Dyscalculia~Math+Deficit

TE 803 Special Education Presentation ** Do Any of These Cause You Anxiety? ** ** 1 **** . ** **Entering your PIN at an ATM.** ** 2. ** ** Security code doors. ** ** 3. ** ** Giving out your phone number or dialing a number from memory (even if you only heard it 5 seconds ago). ** ** 4. ** ** Calculating change. ** ** 6. ** ** Being confident you know how much an item costs when it’s % off regular. ** ** 8. ** ** Remembering dates. ** ** 9. ** ** Tests/exams/quizzes ** ** 10. ** ** Anything to do with fractions. **  **
 * Cali Williams and Sarah Nussdorfer **
 * Then you might have . . . **

Mathematics Deficit ( **** Dyscalculia) ** // The inability to deal with number and mathematical concepts // · ** Characteristics of the disability ** - ** COMMON CHARACTERISTICS ** o Computation: long term-memory for math facts, sequencing the steps in computation problems, organizing and lining up numbers, recognizing place value, dealing with time, money, measurement, estimating, or difficulty attending to operational signs. o Difficulty distinguishing the important from the unimportant details in word problems o Difficulty copying or reading numbers and recognizing patterns or relationships among numbers o Students often respond with an answer that bears no relationship to the math question asked o Difficulties remembering formulas o Student perseveres with an improper procedure - ** LESS COMMON CHARACTERISTICS ** : o consistently reluctant to begin any math task o difficulty with math vocabulary - ** DYSCALCULIA AT DIFFERENT AGES ** : o Young children have difficulty learning to count o School age children have difficulty remembering math facts o Adults have difficulty with more advanced math problems · ** Misconceptions about the disability ** - If language level is low, math level will also be low - Students with dyslexia have a math deficit disability - Dyscalculia only occurs in low level learners - Struggling with math at a young age means you have a math deficit ·  ** Accommodations for individual students ** - Use word problems that relate to the student’s experiences - Use concrete manipulatives - Have child highlight key words for steps, directions, or operations - Use color coding (i.e. green for addition, red for subtraction) - For younger students, put a number line on desk - Reduce the number of questions, but not the difficulty - Use modeling frequently - Use pairs and partnerships often - Provide student with a quiet place to work · ** Curricular modification ** - Have students highlight key words or information on assessments - Partners and group work - Manipulatives - One-one and small group instruction - Re-teaching for specific students - Frequent informal assessments - Modeling breaking down a story or multistep problem - Providing graph paper to assist creating lattice boxes - Providing more time to complete assignments - Practice, practice, practice · ** Resources for additional information ** -  [|www.uoregon.edu/~moursund/] [|Math] [|/] [|math] [|-disabilities.html] - Resource for the Identification and Teaching of Students with Specific learning Disability (TE803 course pack) - []