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What Is Dyscalculia?

Is your child is generally able but progress in maths does not reflect that in other areas?

The following checklist may be helpful. If your child has some or all of the difficulties listed below, they may be dyscalculic. A good first step is to discuss your concerns with the Special Educational Needs Coordinator (SENCo) at school.

 Dyscalculia Checklist:

 Difficulty with the direct retrieval of number facts  
 Makes counting errors  
 Reliance on immature strategies eg finger counting; makes errors with these  
 Over reliant on rote learnt methods and unaware of errors made  
 Slow speed of processing of numerical information  
 Inability to estimate  
 Can't do mental maths  
 Has poor knowledge of the worth or value of a number  
 Reverses numbers e.g. 23 for 32; poor grasp of place value  
 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  
 Struggles to learn to tell the time  
 Struggles to learn and use times tables  
 Has trouble moving up and down the numberline or number square  

Star SEN offers assessment for Dyscalculia. Contact for details.

Once diagnosed, Dyscalculia can be mananged by making reasonable adjustments in school.


Here are some "official" definitions of Dyscalculia

Dyscalculia is described as an 'unexpected’ difficulty that some people have in dealing with mathematical problems (Tony Attwood).

"Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of number, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence. Guidance to Support pupils with Dyslexia and Dyscalculia Ref: DfES 0512/2001

Dyscalculia is a learning difficulty involving the most basic aspects of arithmetic skills. The difficulty lies in the reception, comprehension or production of quantitative and spatial information. Students with dyscalculia may have difficulty in understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. These can relate to basic concepts such as telling the time, calculating prices and handling change. Dept of Education and Skills.


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