Dyscalculia

WHAT IS DYSCALCULIA?

Dyscalculia is a specific learning difficulty (SpLD) where the CYP has consistent difficulty understanding numbers. This can mean that the CYP has a difficulty with Maths and other subjects that rely on data such as Science and Psychology. Dyscalculia does not mean that the CYP lacks intelligence; in fact, the difficulty with numbers is shown by being markedly different to other areas of learning. Dyscalculia can affect anyone regardless of level of intelligence.

SYMPTOMS OF DYSCALCULIA

A CYP with Dyscalculia may show:



§ Difficulty remembering number facts despite support

§ Show no strategies for overcoming the lack of recall

§ Difficulty counting backwards, estimating and having a sense of number

§ Difficulty in understanding place value

§ A lack of speed when answering calculations

§ Avoidance of mathematical tasks

§ Weak mental arithmetic

§ Forgetfulness with mathematical operations

§ Inability to know if their answer is nearly right 'guestimation'

§ Anxiety

HOW IS DYSCALCULIA DIAGNOSED?

If you suspect Dyscalculia, speak to the SENCo at school. If the school sees symptoms, then a screener may be recommended. This will give an indication whether Dyscalculia is a possibility. Most schools will use this to change the provision for the CYP and allow for progress, therefore a diagnosis isn't always useful as it will not change the support the CYP receives at school. If a diagnosis is important, then Dyscalculia can ONLY be diagnosed by a suitably qualified specialist teacher - they need to hold a postgraduate (Level 7) AMBDA accredited course or equivalent which leads to an Assessment Practising Certificate (APC).

HOW CAN I FIND OUT MORE ABOUT DYSCALCULIA?

Please see here and here for further information.

HOW CAN I HELP IN SCHOOL?

Please see below for ideas on how to help.


Understanding instructions

  • Avoid rapid fire instructions.

  • Break instructions down into smaller chunks and give time to digest.

  • Repeat instructions and encourage pupil to repeat back instructions for themselves.

Spatial awareness and navigational skills

  • Provide a quiet and clearly laid out environment for study.

  • Use structured seating plans

  • Carefully consider any partnering strategies.

Value of money, giving change and paying for things

  • Use visual aids and ‘play money’ to help embed learning.

  • Relate to real life situations and, where possible, complete practical tasks in real life situations i.e. visit to a shop.

  • Keep practising number bonds until change from £1 can be mentally calculated quickly

  • Use micro scripts, if needed, for real life situations where change is involved and practice them through role play

Abstract concepts such as time

  • Link to familiar, relevant and practical contexts i.e. school timetables

  • Ensure that the use of now and next is consistently correct

  • Use visual aids to break down the times of the day / months etc

Understanding sequences

  • Start with basic sequences and do not move on until these are embedded.

  • Encourage the pupil to repeat and practise what they have learnt.

  • Use a wide range of objects, images and models to support learning i.e. number lines.

  • Allow for prediction and explanation of the prediction