some points.  If you don’t know this game, you can watch a recording of the screen as the other person is guessing your drawing – it’s fun to do this as you can see how much of the drawing they saw before they made a correct guess.
While I was watching the recording, I could see that from the very start of the picture (the black quiff) she knew exactly what it was, yet it took her many attempts to rearrange the 5 tiles to spell out ‘Elvis’ – by which time  the picture was detailed down to the final rhinestone. I have always known Danielle to be dyslexic, and her first couple of attempts were a little bit amusing,  but as her repeated attempts to get the letters in the right order continued, I really had a sense of massive frustration for her and glimpsed for the first time how difficult it must be to do some of the things I take for granted. Danielle also has dyscalculia, which is the numeric equivalent of dyslexia.

Read all about it HERE

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TouchMath

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TouchMath is a multisensory program that uses its signature TouchPoints to engage students of all abilities and learning styles.

Our award-winning, step-by-step approach covers: Counting • Addition • Subtraction • Place Value • Multiplication • Division • Time • Money • Fractions • Story Problems • Shapes • Sizes • Pre-algebra

TouchMath has been proven to raise math test scores in classrooms around the world for over three decades. Use this intuitive system as a supplement to any curriculum or as a stand-alone program. It’s easy to teach and easy to learn!

Read all about it HERE

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Which mathematical concepts would be more widely understood if better explained ?

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I have dyscalculia. I can count with 1:1 correlation and I do understand some numbers are larger as I count up, and smaller as I count down. I just don’t understand their relationships. And I cannot remember numbers because there is no emotional association. I also have synesthesia and my memory is connected to emotions. That is, if I have no feelings about an event I saw or heard  I don’t remember it. Math is too cold for me to focus upon. I wish it could have been taught in a way that made it matter. I surround myself with people who can do math and from an early age my children did all my math for me. Now I just ignore it entirely.

The concepts which would be better understood by the general public if better explained are the relationships between numbers — how they relate to one another. For example, I see people who can look at a profit and loss statement and immediately understand how a business can be improved. I wish I had that ability, and I wish that kind of understanding were taught or could be taught more effectively and more explicitly.

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Does this pupil have dyscalculia – and if so what should we do about it?

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Assessing a pupil or student who appears to be poor at maths to see if the child is suffering from dyscalculia is useful as means of helping assign limited resources.

This assessment can be done through an educational psychologist, of course, although this can be rather expensive – and of itself it doesn’t actually provide any resources that can be used to help the pupil or student after the assessment.

The Dyscalculia Centre has been looking into this problem for some time, and we have now come up with an on-line test which is much lower cost than a visit to an educational psychologist.

What is more, having marked the test we then provide a comprehensive set of copiable materials relevant to that student. These resources can then be used in school by an assistant teacher or SENCO working with the student.

The on-line Dyscalculia Test covers the individual’s attitude towards mathematical concepts and issues, plus specific questions on addition, subtraction, multiplication, division, fractions, shapes, percentages and time. It is intended for anyone aged over seven years, but obviously does imply that the individual would be expected to be able to answer some basic questions in each of these subject areas.

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Dealing with Developmental Disabilities in the Classroom and Outside

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Dyscalculia is often referred to as the  math version of dyslexia. This, for the most part, can be an accurate comparison. Dyscalculia is a math learning disability that affects the students visual-spatial abilities which results in difficulty processing the material that their eyes see. This therefore affects their ability to understand and compute math in the classroom. This disability also frequently affects the students language processing skills as well because it takes them longer to comprehend what is going on around them.This disability, like so many others, varies in severity and also in the area that it affects the child’s learning. For individuals with difficulty in the visual-spatial department, it makes it more difficult to visualize and identify patterns as well as difficulty memorizing or learning a sequence of steps needed to solve a problem.

Read all about it HERE

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