Dyscalculia is a Learning Disability in Math:

Dyscalculia is a broad term for severe difficulties in math. It includes all types of math problems ranging from inability to understand the meaning of numbers to inability to apply math principles to solve problems. Dyscalculia is one type of learning disability that can be served in special education programs.

Causes of Dyscalculia and Math Disabilities:

As with other types of learning disabilities, dyscalculia is believed to involve the language and visual processing centers of the brain. Evidence suggests learning disabilities such as dyscalculia may be inherited or can be caused by problems with brain development. Exposure to prenatal or environmental toxins (such as lead paint) may also play a role.

Characteristics of Dyscalculia and Math Disabilities:

Dyscalculia includes a wide range of math difficulty. Dyscalculia involves inability to understand the meaning of numbers their quantities. Students with Dyscalculia cannot understand basic operations of addition and subtraction. They may not understand complex problems such as multiplication, division, and more abstract problems. Because they do not understand math concepts, they do not remember and cannot build on them to master more complex problems.

Assessment and Individual Education Programs:

If you suspect your child has dyscalculia, you can make a referral for assessment to determine a diagnosis. Most likely, the school will evaluate to determine if your child has a learning disability in math rather than using the term dyscalculia. This will require an evaluation to identify the specific types of errors each individual child makes. If your child qualifies for special education, teachers will develop an individual education program. Typical strategies focus on developing math vocabulary and comprehension of math concepts and operations.

Misconceptions About Dyscalculia:

People with learning disabilities such as dyscalculia are at-risk for being seen as less capable than they are. However, they have general ability to learn that is comparable to or higher than many of their peers. They simply have specific skill weaknesses in some areas. In many ways, students with learning disabilities have creative problem solving skills and can achieve well with appropriate specially designed instruction.

Assessment of Dyscalculia (LD in Math):

Some assessments are specifically marketed as dyscalculia tests. It is possible, however, for evaluators to determine if a child has dyscalculia and learning disabilities in math through general types of diagnostic math assessments, reviews of student work, and cognitive assessments. Whatever assessment is used, it is most important that evaluators identify the specific deficits affecting your child's math abilities to enable teachers to develop appropriate instruction to address those problems.

What to Do if You Suspect Your Child Has Dyscalculia:

If you believe or your child has dyscalculia and may be learning disabled, contact your school principal or counselor for information on how to request assessment for your child.

For students in college and vocational programs, the school advising office can assist with finding appropriate resources.

Dyscalculia is a Term Not Typically Used in Schools:

Your child's school may not use the term dyscalculia, but it can still appropriately evaluate your child's learning disability. Typically public schools use the labels and language from federal IDEA regulations. Dyscalculia is a diagnostic term found in psychiatric diagnostic systems. Schools consider it one of several types of math disorders they can serve under the label, learning disability.

Top 5 Ways to Teach Math to Children with Language Disabilities

Hands-on, Multisensory, Visual Teaching Strategies for Math and LDs in Language

By Ann Logsdon, About.com Guide

Language and auditory processing deficits affect ability to learn language and math concepts and solve problems. Students may have receptive or expressive language problems that can substantially affect their learning and ability to express what they do not understand or show how they solved problems.

These tips can help your child learn to work around his auditory processing weaknesses or learning disability (LD) to successfully complete his math work.

1. Partner with Teachers to Manage Language and Auditory Processing Deficits

All parents must be actively involved in their children's education. This is especially true with learning disabled children. Ask teachers to:

Teach you the specific strategies they are using successfully with your child that can also be used at home.
Send you detailed instructions for homework.
Show you examples of good work to clarify their expectations.
Provide you with scoring criteria to specify exactly what they want your child to do.

Use this information to help your child understand instructions and accurately complete his homework.

2. Use Hands-on Materials to Improve Your Child's Math Comprehension

Improve your child's understanding of math concepts:

Use familiar objects to set up and solve math problems. Items such as money, cereal or candy, or other small objects can be used to demonstrate concepts such as adding, subtracting, greater than, less than, and equal to.
Teach using multisensory methods to stimulate your child's thinking skills.
Consider using flash cards or computerized math toys and software with visual and auditory prompts, such as the the GeoSafari Math Whiz, a portable game that teaches like electronic flash cards for addition, subtraction, multiplication, and division. It also works as calculator.

3. Re-Write Word Problems to Enhance Auditory Comprehension

Write the most important sentence first.
Reduce the words sentences, leaving only those important to solving the problem.
Use simple sentence structure such as: Subject/Verb/Object.
Use only words the student already knows and can visualize.
Avoid pronouns, Use specific words.
Use simple commands where "You" is implied, such as "Add these numbers."
Use active sentences such as, "Joe drove the car." Avoid passive sentences such as, "The car was driven by Joe."
Avoid double negatives such as, "There are no cars that are not red."

4. Provide Step-by-Step Models of Problem Solving

For specific learning disabilities (SLDs) in basic math or applied math, provide step-by-step models demonstrating how to solve math problems. Math books often include problems requiring the student to make leaps in logic to learn new skills without showing the steps required to do those problems. This practice may frustrate students with language processing deficits because they have difficulty with the language-based mental reasoning skills needed to make those leaps. Instead, provide the child with models to solve all types of problems included in the assignment so he can learn without verbal processing weaknesses getting in the way.

5. Have a Parent - Teacher Conference - Request Modifications for Math

Consider asking for a parent - teacher conference. If your child has a diagnosed learning disability or has a Section 504 plan, request an IEP or Section 504 conference to discuss strategies to help your child.

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Thursday, July 28, 2011