Identifying, Assessing and Supporting Learners with Dyscalculia

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant and trainer in the field of specific learning difficulties. For many years she was a Senior Lecturer at Manchester Metropolitan University in the Centre for Inclusion and Disability Studies where she was Programme Leader for the MA in Specific Learning Difficulties and the Post Graduate Certificate in Dyscalculia. For several years she has taught courses on specific learning difficulties as part of the initial teacher training programme in addition to postgraduate awards. She has presented papers in this area at a number of international conferences and was part of the MMU research team that evaluated the Department of Education funded project 'Teaching for neurodiversity' led and co-ordinated by the British Dyslexia Association (2017). She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and Associate Member of the British Dyslexia Association (AMBDA). She was a member of the SASC/BDA working party (2019) which was set up to develop a new definition of dyscalculia and to produce guidance on identification and assessment. Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to sixteen years. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years of experience in supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest, and her doctorate was also in this area. She is co-author of Phillips and Kelly (2022) Assessment of Learners with Dyslexic-type Difficulties, 3rd edition.

Introduction Part I: Dyscalculia and Mathematics Related Difficulties: Setting the Context Chapter 1: The Nature of Dyscalculia Chapter 2: Differences and Similarities between Dyscalculia and other Mathematics Related Difficulties Chapter 3: The Role of Memory in Learning Mathematics Chapter 4: Cognitive Processing Difficulties (and Abilities) Chapter 5: Mathematics Anxiety Part II: Identification and Assessment of Dyscalculia Chapter 6: Screening Procedures Chapter 7: Assessment of Memory Chapter 8: Assessment of Basic Number Skills Chapter 9: Assessment of Cognitive Thinking Style in Mathematics Chapter 10: Assessment for Visual Stress Chapter 11: Writing an Assessment Report on Mathematics Related Difficulties Part III: Planning an Intervention for Learners with Mathematics Difficulties Chapter 12: Models of Mathematical Development Chapter 13: Planning a Programme of Support Chapter 14: Multisensory Mathematics Teaching and Lesson Planning Chapter 15: Mathematical Vocabulary Chapter 16: Developing Number Concept and Mathematical Relationships Chapter 17: Deductive, Inductive and Abductive Reasoning Part IV: Practical Teaching Examples Chapter 18: Using Mathematical Models to Develop Relational Understanding Chapter 19: Visualisation Chapter 20: Problem-solving Approaches Chapter 21: Linking Concepts to Everyday Events Appendices Appendix 1 (a) Digit Span Tasks Appendix 1 (b) Visual Sequential Memory: Symbols Appendix 1 (c) Visual-spatial Memory: Grids Appendix 2: Outline of Programme (and Record Sheet) Appendix 3 Solution to Algebra Problem (Grid Method)

Kelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge base they need to support children effectively. -- Dr Helen Curran A comprehensive, engaging and accessible book offering pertinent insights into the nature, identification and assessment of dyscalculia along with practical guidance on effective intervention. Essential reading for any professional who wishes to enhance their knowledge and practice in supporting learners who struggle with mathematics. -- Dr Pamela Moffett This long awaited text books clearly explains the complexity of dyscalculia while providing practical guidance and helpful examples of how to support learners in the classroom. Well written, accessible and full of practical ideas, it is an essential text book for anyone interested in supporting learners with SpLD. -- Rhiannon Packer