Decoding Dyscalculia
BY LAURA SPAULDING, Staff Writer/Educational Consultant
October is Learning Disabilities Awareness Month. This year, we are asking our community to join us as we spread awareness of the Learning Disorders and Related Conditions listed on the Learning Disability Association’s website. This week, we are highlighting Dyscalculia.
Dyscalculia is a specific learning disability involving difficulty understanding and manipulating numbers. It consists of an impairment in learning and understanding numerical concepts, math calculation skills, math facts, and applying numerical reasoning skills. Dyscalculia is also known as Specific Learning Disorder in Mathematics. It is categorized as a Neurodevelopmental Disorder under the umbrella of Specific Learning Disorders by the Diagnostic and Statistical Manual of Mental Disorders- 5th Edition. The neurodevelopmental learning disorder categorization means it is considered a brain-based disorder impacting learning across a range of academic activities.
Symptoms of dyscalculia are often first noticed by educational professionals and usually classroom teachers. It is diagnosed by educational specialists, including special education experts, educational diagnosticians, or educational psychologists. The two main diagnostic criteria for a dyscalculia diagnosis are difficulties mastering number sense, number facts, or basic calculations and difficulties with mathematical reasoning. There are no definitive tests confirming the diagnosis. Anecdotal evidence is used to determine at least one of the clinical criteria as observable for a minimum of six months despite sufficient intellectual ability and adequate teaching and intervention. It is important to note dyscalculia makes math understanding and achievement difficult, but it is not related to deficits in intelligence or a lack of effort.
Researchers estimate 3-6% of children have Dyscalculia, which often coexists with other learning differences and disorders such as ADHD, Dyslexia, Dysgraphia, SLVDs, and Sensory Processing Disorders. Research suggests half of those diagnosed with Dyslexia will also struggle with a math disorder. In contrast, the other half will show no sign of math difficulty, sometimes even expressing a high level of mathematical understanding and achievement. Those with Dyscalculia also have a higher risk for mental health disorders, but it is common for those with Dyscalulia to have no other learning or mental health concerns.
Mathematical understanding and computation are complex processes requiring many simultaneous brain functions. The mechanism behind why a child struggles in math-related academic tasks is incredibly varied, as is the presentation from one child to the next. Some of the most common presentations include difficulty understanding the abstract representation of numerals and mathematical symbols. This makes it challenging to quantify sets, engage in mental math, understand relationships between numbers, and count, estimate, or perform simple numerical operations and calculations. Quantifying other abstract concepts, such as time and money, can also be challenging, impacting the sequential ordering of tasks or events, reading a clock, and dealing with the passage of time or manipulating dates. Spatial reasoning and organization may also be impaired, which can cause problems with knowing left from right, navigation skills, and understanding maps, charts, and graphs. Understanding measurement and making comparisons such as larger, fewer, longer, etc. are also impacted.
The most effective interventions for students with dyscalculia are direct and systematic instruction of both numerical concepts and mathematical processes. Many students struggling in math need to gain the foundational skills necessary to retain or apply previously learned information and are often processing mathematical, spatial, and sequential concepts differently than most other students. These students benefit from explicit and step-by-step instruction every time a new mathematical concept is taught, even if it includes repeating previously learned concepts and steps. Some helpful direct teaching strategies include using manipulatives, mnemonics, visual aids, and verbal tricks and strategies to help with automatization, retention, and fluency. Another helpful intervention is having various algorithms and problem-solving strategy options for students. For example, instead of only teaching traditional multi-digit mathematics, teachers can provide multiple options, including matrix multiplication or partial products.
There are also many accommodations and assistive technologies available to individuals with dyscalculia. Allowing reference materials, including formulas, algorithms, multiplication charts, number lines, or reference guides on all assignments, tests, and quizzes, will enable students to compensate for their challenges by accessing available resources, allowing them to become independent learners. Graph Paper and grids can likewise help a student with dyscalculia organize their thoughts and math thinking in a way that is legible and easy to follow for both them and the teacher. Assistive technology, including learning apps and calculators, are some of the most easily accessible and straightforward tools. Still, they can be the most significant difference makers for a student with a math disorder.
If you or someone you love has been impacted by dyscalculia, help spread awareness by sharing this post, and learn even more by joining us for a tour.
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