Will You Live to be 110?

Dyscalculia, Developmental Coordination Disorder , Deaf

Dyscalculia

Dyscalculia (or dyscalcula)

"Dyscalculia" is a lessor-known learning disability that affects mathatical calculations. It is derived from the generic name "mathematics difficulty".

There are rigorous criteria used to determine if a student has a learning disability as it is defined by special education criteria. When a student's mathematics difficulties are severe enough to meet certain criteria, special education services are indicated. However, "dyscalculia" has no clearly defined criteria and cannot be assessed reliably. A student with any degree of mathematics difficulty may be considered to have "dyscalculia" by some educational specialists.

Because of the ambiguity of categorization, being identified as having "dyscalculia" may or may not indicate the need for special education services. The term appears to be seldom used within public schools because of the lack of any clear, measurable criteria. Nevertheless, many students have it.

UNDERLYING CAUSES

Dyscalculia has several underlying causes. One of the most prominent is a weakness in visual processing. To be successful in mathematics, one needs to be able to visualize numbers and mathematics situations. Students with dyscalculia have a very difficult time visualizing numbers and often mentally mix up the numbers, resulting in what appear to be "stupid mistakes."

Another problem is with sequencing. Students who have difficulty sequencing or organizing detailed information often have difficulty remembering specific facts and formulas for completing their mathematical calculations.

SYMPTOMS
       •         Many students with disabilities have histories of academic failure that contribute to the development of learned helplessness in mathematics. It is important that mathematics instructors recognize the symptoms of dyscalculia and take the necessary measures to help students that are affected. Some of the symptoms are:
        •         Students might have spatial problems and difficulty aligning numbers into proper columns.
        •         Have trouble with sequence, including left/right orientation. They will read numbers out of sequence and sometimes do operations backwards. They also become confused on the sequences of past or future events
        •         Students typically have problems with mathematics concepts in word problems, confuse similar numbers (e.g., 7 and 9; 3 and 8), and have difficulty using a calculator.
        •         It is common for students with dyscalculia to have normal or accelerated language acquisition: verbal, reading, writing, and good visual memory for the printed word. They are typically good in the areas of science (until a level requiring higher mathematics skills is reached), geometry (figures with logic not formulas), and creative arts.
        •         Students have difficulty with the abstract concepts of time and direction (e.g. inability to recall schedules, and unable to keep track of time). They may be chronically late.
        •         Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.
        •         Students have inconsistent results in addition, subtraction, multiplication and division. Students have poor mental mathematics ability. They are poor with money and credit and cannot do financial planning or budgeting (e.g. balancing a checkbook). Short term, not long term financial thinking. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc
        •         When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.
        •         Inability to grasp and remember mathematics concepts, rules formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long-term memory  (retention & retrieval) of concept mastery. Students understand material as they are being shown it, but when they must retrieve the information they become confused and are unable to do so. They may be able to perform mathematics operations one day, but draw a blank the next. May be able to do book work but can fails all tests and quizzes.

        •         May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the  geographical locations of states, countries, oceans, streets, etc.
        •         Poor memory for the "layout" of things.  Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc.

        •         May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences rules for playing sports.
        •         Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.

MITIGATIVE STRATEGIES

Although dyscalculia may be difficult to diagnose, there are strategies that teachers and parents should know about to aid students in learning mathematics.

1. Encourage students to work extra hard to "visualize" mathematics problems. Draw them or have them draw a picture to help understand the problem, and make sure that they take the time to look at any visual information that is provided (picture, chart, graph, etc.)

2. Have the student read problems out loud and listen very carefully. This allows them to use their auditory skills (which may be strength).

3. Provide examples and try to relate problems to real-life situations.

4. Provide younger students with graph paper and encourage them to use it in order to keep the numbers in line.

5. Provide uncluttered worksheets so that the student is not overwhelmed by too much visual information (visual pollution). Especially on tests, allow scrap paper with lines and ample room for uncluttered computation.

6. Discalculia students must spend extra time memorizing mathematics facts. Repetition is very important. Use rhythm or music to help memorize.

7. Many students need one-on-one attention to fully grasp certain concepts. Have students work with a tutor, a parent, or a teacher after school hours in a one-on-one environment.

8. If possible, allow the student to take the exam on a one-to-one basis in the teacher's presence.

9. The student might like instant answers and a chance to do the problem over once s/he is wrong. Often their mistakes are the result of "seeing" the problem wrong.

10. In early stages, design the test problems "pure," testing only the required skills. In their early learning, they must be free of large numbers and unnecessary destructive calculations.

11. Allow more than the "common" time to complete problems and check to see that student is not panicking (tears in eyes, mind frozen).

12. Most importantly, be PATIENT! Never forget that the student WANTS to learn and retain. Realize that mathematics can be a traumatic experience and is highly emotional because of past failures. The slightest misunderstanding or break in logic can overwhelm the student and cause emotional distress. Pity will not help, but patience and individual attention will. It is typical for students to work with until they know the material well and then get every problem wrong on the test. Then 5 minutes later, they can perform the test with just the teacher, on the chalkboard, and many times get all problems correct. Remember that this is very frustrating for the teacher/parent as well as the student. Patience is essential.

13. Assign extra problems for practice and maybe a special TA (teaching assistant) or special education is assigned to assist the affected student.

14. When presenting new material, make sure the student with discalculia is able to write each step down and talk it through until they understand it well enough to teach it back to you.

15. Go over the upcoming lesson with so that the lecture is more of a review.

back to top

Developmental Coordination Disorder

Suggested Accomodations:

Seating/Positioning
• Preferential seating near the teacher  
• Provide an angled desk or writing surface
• Adjust chair and/or desk height to maximize posture and stability
• Place a “Wiggle” cushion on the chair
• Place a non-skid mat on the chair
• Give the child permission to kneel on a chair or stand when working at a table
• Provide opportunities to get up for movement breaks  
• Assign the end locker or cubby
• Label locker shelves
• Have a seat or bench available for dressing at recess, dismissal and physical
education  

Tools/Materials
• Try different types of paper (e.g., paper with highlighted margins or lines, colour
coded paper for letter sizing, graph paper for lining up numbers and letters)
• Have the child write on alternate lines
• Try a variety of writing tools (e.g., ergonomically designed pens/pencils, gel
pens, soft lead pencils, weighted pencils and pens)
• Use pencil grips 
School Accommodations for Students with Coordination Difficulties 
© N. Pollock & C. Missiuna, 2007 CanChild Centre for Childhood Disability Research
McMaster University

• Use spring loaded or loop scissors
• Use a single binder with dividers and inside pockets to hold papers 
• Use a pencil case with three holes to include in binder to hold basic tools
• Provide an extra set of textbooks for the child to keep at home

Technology
• Use a computer or word processor for written assignments
• Use spell check
• Provide computer software for word prediction, read back, speech recognition, and
graphic organization 
• Use clip art for title pages
• Use a Dictaphone rather than printing or typing

Time
• Provide extra time to complete tests or writing assignments
• Allow the child an early start to get ready for recess
• Review the pacing and/or timing of work to decrease fatigue
• Provide extra time to get changed for gym or avoid changing altogether by
allowing appropriate clothing to be worn for the day

Expectations
• Negotiate the level of neatness required in notebooks
• Use date stamp rather than having the child writing the date each time
• Reduce total number of questions, while selecting from range of difficulty
throughout a worksheet (e.g., even numbered only)
• Accept parent scribing for homework 
• Allow oral test-taking
• Accept point-form answers
• Use fill-in-the-blanks, or matching, where possible
• On spelling tests, print just the spelling word (do not require a whole sentence)
• Accept alternate assessment methods (e.g., displays, speeches)

Assistance
• Monitor use of agenda and homework completion
• Email homework assignments to the child
• Assign a writing buddy/peer secretary to record notes using carbon paper
• Photocopy notes for the child
• Provide step-by-step instruction for new skills in gym 
School Accommodations for Students with Coordination Difficulties 
• Use visual demonstration, verbal directions, and specific feedback
• Provide parent/student with unit goals ahead of time to allow for preteaching
and practice of new skills

Source: “Succeeding at School: Accomodations for Students with Coordination Difficulties”, written by  N. Pollock & C. Missiuna, 2007, for CanChild Centre for Childhood Disability Research, McMaster University

url: http://www.canchild.ca/Portals/0/education_materials/pdf/DCD_IEP_Feb01_07b.pdf

back to top

Deaf

Deaf: "A hearing impairment which is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance."

General Courtesy

(Note: all of these strategies will work on some of the students--some strategies will not. The degree of impairment and the background training of the student will affect the usefulness of the various strategies).

• Get the attention of a student with a hearing impairment before speaking and communicating and always face the student.
• If not facing a student with a hearing impairment, gently touch a student on the shoulder or on the arm to indicate that you want to talk to him/her.
• Do not be alarmed if the student does not understand and you cannot understand him/her. Generally, you will become accustomed to each other in time.
• When communicating, always face the student with a hearing impairment.
• Facial expressions, gestures, and other body language will help convey your message.
• For reinforcement repeat new vocabulary in different contexts.
• Sequence topics so that new material is related to that previously learned.
• The use of visual aids is most helpful since vision is the student's primary means of receiving information.
• Use written announcements (assignments, due dates, exam dates, changes in the class schedule, special event dates, etc.).
• If ambiguities or difficulties arise in the home concerning assignments or lessons, have the parents make a note of these difficulties. Follow-up in written detail.
• Provide an outline in advance of the lesson/activity to give to the student in advance, also list your expectations.
• Write all homework assignments, class instructions, and procedural changes on the chalkboard.
• Use captioned films, videos, and laser disks.
• Use interpreter where needed (see general strategies).
• Avoid seating the student in heavy traffic areas.
• Do not touch or pet a hearing dog. These animals are working animals and it may be hazardous for the hearing impaired student if the dog is distracted.
• Avoid vibrations and excessive noise.
• Make chalkboard notes legible.
• Do not talk while writing on chalkboard.
• Eliminate background noises. Sounds taken for granted and normally ignored by hearing individuals, are amplified by a hearing aid and interfere with the communication of the person who is hard of hearing.
• Establish, with the student, a procedure in case of an emergency. For example, agree that for a fire drill (or fire) the teacher will write on board "Fire drill FIRE--go out backdoor." (Also, if you have a signing student, learn the signs for emergency, fire, go, etc.)
• Get the attention of a person with a hearing impairment before speaking.
• If necessary, use written notes to communicate.
• Supplement audible alarm systems with simple visual alarms such as flashing lights.
• When teaching a student with a hearing impairment, ask where he/she would like to sit, in order to communicate in an optimal manner.

General Strategies

• Bring to the student's attention role modelshttp://www.ehr.nsf.gov/EHR/HRD/ppddir.txt with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.
• Obtain feedback from your hearing impaired students at every opportunity as an indicator of the student's level of understanding.
• If the student lip-reads:
• Have students sit closer to the lecturer.
• Look directly at the student.
• Speak slowly, naturally, and clearly.
• Slowing down slightly may help.
• Do not exaggerate your lip movements or shout.
• If you have a mustache, keep it well trimmed.
• If the student uses an interpreter:
• Speak directly to the student rather than to the interpreter.
• Signing may be distracting at first, but you and the other students will soon become accustomed to the interpreter's presence.
• Give the student and the interpreter outlines of the lecture or written material, in advance, so that they can become familiar with new technical vocabulary.
• Interpreters should not give their opinion of a student's progress as this can violate the student's rights.
• Provide scripts of video and laser media when possible for both the interpreter and the student with a hearing disability (with or without captioning).
• The interpreter is not to answer lesson related questions from the student with a hearing impairment. The student should direct all lesson related questions to the instructor.
• The interpreter should stand closer to the section of the chalkboard that is being used by the instructor, thereby allowing the student to simultaneously see both the signs and the writing on the board.
• When writing materials for hearing impaired students:
• Break up long sentences.
• Reduce difficult vocabulary load.
• Reduce concept density.
• When using a pronoun be sure that the antecedent is very clear.
• Do not omit words such as: "that" where such words will clarify a sentence connection.
• Stay with simple coordinating conjunctions (e.g., but, so, for, and) and avoid less common transitional words (e.g., however, as a consequence, nevertheless, although).
• Keep cause-and-effect expressions in a very simple in form.
• Keep conditional expressions which influence the meaning of a statement to a minimum (such as; if, when, assuming that, suppose, provided that, etc.).
• If there is no other way to avoid using a difficult word, include a brief explanation in parentheses, however keep parenthetical explanations to a minimum.
• If an important basic or technical word is to be taught:
• Make meaning and application absolutely clear.
• Use context as a memory aid.
• For a new term, repeat the word numerous times in a variety of contexts.
• Certain language forms are generally to be AVOIDED:
• Passive voice verbs.
• Negative forms of verbs and other expressions of negation.
• Too many modifying forms, such as prepositional phrases, relative clauses. (If a relative clause must be used, the relative pronoun [who, which, that, where, etc.] should be next to the word to which it refers).
• Stylistic embellishments, such as rhetorical inversions.
• Colloquial and idiomatic expressions.
• Cut wordiness while retaining simple English.
• Avoid the use of idioms.

Strategies to Create Information Access for Persons with Hearing Loss
ENVIRONMENT
* Provide the audience with a clear and direct view of your mouth and face.
* Speak from a well-lighted area of the room.
* Reduce background noise by turning off slide projectors or other types of apparatus when not in use.
* Speak clearly and naturally and at your normal pace, unless you are asked to slow down.
* For those with mustaches, trim so the lips show clearly
INTERPRETERS
* Sign language interpreters are certified professionals who use American Sign Language or Signed English to interpret spoken English for people who are deaf or hard of hearing.
* If a sign language interpreter is used, introduce yourself to the interpreter and go over technical and specialized vocabulary before beginning presentations.
* Interpreters at conference presentations should stand on one side of the platform at the front of the room, even with extra lighting if needed, in order to be clearly seen from anywhere in the audience.
* When replying to a query from a hearing impaired individual using an interpreter, speak to the hearing impaired person, NOT to the interpreter.
CAPTIONING
* Captioning is the on screen text display of spoken words or sounds that are part of a video or film presentation. Captioners are usually trained as stenographers and use special software to add captions to a previously produced video.
* Video or film production services can also include captions as part of your original production.
* If showing a videotape, have it captioned. (Open captions are preferred for this purpose as closed captions can be seen only with the use of a decoder.) If there is a script or transcription already available, this will make the captioner's job easier.
* If captioning is not feasible, arrange for an interpreter to sign the audio portion of the tape. If possible, make the tape available to the interpreter a day, or so, before your presentation.

back to top