Dyscalculia
Dyscalculia is defined as a condition that affects the ability to acquire arithmetical skills, sometimes seen as a dyslexia of numbers. Like Dyslexia it is a neurological condition which cannot be cured but can be managed better with appropriate support and guidance.
The difficulties that Dyscalculia may present are difficulties with understanding basic number concepts, arithmetic, and difficulties with learning number facts and procedures. People with Dyscalculia may experience difficulties with counting objects, may have difficulties with processing and memorising sequences, may find that mental arithmetic may overstretch the working memory, may have problems recording calculations on paper, may find the sequencing of time difficult and may need more clues to recognise, develop and predict patterns to help them solve problems. Individuals with primary Dyscalculia have difficulties only with the processing of numbers. Their cognitive and language abilities will fall in the normal range, and they may excel in nonmathematical subjects. However, it is common to find that difficulties with numeracy accompany the language difficulties of Dyslexia.
Diagnosing Dyscalculia is important as the above mentioned difficulties may often be interpreted as problematic behaviour and can cause inappropriate labelling of individuals with long lasting damaging effects. For instance, individuals with Dyscalculia are often called "lazy" and "stupid" by people who do not understand the condition. Undiagnosed, Dyscalculia can prevent people from reaching their personal goals and from engaging effectively in their work environment. Like with Dyslexia, these negative social experiences may then cause feelings of low self esteem due to the lack of understanding of the underlying neurological causes of their difficulties.
Assessing Dyscalculia will help identify the specific difficulties of each individual and will clarify if the presented difficulties are consistent with the diagnosis of Dyscalculia. Because the symptoms of Dyscalculia can be part of a broader spectrum of learning challenges, it is important to do a comprehensive assessment of cognitive functioning. This process of assessment can take up to 3 1/2 hours.
With support the difficulties associated with Dyscalculia can be managed and improved by using specific exercises and interventions, coping strategies and management techniques.
Dyscalculia is defined as a condition that affects the ability to acquire arithmetical skills, sometimes seen as a dyslexia of numbers. Like Dyslexia it is a neurological condition which cannot be cured but can be managed better with appropriate support and guidance.
The difficulties that Dyscalculia may present are difficulties with understanding basic number concepts, arithmetic, and difficulties with learning number facts and procedures. People with Dyscalculia may experience difficulties with counting objects, may have difficulties with processing and memorising sequences, may find that mental arithmetic may overstretch the working memory, may have problems recording calculations on paper, may find the sequencing of time difficult and may need more clues to recognise, develop and predict patterns to help them solve problems. Individuals with primary Dyscalculia have difficulties only with the processing of numbers. Their cognitive and language abilities will fall in the normal range, and they may excel in nonmathematical subjects. However, it is common to find that difficulties with numeracy accompany the language difficulties of Dyslexia.
Diagnosing Dyscalculia is important as the above mentioned difficulties may often be interpreted as problematic behaviour and can cause inappropriate labelling of individuals with long lasting damaging effects. For instance, individuals with Dyscalculia are often called "lazy" and "stupid" by people who do not understand the condition. Undiagnosed, Dyscalculia can prevent people from reaching their personal goals and from engaging effectively in their work environment. Like with Dyslexia, these negative social experiences may then cause feelings of low self esteem due to the lack of understanding of the underlying neurological causes of their difficulties.
Assessing Dyscalculia will help identify the specific difficulties of each individual and will clarify if the presented difficulties are consistent with the diagnosis of Dyscalculia. Because the symptoms of Dyscalculia can be part of a broader spectrum of learning challenges, it is important to do a comprehensive assessment of cognitive functioning. This process of assessment can take up to 3 1/2 hours.
With support the difficulties associated with Dyscalculia can be managed and improved by using specific exercises and interventions, coping strategies and management techniques.