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Fed LD LAW
STATE & FEDERAL LEGAL GUIDANCE on DYSCALCULIA, DYSLEXIA, DYSGRAPHIA, & LEARNING DISABILITIES
National Institutes of Health on Dyscalculia Diagnosis & Management (2012)
Federal DOE Guidance on Dyslexia, Dyscalculia, & Dysgraphia and IEPs (10/2015)
Federal Guide: IEP Goals Must Align w/ Current Grade-level Content Standards (11/15)
US. Dept. Spec. Education & NCLD:
Saying dyslexia, dyscalculia, & dysgraphia in schools, an Interview with Michael Yudin, Assistant Secretary of Special Education & Rehab Services (2015)
157 Books on Dyscalculia
diagnosis, remediation, understanding, techniques, stories, research
Why is Math so Hard for Some Children a book by Daniel Berch and Michele Mazzocco
Mindshift: Break through barriers to learning and discover your hidden potential.
A Mind for Numbers: How to learn Math and Science, even if you flunked Algebra.
FREE MATH COURSES
Introduction to Mathematical Thinking by Dr. Keith Devlin at Stanford University
Learning How to Learn by Dr. Barbra Oakley at University of California-San Diego [TedTalk]
Dyscalculia Definitions
DSM-V: Specific Learning Disorders (SLDs) are defined in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), published by the American Psychiatric Association. SLD is defined as a "Specific Learning Disorder-- with impairment in Mathematics (315.1), Reading (315.0), or Written Expression (315.2). SLD is "a neurodevelopmental disorder of biological origin manifested in learning difficulties and problems in acquiring academic skills markedly below age level and manifested in the early school years, lasting for at least 6 months, not attributed to intellectual disabilities, developmental disorders, or neurological or motor disorders."
VIDEO: Dyscalculia Signs & Research
List of References: Experts, Authors, & Research featured in this Dyscalculia Signs & Research [Video].
PDF containing images of Dyscalculia Signs & Research video clips.
USA Is BAD AT MATH
2017 National Assessment of Educational Progress (NAEP) Report
52% of US 4th-graders were not proficient in Mathematics;
56% of US 8th-Graders were not proficient in Mathematics;
72% of US 12th-Graders were not proficient in Mathematics (2015, NEAP).
In 2015, the USA, ranked 38 out of 71 countries in Math Achievement on the Program for International Student Assessment. Trends in International Mathematics & Science Study (TIMSS).
In 2015, 29% of 15-year-olds in the United States of America, scored deficient (in the lowest 10%) on international tests of mathematical literacy- 3 in every 10 students were below proficiency Level 2- worse than half (35) of the 69 countries tested. Only 6%, scored above 90% proficiency (Level 5), worse than 36 countries.
Source: NCES, 2016, p.23.
DYSCALCULIA EXPERIENCE
ADULTS
You're copying, "15.17" thinking or saying, "fifteen seventeen," but you write, "15.70". It sounds almost identical. You're copying, "264.69" thinking or saying, "two sixty-four sixty-nine," but you write, "369.49". "Sixty" suggested 3, you retained sixty-nine, and 4, and the 9 ending, and wrote "369.49".
You can't seem to remember numbers, even important ones (multiplication tables, birthdays, dates, amounts).
When counting, you easily lose track, especially if distracted. You're overwhelmed by all of the directional sequences in long division, multiplication, arithemetic, and algebra. You struggle with visualizing, time, directions, layouts, sequences, scheduling, budgeting, figuring, procedures, and logistics.
Smart Thick Kid- Living with Dyscalculia by Loz Mac (a personal description of dyscalculia).
CHILDREN
Young children struggle with left and right, directionality, counting reliably, number-amount associations, memory of numbers and quantitative information, memory of instructions, short-term memory (working memory), time awareness, telling time, time management, schedules, organization, sequencing, procedures for arithmetic, place value, memory of addition and multiplication facts, memory of math rules, mental arithmetic, visualization, name-face memory, visual memory, and visual-spatial discrimination, interpretation, processing, and memory. They make unconscious errors with numbers and symbols when reading, listening, thinking (reasoning), copying, writing, and speaking. When doing math, they think slowly and carefully, and operate without confidence. When tasked in their deficit areas, children may demonstrate agitation, distress, anxiety, anger, avoidance, and resistance.
Children grow into dyscalculic adults who exhibit the same problems, but become better at hiding and managing their difficulties.