2. Dyscalculia

3. Session Aims Examine the characteristics of Dyscalculia
Justify different support approaches for children with Dyscalculia
Consider effective transition in maths
Consider the experience from other countries?
To review exemplar assignment answers

4. Current knowledge? No awareness
Very good awareness of the characteristics and support for Dyscalculia

5. Dyscalculia What is dyscalculia? Dyscalculia makes me feel....?
A condition that affects the ability to acquire arithmetical skills (DFES) self esteem???
Affects 6-7% of the population
Dyscalculia makes me feel....?
BBC, The One Show, 21 Jan 2010

6. What wider factors are likely to impact on a child’s ability to understand maths?

7. How do you identify learners with dyscalculia?
Poor performance in maths lessons and/or scoring games
Common mistakes in writing/ recognising numbers
Has poor knowledge of the worth or value of a number
Inability to grasp and remember maths concepts & rules
Cannot estimate
Losing track in maths lessons
Inability to deal with numbers in everyday life situations such as telling time, shopping, remembering phone numbers
Have average or above average performance in other subjects
Dyslexia is about numbers and arithmetic, (calculations) not about other aspects of maths such as geometry
DYSCALCULIA CHECKLIST
If the answer to most of these questions is ‘yes’ then there is a likelihood that the pupil is dyscalculic
Has difficulty with the direct retrieval of number facts.
Makes counting errors
Reliance on immature strategies such as finger counting and makes errors with these
Slow speed of processing of numerical information
Inability to estimate
Has poor knowledge of the worth or value of a number
Has poor grasp of procedures and concepts
Poor sequential memory for numbers and operations
Cannot see patterns in numbers e.g. if 10,20,30,40 then 12, 22,32,42
Poor grasp of the 10s base of the number system
Has trouble moving up and down the numberline or number square

8. Specific signs of dyscalculia
Counting: Dyscalculic children can usually learn the sequence of counting words, but may have difficulty navigating back and forth, especially in twos and threes.
Calculations: Dyscalculic children find learning and recalling number facts difficult. They often lack confidence even when they produce the correct answer. They also fail to use rules and procedures to build on known facts. For example, they may know that 5+3=8, but not realise that, therefore, 3+5=8 or that 5+4=9.
Numbers with zeros: Dyscalculic children may find it difficult to grasp that the words ten, hundred and thousand have the same relationship to each other as the numerals 10, 100 and 1000.
Measures: Dyscalculic children often have difficulty with operations such as handling money or telling the time. They may also have problems with concepts such as speed (miles per hour) or temperature.
Direction/orientation: Dyscalculic children may have difficulty understanding spatial orientation (including left and right) causing difficulties in following directions or with map reading.

9. Dyscalculia testing
Dyscalculia screener

10. Possible cause of Dyscalculia ?
Dysfunction of the ‘Number module’ based in the parietal lobe – specialised for dealing with numerical representations
Dyscalculics do not and cannot understand what numbers mean

11. Different types of Dyscalculia
Full article
Attwood T (2013) Five Ways to
Understand dyscalculia, SEN
Magazine, May-June 2013

12. Example of Dyscalculia in action?
07:20 onwards

13. General Strategies to support Dyscalculia?
Guide pupils in the early stages by using concrete examples to make the work more transparent
Improve arithmetical skills
Find ways to cope with poor numerical skills e.g. Use a calculator
Try to reduce their anxiety about dealing with numbers

14. Strategies to support Dyscalculia?
Look at the ‘signs of dyscalculia’ sheet
Think of real examples that you could use to develop these areas

15. Case study - Lucy
Lucy is 8 years old. She has recently been diagnosed with a mixture of Type 2 and Type 3 Dyscalculia. Also she often misunderstands directions and confuses left and right.
Identify & justify a support plan for her
Work as a group and report back in 15mins
Write the headlines of your plan on post-its on the screen/wall

16. Support plan for Lucy
Group 1
Group 2
Group 3

17. Websites on dyscalculia
This is the website of Brian Butterworth, who is the UK's leading expert on dyscalculia. Updates on the latest research, and links to resources.
This is a new site designed to spread the word about dyscalculia via a global discussion forum.
The author of this site is a US special educator, Renee Newman. It contains many useful links to for teachers and for those in the US.
The Dyscalculia Centre. This site, sponsored by the publisher First and Best in Education Ltd, has links to resources for parents and teachers. Includes writings by Tony Attwood

18. Resources:
The Number Recovery programme (Ann Dowker) Computer game Mathbase1 – Number shark games – The Number Race resource -

19. Managing transition in maths?
TES 23 April 2010 – William Stewart
‘Unco-ordinated’ transition between primary and secondary blamed for maths skills shortfall
Different teaching styles
Material becomes more abstract
Little time for primary & secondary teachers to meet and discuss what they have been teaching
To what extent is this true in your school?
What could be done to help transition between KS2 and KS3

20. 7 principles of effective transfers and transitions:
Unlocking progress: Helping children achieve their potential , DCSF,
Pupils need confidence, understanding & skills to advance their own progress
Partnership working between institutions
Sustained collaboration requires formal and ongoing links
Mutual understanding through shared experiences and a common language
Common vision, shared responsibility
Transitions are key drivers to raising standards
AfL principles underpin progress across transitions

21. Case study - Lucy
What would you recommend as a transition strategy when Lucy moves to Secondary school next year.

22. Any lessons from other countries?
Finland – low anxiety about maths
Emphasis on problem solving
Higher level of subject training during training
Education of teachers to master’s level
TES 10 Sept 2010, pg 15 ‘Now OfSTED takes up with Scandinavian model’
Netherlands – Realistic Maths Education (RME)
- Maths as a ‘human activity’ – provide a context for problem solving & use of real world egs
- learning as the development through higher levels of abstraction
- learning through reflection of own solution and that of others
- learning as a social activity through interactive teaching
- intertwining of the various learning strands
Thompson I (1999) Issues in teaching numeracy in primary schools p 27-38

23. Current knowledge? No awareness
Very good awareness of the characteristics and support for Dyscalculia

24. Justify 1 action that you will now take
Describe 2 ways you have developed your knowledge

25. Further reading/information:
(search for dyscalculia articles) Butterworth B & Yeo D (2004) Dyscalculia Guidance, London:nfer Nelson Butterworth B (2008) How to identify and support children with dyscalculia, Special Children, Feb/March Butterworth B (2007) Maths is a mystery, TES magazine 24/8/07 Freeman H (2006) My added difficulties, The Times 10 June 2006

26. Supporting Diverse Needs
Assignment preparation

27. Task 1 - Critical review of at least 2 types of learning difficulty or disability
Historical perspective on how this need has been considered. Change in social policy and attitudes
Key legislation
Possible ‘barriers to learning’
Detail research and different perspectives. What are the causes, incidence, cures & range of severity etc.
What model(s) of SEN affects or impacts and why.
Professionals - who can help and how??????
Issues with regards to integration????
Rights of parents and their perspectives
How possible future changes/research may affect special provision

28. Task 2 Critical review school strategies & provision to adequately support & raise the achievement of the pupil/group chosen. ……consider at a range of levels from whole school to individual support + reflect on your own role in support

29. Task 2 - Critical review school strategies
Wider context:
What national policies and statutory and non-statutory guidance is in place. How does this relate to the child(ren) – support statements
What school policies are in place, what is their focus e.g. Equality & diversity & inclusion, SEN, confidentiality & data protection.
Do these policies allow the adequate support of pupils? You need to professionally but critically review these.
Governors role????

30. Task 2 - Critical review school strategies
At school /classroom level:
Identify clearly the barriers to learning
What are the range of strategies including whole school to individual support and outside agencies
What are the possible benefits/disadvantages of different strategies
Who specifically can be involved and how are their roles and responsibilities defined/organised
Models of multi-agency working and how these may apply in this case and use of CAF, TAF etc.
ness/Pages/different-models-multi-agency- working.aspx
Remember to Reflect on your own role in support.
Back this up with relevant academic reading.

31. Supporting Diverse Needs
Review of exemplars