Paper On Dyscalculia

An out-of-body experience is explained by few as a sense of being detached from one’s body, and if associated with other factors like a sense that the world is not real, far away, or even foggy. This with the combination of failure to recall significant personal information, or the content of a meaningful conversation forgotten from one second to the next are signs of a psychological disorder known as Dissociative Disorder. Considered as a rare and mysterious psychiatric curiosity, Dissociative Disorders will be the psychological disorder that will be discussed in this paper.

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

After reading the articles and watching the videos, I have learned a lot about math Dyscalculia. I am a special education science teacher not currently teaching any math courses. However, being a special education teacher in a small high school, there is always a chance that I may end up teaching special education math one day. I have never heard of the term dyscalculia until this course. It was interesting for me to watch the YouTube video and read the information on dyscalculia.

The research contributions of this project could greatly contribute to positive social change in the areas of clinical treatment and early intervention. By contributing to the knowledge and understanding of how types of stressors during certain periods of neuronal development create dysregulation in the hippocampus, the effectiveness of therapeutic interventions could significantly be improved. According to Dr. Perry (2009), when clinical interventions are linked specifically to the area where dysregulation originated, in this instance, to the injured area of the brain, treatment would be in alignment with the stages of neuronal development and interventions will become more precisely attuned with the innervating sources of dysfunction. Once

Fletcher, Boon, and Cihak (2010) replicated a previous study (Cihak & Foust, 2008), and worked with three students in middle school, all whom have been diagnosed with moderate intellectual disabilities, in an alternating treatment design study to compare the effectiveness and efficiency of the TouchMath program versus a number line approach for simple addition math facts. Two of the participants exhibited multiple disabilities with a diagnosis of Autism Spectrum Disorder (ASD), as well as with moderate intellectual disabilities. The students were presented two different worksheets, each having one worksheet including Touch Points on the problems, while the other worksheet contained a number line. Researchers taught all students simple addition

An observation was completed on a 2nd grade student who has two different types of visual disorders. The first disorder is dyslexia and the second disorder is a visual disorder which requires the use of an overhead projector with instructions being written in fluorescent colors. The observation was a math activity which involved counting, identification of colors, simple addition, and graphing

On the 25th of July 2015, I gave birth to a beautiful baby boy, Kai Reign Sarlie. Although my baby was a blessing, I suffered from obstructed labour also known as Dystocia, and trust me, this wasn’t easy.

Dazya is a fifth grade student, who continues to exhibits difficulties with reading comprehension and math concepts. She has a history of reading and mathematical difficulties. Dazya received Literacy intervention at AWE to address her weaknesses in the areas of reading and math. She has difficulty completing both classroom and homework assignments on time. She also struggle with remembering basic math concepts. Teacher reports that Dazya has a very kind personality and works very hard to keep up with her peers; however she continues to struggle with higher order thinking skills that is required for grade level math and reading. Dazya is beginning to show progress towards her basic math skills for example her multiplication facts. Nevertheless

Dyscalculia is an intellectual disability and brain disorder that affects the left hemisphere of the brain, which controls many aspects of personality and cognitive ability, primarily the ability to complete mathematical tasks. It is somewhat of an obscure condition of which the general population is not aware. The unfamiliarity with the condition was a factor in the selection of dyscalculia as a subject for academic scrutiny. There are many people in the world that abhor mathematics. Most people are quite opinionated on the subject; one is either a math person, or not. There many formally and informally trained people skilled and well-versed the in the area of mathematics; these can be mathematicians or simply people who have "a mind for numbers." No matter one's opinion or mathematical capability, we cannot deny the presence of mathematics in the historical and contemporary worlds. Mathematics is essential to survival. Humans have, throughout their history, demonstrated the drive for self-knowledge. This drive fuels the creation of such fields as anthropology, psychology, and neurology. In essence, self-knowledge is desirable and useful. How do those with dyscalculia survive? What are their symptoms? What is their experience? What are the strengths of people with dyscalculia? The paper will offer insight as to the brain disorder of

Dyscalculia is something that not many are aware. It is not common for us to hear a student has been diagnosed with dyscalculia. Dyscalculia is a learning disability that occurs when a child struggles with math. Some may think the student has found math hard, they just don’t get it, or they just don’t pay attention. However, perhaps the student is suffering for dyscalculia and doesn’t know how to deal with it. It doesn’t affect everyone the same way, one student can have issues counting, while another reading, or another one can’t complete problems involving adding or subtracting. The result of having dyscalculia, the students in result become discouraged, not interested, confused, and embarrassed.

What we learn from this research will help us understand how to help kids with dyscalculia. The study also found differences in the surface area, thickness and volume of parts of the brain. Those areas are linked to learning and memory, setting up and monitoring tasks and remembering math facts. Dyscalculia has been linked to exposure to alcohol in the womb, prematurity and low birth weight may also play a role in dyscalculia. As with dyslexia, dyscalculia has a cognitive/behavioral impact on the individuals that suffer from it. They seem to try and avoid anything that has to do with math, calculations, or just numbers in general. Dyscalculia effects people not only on an emotional level, but also on a socio-economical level, they digress and stray away from anything that can refer back to any arithmetic forms of learning. As with dyslexia there is no known cure for dyscalculia, the individual who suffers from this can only practice using arithmetic’s, in order to try and help ease this

Declining Grades: The most obvious sign that your child needs help with math is a decline in his or her grades. The slip may be immediate, indicating difficulty with a particular mathematical concept, or it may be gradual, which suggests a struggle with foundational concepts or an external factor such as a learning disability or a lack of focus.

Having issues with the working memory can have major detriments to a child’s math abilities. For example, if you are trying to add two plus six, minus one, a child who struggles with their working memory cannot store the information in order to complete the math equation. They may be able to figure out two plus six is eight but then they may forget what they have to minus the one from. Struggles with inner speech also affect mathematical skills. With out inner speech, you loose the ability to “talk to yourself” which is a skill we use when solving problems (Hallahan et all,

Dyscalculia affects a student in many ways in calculations, memory, math language and so much more. As stated in the earlier dyscalculia is much more than just a deficient in mathematics. The student has issues making sense of numbers. Has trouble dealing with mathematical facts issues with reading charts has a weak memory if it involves mathematical concepts and what’s most important they struggle with being able to apply mathematical skills in their day to day life. A major social and emotional impact on the student is the challenges the student faces would make them less confident. The student may have trouble understanding certain sports due to it being too complicated. A very important issue is the student may get bullied because of

Reinforcement is a key practise when dealing with children who suffer with dyslexia and in Townend and Turner (2000) they explain that “children with Dyslexia need many opportunities to practise the skills they have learned and to preserve them in long-term memory and Practise work must be presented in a variety of ways to maintain interest” (p19). Note taking can be difficult for Dyslexic children so a slow pace should be taken or better still to arrange for notes to be photocopied. Tasks also need to be concentrated on things like worksheets and not just the blackboard where students may become inattentive or inactive. When arranging work assignments it is also a good idea to care to have clear presentation, with large text, bold heading and as many visual aids as possible.