Change Your Perspective: It's Just Dyscalculia

Teachers, who work with dyscalculic students, should use multisensory teaching techniques, which can be highly effective, because they involve using multiple senses (sight, hearing, touch, and movement) to help students learn and remember information.

To help children with dyscalculia in terms of information processing or information processing speed in understanding a new skill quickly, teachers need to always give enough time or ‚wait time‘. It will help children with dyscalculia to process information effectively, especially a newly learned mathematical concept.

One of the main problem areas for children with dyscalculia is the recognition of numbers, mathematical signs or number symbols. The strength of children with dyscalculia is excellent visual thinking, so creative methods should be used in the teaching and learning process.

Understanding how to diagnose dyscalculia in mainstream educational settings is crucial for effective support. Typically, this involves a multidisciplinary approach with input from educators, psychologists, and sometimes medical professionals. Teachers often play a key role in observing early signs of mathematical difficulties, which are then confirmed through formal assessments and psychological evaluations. Once diagnosed, personalized intervention plans are developed to help dyscalculic students succeed academically.

This topic is faced within Module 2 of the Dyscalculia Curriculum and Course Material.
So stay tuned 🔜

The partners of Dyscalculia have created a short video about Dyscalculia in Europe!

Check it out ⬇️

Teachers should adapt their lessons not only to the learning content but above all to the individual needs of the learners. The learners‘ needs are very individual and different, as each learner brings different prior knowledge, learning requirements, motivation, daily form, etc. to the classroom. Learners also bring learning disorders with them, such as dyscalculia. Teachers need knowledge, appropriate awareness and essential skills to effectively treat children with dyscalculia in school to provide them with high-quality teaching. The key competences of a teacher for dyscalculic learners are crucial for learning success in maths lessons.

Key competences: facilitation, responsibility, reflection, support, feedback

From the 11th to the 15th of March, the partners of the Eramsus+ project “Change Your Perspective: It´s Just Dyscalculia” had an LTTA2 at the partners of Paderborn University in Paderborn, Germany.

The meeting focussed on e-learning and videos as part of e-learning in school. The
partners are familiar with e-learning and the creation of learning videos. They created
videos of the Dyscalculia project, its meaning in Europe and in every partner country.

The project partners worked on the second work package and discussed further tasks
within the project. The next meeting, which will be the third LTTA, will be held in Lithuania.
Overall, it was a successful week and the partners are excited for the next phase!

The partners are looking forward to the upcoming Learning Teaching Training Activity at University Paderborn in Paderborn, Germany.

In this activity, the partners are going to focus on e-learning and videos as part of e-learning in classroom environments in secondary schools. They are going to find great solutions of e-learning and video elements to support students with learning disabilities such as dyscalculia. Stay tuned 🚀

In the age of technology, assistive tools are revolutionizing the learning journey for individuals with dyscalculia. These specialized aids are like guiding stars, illuminating the path to mathematical proficiency. From digital calculators to math-focused apps, assistive technology levels the playing field, ensuring equal access to mathematical education and skills development. By embracing these tools, this project empowers individuals with dyscalculia to harness their full potential and overcome numerical challenges. Technology isn’t just a tool; it’s a bridge to a brighter educational future.

Education policy plays an important role in shaping the future of inclusive learning environments. When it comes to students with learning disabilities like dyscalculia, discussions are essential. These conversations revolve around the development and implementation of inclusive education policies that provide equal opportunities for all learners. By prioritizing support and accommodations tailored to individual needs, this project creates an educational landscape where every student can grow. These policies not only promote academic success but also foster a society that values diversity and ensures that no one is left behind in their pursuit of knowledge.

Christmas is a time of giving. But what do you give a child with dyscalculia? Dyslexia UK has thought about this and here you can find their ideas for 12 great gifts that are not only fun but also encourage learning: https://www.dyslexiauk.co.uk/top-12-christmas-presents-for-a-child-with-dyslexia-or-dyscalculia/

During the training, participants were introduced to the special features of dyscalculia. Together, they worked on a definition, challenges and opportunities. They also discussed what role dyscalculia plays in secondary education, both for learners and teachers. Here too, they discussed the challenges and opportunities in the classroom. In addition, examples of games were played that can also be used in the classroom to support learners with learning difficulties. All in all, it was a successful training, which led to results that can be used in the respective partner countries.