School
support:
 What
are Dyscalculic difficulties?
These are a weakness with calculation and number
bonds – usually arithmetical, but sometimes pervading a wider
range of mathematical thought. The pupil may also have difficulty
with the sequential processes involved in maths, as well as the
mathematical processes of calculation. There may also be difficulty
coping with the memory demands which can accompany mathematical
computations.
Advice
for the classroom:
-
Memory:
Do not expect competent recall of number facts or tables –
these will be hard for him/her.
-
Processing:
Encourage/allow use of a table square or calculator whenever
possible.
Use concrete rather than abstract examples to illustrate a
problem.
Ask the pupil to go over the ‘working’ to a problem
– this can provide the opportunity of suggesting more
efficient strategies.
Precision is necessary for mathematics – remember that
pupils with a global or more random way of thinking may find
it demanding to focus on accuracy and detail.
Allow more time for maths problems – break problems down
into several steps, and allow time for checking and monitoring
the progress throughout these steps
-
Language:
The technical language of maths may be a difficulty –
the pupil may understand the general meaning of words such as
‘difference’, ‘evaluate’, ‘odd’,
‘mean’ and ‘product’, but stumble over
their quite different meanings in the context of mathematics.
-
Motivation and self-esteem:
Reassure the pupil that lots of famous and successful people
have similar difficulties.
Let the pupil know you are aware of his/her difficulty, and
that you are sympathetic – but that you have high expectations.
Be specially generous with praise and cautious with criticism.
Praise can be a natural motivator as long as the child feels
the praise is genuine and deserved. It is important to let the
pupil know why he/she is being praised rather than just to provide
praise. In a behavioural reward system with extrinsic rewards
such as stickers or points, the child can easily see why he/she
is being praised. This can be an effective motivator, as long
as the rewards are meaningful and appropriate.
School
issues:
Ensure that all the pupil's teachers know about the difficulty
and understand its implications.
Consider requests to examination boards for use of a calculator,
and for formulae to be supplied in examinations.
Books
& articles:
Attwood, Tony (2003) Practical Activities for Children with Dyscalculia
(Corby: First and Best in Education).
British Dyslexia Association, the Dyslexia Handbook, produced annually
by the BDA, contains many short articles on dyslexia and associated
difficulties, details of providers of resources and of British Dyslexia
Association branches throughout Britain and Europe.
British Dyslexia Association (2002) Dyslexia-friendly Schools Pack
(BDA).
Butterworth, Brian and Yeo, Dorian (2004) Dyscalculia Guidance: helping pupils with specific learning difficulties in maths (NFER/Nelson) a manual which provides definitions and descriptions of developmental dyscalculia to aid understanding of the issue. Contains practical activities and games to support pupils. Chinn, S. J. (2004) The Trouble with Maths (Routledge) A practical guide to helping learners with numeracy difficulties.
.
Chinn, S. J. (1996) What to Do When You Can’t Learn the Times Tables, (Egon), is a very practical book which provides strategies to help dyscalculic pupils learn tables. It is not intended to be a quick-fix book, and each of the methods suggested require practice and perseverance. The book is full of ideas to minimise the memory load on the dyscalculic pupil and to provide strategies which, with practice, can help the child become a more efficient and successful learner in mathematics.
Chinn, S. J. and Ashcroft, J. R. (2nd edition 1998) Mathematics
for Dyslexics – A Teaching Handbook (Whurr) – offers
practical suggestions for tackling mathematics problems
Cooke, A. (2002) Tackling Dyslexia (Whurr) – this book indicates
that the nature of the reading and learning task is important: the
programme Cooke has developed takes this into account, as well as
literacy and numeracy skills. Cooke’s programme also considers
the role of parents, estimating the readability of books, computer
technology and factors relating to the National Literacy Strategy
and the literacy hour in England and Wales.
El-Naggar, Olwen (1996) Specific Learning Difficulties in Mathematics
– A Classroom Approach (NASEN) – offers a comprehensive
view of the difficulties which can be experienced by children with
specific difficulties in mathematics. There are excellent chapters
on assessment, developing an individualised programme and implications
for classroom teachers.
The assessment chapter looks at the use of mathematical language
and the symbols. It also suggests that one should be looking at
the pupils’ compensatory strategies and attention span. There
is an excellent checklist of characteristics (pp. 24–5) which
can provide some guidance on assessment such as memory difficulties,
visual perceptual problems, sequencing problems, spatial awareness
and the use of problem-solving strategies. There is an example of
an individualised programme which is extremely detailed, followed
up by a brief section on implications for classroom practice.
Henderson, Anne, and Miles, Elaine (2001) Basic Topics in Mathematics
for Dyslexics (Whurr) – a practical guide with illustrations
indicating ways to tackle basic mathematical concepts. Also contains
an appendix of useful software.
Kay, J and Yeo, D. (2003) Dyslexia and Maths (Fulton) a useful introduction to the problems faced by pupils with dyslexia difficulties in numeracy and maths.
Moore, Kate (2000) Making Your Secondary Classroom Dyslexia-friendly
(Desktop Publications) – this short A4 illustrated booklet
provides some brief indication on aspects such as timetables, colour
coding, giving instructions, making worksheets and other key aspects
of a secondary classroom which can be challenging for pupils with
dyslexic difficulties. There are also five photocopiable pages of
memory activities for pupils, including how to remember months of
the year and days of the week.
Ott, Philomena (1997) How to Detect and Manage Dyslexia: A Reference
and Resource Manual (Heinemann) – for professionals, parents
and dyslexic students and adults. It provides a historical account
detailing the growing awareness and impact of dyslexia in education,
legislation and society. Chapters on early identification, reading,
writing, spelling and mathematics provide information on approaches
for tackling dyslexia. This book also contains informative chapters
on music, looking at the implications of dyslexia for the musician,
and comprehensive chapters on the adolescent and adult dyslexic.
Payne, Trevor, and Turner, Elizabeth (1998) Dyslexia: A Parents’
and Teachers’ Guide (Multilingual Matters) – provides
an overview of some areas relating to dyslexia, with chapters on
reading, spelling, handwriting, writing and numeracy. There is also
a chapter on provision for dyslexic children. Essentially a practical
book, with many examples of practice based on the authors’
experiences.
Peer, L. and Reid, G. (eds.) (2001) Dyslexia: Successful Inclusion
in the Secondary School (David Fulton).
Poustie, Jan (2000) Maths Solutions: An Introduction to Dyscalculia
(Next Generation).
Reid, Gavin (ed.) (1996) Dimensions of Dyslexia, Volumes 1 and
2 (Moray House Publications).
Thomson, M. and Watkins, E. (2nd edition 1998) Dyslexia: a teaching
handbook (Whurr).
Townend, Janet, and Turner, Martin (eds) (1999) Dyslexia in Practice:
A Guide for Teachers (Kluwer) – contributions from experienced
practitioners from the Dyslexia Institute focus on phonological
awareness, spoken language, the bi-lingual dyslexic child, linking
assessment with a teaching programme, the teaching of basic reading
and spelling, developing writing skills, learning skills, mathematics,
the use of ICT, the challenges facing dyslexic adults, and linking
home and school.
Programmes,
games & software:
Butterworth, Brian Dyscalculia Screener: highlighting pupils with specific learning difficulties in maths (aged 6-14) (NFER-Nelson).
Crossbow Education (41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902, website: www.crossboweducation.com
) specialise in games for children with difficulties in reading,
spelling and memory and produce game activities on literacy and
numeracy. 'Oh No' is a times-table photocopiable game book, and
'Tens n’ Units' consists of spinning board games to help children
of all ages practise the basics of place value in addition and subtraction.
The Kumon Maths scheme (website: www.kumon.com)
for out-of-school tuition allows structured and intensive practice
of number skills.
Henderson, A., Came, F., Brough, M. (2003) Raising Standards in
Maths: Working with Dyscalculia – CD-ROM activities, and photocopiable
booklet (Learning Works International Ltd, 9 Barrow Close, Marlborough,
Wiltshire SN8 2BD)
Henderson, A., Came, F., Brough, M. (2003) Working with Dyscalculia – photocopiable booklet (Learning Works).
Useful
addresses & websites:
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire,
RG1 5AU; tel: 0118 966 2677; email: admin@bda-dyslexia.demon.co.uk;
website: www.bda-dyslexia.org.uk
Computer games can be useful, as some of these can help with processing
speed utilising both visual and auditory modalities – sources
include:
Becta (British Educational Communications and Technology Agency),
Milburn Hill Road, Science Park, Coventry CV4 7JJ; tel: 024 7641
6994; fax: 024 7641 1418; email: becta@becta.org.uk;
website: www.becta.org.uk
The Happy Puzzle Company, www.happypuzzle.co.uk – a wide range of games, puzzles and challenges, to develop visual and spatial skills, motor skills, memory, problem-solving, and number skills.
KCS – Tools for the Computer Enabled, Freepost, Southampton
SO17 1YA; tel: 0123 80584314; fax: 0123 80584320; email: info@keytools.com
Xavier Educational Software Ltd, Psychology Department, University
College of Wales, Bangor, Gwynedd LL57 2DG; tel: 01248 382616; fax:
01248 382599; email: xavier@bangor.ac.uk);
website: www.xavier.bangor.ac.uk
Scottish Council for Educational Technology (SCET), 74 Victoria
Crescent Road, Glasgow G12 9JN; tel: 0141 337 5051.
Crick Software, website: www.cricksoft.com/uk
Crossbow Education, 41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com
– games for learning.
Dyslexia in Scotland, Stirling Business Centre, Wellgreen, Stirling
FK8 2DZ; tel: 01786 446650; website: www.dyslexia-in-scotland.org
Dyslexia Institute, Head Office and National Training and Resource
Centre, Park House, Wick Road, Egham, Surrey TW20 0HH; tel: 01784
222300; fax: 01784 222333; email: info@dyslexia-inst.org.uk;
website: www.dyslexia-inst.org.uk
Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18
2AJ; tel: 01784 463851; website: www.dyslexia-inst.org.uk
Dyslexia Research Trust, website: www.dyslexic.org.uk
– a detailed site giving current research, newsletter, conferences
and publications, upcoming talks and lectures.
Dyslexia UK charity, website: www.dyslexia.uk.com
– a knowledge site providing information and guidance on all
topics relating to dyslexia.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Helen Arkell Dyslexia Centre, Frensham, Farnham, Surrey GU10 3BW;
tel: 01252 792400; website: www.arkellcentre.org.uk
Hornsby International Dyslexia Centre, Wye Street, London, SW11
2HB; tel: 020 7223 1144; website: www.hornsby.co.uk
National Association of Special Educational Needs (NASEN), Nasen
House, 4-5 Amber Business Village, Amber Close, Amington, Tamworth
B77 4RP; tel: 01827 311500; fax: 01827 313005; email: welcome@nasen.org.uk
; website: www.nasen.org.uk
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201,
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Professional Association of Teachers of Students with Specific Learning Difficulties (Patoss), website: www.patoss-dyslexia.org
REM, Great Western House, Langport, Somerset TA10 9YU; tel: 01458
254750; fax: 01458 254751; website: www.r-e-m.co.uk
SEMERC software publishers, website: www.blackcatsoftware.com
SEN Marketing, 618 Leeds Road, Outwood, Wakefield, West Yorkshire
WF1 2LT; website: www.sen.uk.com
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
Xavier Educational Software, website: www.xavier.bangor.ac.uk
Home
support:
What
are dyscalculic difficulties?
These are a weakness with calculation and number bonds –
usually arithmetical, but sometimes pervading a wider range of mathematical
thought. The child may also have difficulty with the sequential
processes involved in maths, as well as the mathematical processes
of calculation. There may also be difficulty coping with the memory
demands which can accompany mathematical computations
How
will this affect my child?
Your child will find aspects of maths and number baffling and
frustrating. He/she will not be able to do things that other children
seem to manage easily.
It will specially affect learning tables, and remembering basic
number facts and bonds – for example, most children will ‘know’
the answer to 7+3, but the dyscalculic child may have to calculate
it afresh each time.
This gets in the way of other maths learning – the concepts
and ideas – which your child may well be able to manage.
How
can I help?
Don’t let the barriers get in the way – discuss with
the school the use of table squares and calculators.
The Kumon Maths scheme for out-of-school tuition allows structured
and intensive practice of number skills. Ask at school, or look
up in the Yellow Pages.
When reinforcing work done in school, try to use concrete articles/objects
as much as possible. It is also useful to relate any examples to
the pupil’s own personal situation – for example, using
money for additions relating to his/her own circumstances.
Try to ensure that there is sufficient space in the page when he/she
is doing any work at home.
Ask the pupil to go over with you the ‘working’ to
a problem – this can provide the opportunity of suggesting
more efficient strategies.
Games involving counters, such as dice games where some counting
of numbers is necessary, can be useful.
Crossbow Education (41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com)
specialise in games for children with difficulties and produce activities
on numeracy. These include Oh No, a times-table photocopiable game
book, and Tens n’ Units, a series of spinning board games
which help children of all ages practise the basics of place value
in addition and subtraction.
Where
can I find out more?
The Happy Puzzle Company, www.happypuzzle.co.uk – a wide range of games, puzzles and challenges, to develop visual and spatial skills, motor skills, memory, problem-solving, and number skills.
What to Do When You Can’t Learn the Times Tables, by Steve
Chinn (1996) (Marko Publishing), is a very practical book which
provides strategies to help dyscalculic pupils learn tables. It
is not intended to be a quick-fix book, and each of the methods
suggested require practice and perseverance. The book is full of
ideas to minimise the memory load on the dyscalculic pupil and to
provide strategies which, with practice, can help the child become
a more efficient and successful learner in mathematics.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk – a free product and service search for families of children
with special needs, for educational items and developmental toys.
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201,
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
Books and articles:
Chinn, Steve (2004) The Trouble with Maths (Routledge) A practical guide to helping learners with numeracy difficulties.
Chinn, S. J. (1999) What to Do When You Can’t add and subtract, (Egon), a practical book which provides strategies to help dyscalculic pupils learn basic numeracy skills.
Chinn, S. J. (1996) What to Do When You Can’t Learn the Times Tables, (Egon), is a very practical book which provides strategies to help dyscalculic pupils learn tables. It is not intended to be a quick-fix book, and each of the methods suggested require practice and perseverance. The book is full of ideas to minimise the memory load on the dyscalculic pupil and to provide strategies which, with practice, can help the child become a more efficient and successful learner in mathematics.
Kay, J. and Yeo, D. (2003) Dyslexia and Maths (Fulton) a useful introduction to the problems faced by pupils with dyslexia difficulties in numeracy and maths.
Paterson, K. Maths Made Easy (Egon) A series of 8 photocopiable books to help pupils with numeracy difficulties.
Sharp, David J. (2004) Plus One (Power of 2) a one-to-one workbook to help pupils with maths difficulties.
Sharp, David J. (2003) Power of Two (Power of 2) a one-to-one workbook to help pupils with maths difficulties.
Useful websites:
www.bda-dyslexia.org.uk
www.dyslexiaa2z.com
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