A study with newborns up to three days old reveals that their brains already separate quantities, such as four from twelve stimuli, activating a key area for processing numbers. This innate ability helps survival by differentiating dangers or food. For the public, it means babies arrive with mathematical foundations, and detecting problems early could prevent difficulties like dyscalculia.
Read more HERE
Here is how the department of education in Australia prepares their teachers for learning disabilities. Unfortunately, only available for people in their organization.
See it HERE
Here’s something nobody told me when I was first learning about dyscalculia: the math isn’t the hardest part.
The hardest part — for many people with dyscalculia, and certainly for me — is the mental health burden that builds up over years of navigating a world that runs on numbers, while believing your difficulty with those numbers is evidence of something fundamentally wrong with you.
Anxiety. Chronic low-grade depression. Cognitive burnout. Social avoidance. A persistent sense of being slightly less capable than everyone else in the room.
Read more HERE
All evidence-based math intervention for students with dyscalculia incorporates the Concrete
Representational-Abstract progression. This should be explicitly named in the IEP as the
required instructional approach.
See all the guidance HERE
These are model IEP goal templates. Each goal must be individualized using the student’s current
baseline data from psychoeducational evaluation and classroom observation. Replace bracketed
items with student-specific data. Goals should address the specific area(s) of mathematics deficit
documented in the evaluation: mathematics calculation, mathematics problem solving, or both.
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