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DYSCALCULIA GUIDANCE ON

IDENTIFICATION, ASSESSMENT AND

INTERVENTION

The Highland Council Psychological Service August 2014

The Highland Council Psychological Service

PRACTICE PAPER

Dyscalculia – Guidance on Identification, Assessment and Intervention

INTRODUCTION

The purpose of this practice paper is to outline The Highland Council Psychological Service approach to meeting the needs of children and young people with dyscalculia. It provides a definition of dyscalculia, describes responsibilities of The Psychological Service and offers guidance on the roles and responsibilities of schools.

As an increasingly recognised type of additional support need affecting 6% of the population. This includes children of all abilities, from all social classes, and from all cultural backgrounds (Devine et al. 2013).

Dyscalculia is recognised as a fundamental barrier to achievement for some children in our schools. Studies have identified that the long term impacts of challenges with numeracy can contribute to higher rates of unemployment, mental and physical illness and higher rates of arrests and incarceration (Price and Ansari, 2013).

The OECD reported that the British Government estimated the economic impact of low numeracy skills has cost up to £2.7 billion in lost revenues and supports.

DEFINITIONS

We are numerate if we have developed: “the confidence and competence in using number which will allow individuals to solve problems, analyse information and make informed decisions based on calculations.”(Scottish Government - CfE, 2009, p.1)

Dyscalculia: “Is a learning disorder affecting abilities with counting/calculating or with the concepts of maths processes or with the ability to use numbers or symbols. Language skills are normally unaffected but many of the other features of dyslexia are present.” (Scottish Government, n.d.)

Where concerns are raised about the possibility of dyscalculia, the following areas should be considered through direct observations and assessment in order to gain evidence of:

The language, concepts and skills of basic numerical thinking Learning Environment Additional Support

Children can present with challenges in numeracy alone, or a combination of numeracy and literacy. Not all children who present with numeracy challenges should be considered dyscalculic.

The volume of research for Dyslexia compared to Dyscalculia is estimated to be 14:1 (Gersten, Clarke, Mazzocco, 2007). As a consequence, there is a comparatively limited understanding of the causes of Dyscalculia (Price and Ansari, 2013).

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A meta-analysis of the literature identified that the current findings identify that there are no significant differences in gender performance in the early primary years (Devine et al., 2013).

Language, Concepts and Skills of Numerical Thinking

It is necessary to identify and create a profile of the learner’s strengths and pressures including levels of attainment using recognised assessments, e.g. classroom level assessment, Highland Numeracy Progression, INCAS, The Dyscalculia Assessment (Emerson and Babtie, 2012). See Appendix A for a list of support materials. Strengths and pressures should be identified in the following areas:

Mathematical languageNumerosity: intuitive number sense – natural ‘feel’ for quantities and numbers Understanding number concepts Memorising e.g. mental calculationSequencing e.g. forwards and backwards Perceptual skills (visual, spatial, motor)Problem-solving strategiesMathematical confidence either as a cause or effect

Learning Environment

Evaluation of strengths and pressures within the learning environment and how the pupil has responded should include:

Information about the pupil’s developmental and educational history, including attendance, repeated/deferred years, referrals to other agencies, e.g. S&LT

Response to preferred learning and teaching styles Metacognition (self-awareness and application of own learning strategies) Access to programmes and materials appropriate for the child, including

differentiation Home/School collaboration Social, emotional and behavioural development

Additional Support

Evidence of the impact of interventions tried, linked to the assessment results, within an identified timeframe

Consultation/Involvement from Support for Learning Consultation/Involvement from other agencies Support provided at home

This would be recorded within the Child’s Plan, following the Highland Practice Model for Additional Support Needs (see Appendix B).

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What Schools Should Be Able To Provide

In promoting the development of mathematical skills, schools should;

Through the Childs Plan, provide written feedback to parents and other Partners to the Plan regarding any assessments undertaken and the Action Plan that is intended to address the identified areas of difficulty.

Involve the pupil in appropriate discussion about the Assessment, their preferred learning style and seek their views about the proposed Action Plan.

Utilise structured numeracy programmes combined with innovative teaching approaches appropriate for different learning styles, e.g., emphasising a visual, practical, physical and/or kinaesthetic approach to the active teaching of number.

Opportunities for learners to discuss, apply and evaluate different learning strategies (metacognition).

Explore the benefits of using appropriate information technology and the pupil’s response to on-line teaching of number and mathematical concepts seeking advice from Assistive Technology on the use of different websites and software if needed.

Plan strategies to build on children’s strengths to ensure that difficulties in other areas have minimal impact on the learning of number, e.g. writing and recording, attention and concentration.

Strategies and approaches that promote confidence and resilience in learners.

Implement appropriate remediation, e.g. Maths Recovery (Wright et al., 2011, 2006a, 2006b, 2006c), Dyscalculia Guidance (Butterworth & Yeo, 2004).

Record progress over time.

The identification of dyscalculia follows from a robust, evidence-based period of assessment and intervention. The skills necessary to identify children with dyscalculia should be available within the school or ASG. Teachers have the expertise to identify children with dyscalculia, supported by other professionals. High quality assessment and reporting is central to this.

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The Role of Educational Psychologist

Educational Psychologists can provide support to schools through consultation, assessment, intervention, training and research.

Consultation with school staff may occur when children are not making adequate progress as a result of school-based action. They will work with school staff (not necessarily directly with the child) to achieve a better understanding of the factors that may be helping or hindering progress and help identify ways forward.

The Psychological Service can;

Contribute to a Solution-Focussed discussion involving the three areas of observation and assessment (Concepts and Skills, Learning Environment, Additional Support) to inform a Child’s PlanSupport the skills development of those undertaking front line assessment and intervention through consultation and training as appropriateProvide advice on evidence based approaches to numeracy teachingProvide advice in relation to emotional and behavioural difficulties which may arise as a consequence of dyscalculia

Occasionally an Educational Psychologist may contribute more directly to assessment in order to achieve this understanding. Highland Council Educational Psychologists are most likely to examine the interaction between the cognitive processes of the child and the learning opportunities and teaching methods which have been used.

Psychologists undertaking detailed assessment will use the most recent professional guidelines and research available to them and developments can be shared through Continuing Professional Development and action research projects

Psychological assessment will:

Ideally be conducted over time and in relation to different contextsBe formative in natureInvolve parents/carers as essential partners to the processConsider the role that social and emotional responses, including the child’s self-perception, may be contributing to the numeracy difficulties.Draw, where appropriate, on views of other professionalsBe reported back formally in writing to the pupil, parents, school staff and other relevant professionals where appropriate

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Appendix A

Support Materials For Use By Teachers

Emerson J & Babtie, P, The Dyscalculia Assessment, Bloomsbury 2012

This very useful resource could form the basis of a comprehensive dyscalculia assessment for teachers. Do not be put off by the amount of information contained in it as the Highland Numeracy Progression will inform which parts of the assessment are needed for an individual child. The Appendices includes a sample report for a dyscalculia assessment, a summary Maths Profile and a questionnaire for teachers and parents. It also contains a list of useful websites and resources

Butterworth B, The Dyscalculia Screener

This CD does what it says – it is a computer-based screener and should not be used in isolation as an assessment of dyscalculia, but combined with other assessment information can form important additional information. A disadvantage is that the license needs to be renewed on an annual basis which makes it very expensive. Probably best as an area resource for Support for Learning teachers, or jointly funded by all schools within an ASG.

Butterworth B & Yeo D Dyscalculia Guidance, GL Assessment, 2004

This could form the basis of an intervention strategy following assessment. It includes activities and games for early stages leading onto “harder” addition and subtraction, working with larger numbers, times tables and fractions.

Henderson A. Dyslexia, Dyscalculia and Mathematics, Routledge, 2012

Now in its second edition, this book continues to have good ideas which can be used for assessment and intervention.

Wright et al., Maths Recovery, Sage, 2011, 2006a, 2006b, 2006c

A number of teachers have now been trained in this approach within Highland and their advice can be sought by contacting the QIO with responsibility for Numeracy (currently Lesley Taylor).

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Appendix B

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IDENTIFYING SUPPORTING

CT planning within school usingAssessment is for Learning PrinciplesAssessment methods could include

Highland Numeracy ProgressionINCAS

Concern raised, eg by class teacher, assessment results – advice sought within school, eg Numeracy Specialist, SfL.

Joint Planning and monitoringHearing & Vision checked

Assessments should include mathematical language, concepts and skills, learning environment using identified resources.

Intervention strategy put into place and results monitored. Cycle of Assessment, Intervention and Evaluation, implemented

Continued concern:Further assessment undertaken, eg Dyscalculia ScreenerFurther Intervention strategies implemented, eg Maths RecoveryConsultation with Educational Psychologist as required

Support from within school – class monitoring, and review of effectiveness by CT, pupil, parents following advice and strategies informed by Highland Numeracy Progression

Following further discussion with parents, SfL – further differentiation of learning, egGroup Education PlanIndividualised Education Programme

Careful monitoring and review of response to strategies at least termly.

Strategies implemented follow specialist programmes targeted at identified areas following detailed assessment.

Progress continues to be monitored, evaluated and notes in conjunction with pupil and parents.

Assessment, Intervention and Evaluation information recorded in a Childs Plan which is kept under review.

UNIVERSAL

Form 1

Child’s Plan

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References

Devine, A., Soltész, F., Nobes. A., Goswami, U., and Szücs, D. (2013) Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning and Instruction, Vol. 27, 31-39

Gersten, R., Clarke, B., and Mazzocco, M.M.M. (2007) Historical and contemporary perspectives on mathematical learning disabilities. In Why Is Math So Hard for Some Children?, ed. Berch, D.B., and Mazzocco, M.M.M. Brooke Publishing.

Price, G.R., and Ansari, D. (2013) Dyscalculia: Characteristics, Causes and Treatments. Numeracy: Advancing Education in Quantitative Literacy, Vol. 6, No. 1, Article 2

Scottish Government, (n.d.). Specific Learning Difficulties / Differences. Retrieved from: http://www.scotland.gov.uk/Topics/Education/Life-Long-Learning/17551/practice/learningdifficulties/learningdifficulties

Scottish Government (2009). Numeracy across learning: principles and practice [Curriculum for Excellence]. Edinburgh: Author. Retrieved from: http://www.educationscotland.gov.uk/Images/numeracy_across_learning_principles_practice_tcm4-540052.pdf

Wright, R. J., Ellemor-Collins, D., & Tabor, P. D. (2011). Developing number knowledge: Assessment, teaching and intervention with 7-11 year olds. London: SAGE.

Wright, R. J., Martland, J., & Stafford, A. K. (2006a). Early numeracy (2nd ed.). London: SAGE.

Wright, R. J., Martland, J., Stafford, A. K., & Stanger, G. (2006b). Teaching number (2nd ed.). London: SAGE.

Wright, R. J., Stanger, G., Stafford, A. K., & Martland, J. (2006c). Teaching number in the classroom with 4-8yr olds. London: SAGE.

Websites

http://www.dyscalculia.me.uk/SEN64%20dyscalculia.pdf

http://www.dyscalculia.me.uk/

http://www.dyslexiaaction.org.uk/dyscalculia

http://www.addressingdyslexia.org

http://www.dyscalculia.me.uk/testing.html

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