Math Disability Characteristics of Dyscalculia
1. Unable to understand relationship concepts of: time, space, and measurement.
2. Unable to memorize simple number facts and multiplication tables.
3. Lacks understanding of place value for carrying and borrowing.
4. Forgets the procedures for addition, subtraction, multiplication, division.
5. Arrives at the correct answer, but only after an inordinate amount of time.
6. Counts on fingers for simple number facts well after the appropriate age.
7. Works very slowly on work pages. Close observation will reveal that he has worked out the answer to a supposedly memorized fact in this fashion: 4X8= 2×8=16 2×8+16 32
8. Makes many simple computing mistakes.
9. Learns to compute without understanding the concept and therefore does not use the appropriate algorithm for word problems.
10. May reverse the digits in writing: 31 for 13
11. Carries the unit digit instead of the tens digit because does not understand place value.
12. Ignores math symbols or misreads them.
13. Unable to tell the time by age nine.
14. When distracted in the middle of a math problem, has to start over from the beginning.
15. Looks for any excuse to escape math class. Feigns boredom or fatigue when asked to work on math.
16. Lacks the needed computational skill in shopping, making change, and figuring his expenses.
17. Does not understand the relative cost of items.
18. May become more hyperactive during math period.
19. Covers the bottoms, margins and backs of arithmetic papers with marks for counting up to answers because lacks the ability to compute.
20. Unable to estimate time, space, costs.
21. Does not discover or invent strategies for calculating.
What are the treatments for Math disability
Dyscalculia Treatment for dyscalculia focuses on many specific instructional methods and at present can follow any structured mathematics program. Dyscalculic persons must have far more opportunities to practice in concrete ways the association of numbers with actual situations. For example, Teachers should not assume that children have understood place value simply because the have learned, to carry the digit on the on the left side of a two digit number and add it to that column. In multiplication they may have learned to move the second row of products one place over, but not understand that they are actually now multiplying the ten’s column.
Principles of Instruction for Dyscalculia
* Start at the student’s success level.
* Ensure understanding of terms used. (bigger, smaller, more, less, before, after, etc)
* User concrete objects to introduce all new concepts (blocks, beads, playing cards, cuisinaire rods, stearns blocks, lego, etc.)
* Continue to have concrete objects available as long as the student needs them.
* Follow a structured program.
* Give homework only for reinforcement when you are sure his answers will be correct.
* Move to semi-symbolic level (pictured objects, rulers, dominoes, etc.)
* Give massive practice before moving on.
* Review the work done during the last lesson before introducing the new material. This will reassure the student that he is ready to go on as well as provide some reinforcement.
Published Programs
Key Math Teach and Practice Program Published by American Guidance Service. AGS
What are the treatments of learning disability/ dyslexia?
Treatment programs for dyslexia, a specific learning disability, should be linguistically based, highly structured, provide for massive practice for each new element to be learned, and stress phonemic awareness and syllabic decoding. Several such programs are available in the USA. Among the better known programs are: Orton-Gillingham, Wilson, Let’s Read, Scottish Rite. Students may continue to be somewhat slower readers and may be eligible for extra time when taking exams such as the College Boards if it is proved- by diagnostic testing- that reading accuracy and comprehension are within the normal range and only reading speed is affected. How can tutors help a child with learning disabilities? A qualified and experienced tutor for children with dyslexia should provide specific instruction several times a week and use a recognized, scientifically based and approved program. Two to three years are usually required to bring the student up to his or her age level in reading and spelling. What are the skills and qualifications for a teacher of children with learning disabilities? The teacher must first meet all State teacher requirements and then possess a master’s degree in Special Education or have taken all courses required for certification as Teacher of Children with Special Learning Needs by their particular State. Most tutors are also trained in one or more of the recognized programs for the remediation of dyslexia.
Pamela Kvilekval
http://blog.tutorz.com
Dyscalculia : Math Disability
