Dyscalculia is a term used by some people to describe difficulties with learning number related concepts or using the symbols and functions to perform maths calculations. Problems can include difficulties with number sense, telling the time, memorising number patterns, calculations and maths reasoning. Dyscalculia occurs across all ages and abilities.
Watch this video to learn more about this specific learning difference, common dyscalculia symptoms, and evaluation options.
You are the expert of your child and are probably already putting in place strategies to support, sometimes without realising it. Here are some key strategies that may help children with dyscalculia.
Bring maths into everyday tasks:
Dyscalculia isn’t just a memory issue, it’s a processing issue. Tackle it by:
You don’t need to spend a fortune as many UK friendly apps are free or low-cost:
Children with dyscalculia may also experience executive functioning challenges, particularly with:
They may lose track of steps in a problem or forget materials. Support strategies include:
Building a positive relationship with your child’s nursery, preschool or school can make a big difference. You know your child best, and working together helps ensure they get the right support at the right time.
When you know what education setting your child or young person will attend, it’s important to make contact early. You can speak to the SENCO about your child’s or young person’s needs. Starting these conversations early helps the setting understand your child’s needs and plan the right support to give them the best possible start to their education.
A SENCO (Special Educational Needs Coordinator) is a member of staff responsible for making sure children and young people with additional needs receive the help they need.
They are your point of contact and can help:
A SENCO’s role is to help develop ways of overcoming barriers to your child’s or young person’s learning so they can thrive.
Find advice on how to speak to your SENCO on Scope’s website.
It’s helpful to contact the SENCO as early as possible if:
You can ask about:
Try to keep conversations open and collaborative. You and the setting are working together to support your child.
It can help to write down a list of things you have noticed to help you feel more confident.
This could include:
You could also ask:
There is useful guidance on how to communicate with education settings on the Information, Advice and Support Service (IASS) webpage. Visit the IASS website.
Schools can adopt various strategies to help children with any type of special educational need and this is not reliant on either a diagnosis or an Education, Health and Care plan (EHC plan, often referred to as an EHCP). The SEND code of practice provides statutory duties and guidance for school to follow.
Schools in Bromley have access to a SEN tool kit and support from the Inclusion Support Advisory team (ISAT) and the SEND Advisory Team (SENDAT). There are some examples of what schools may put in place as reasonable adjustments and where a diagnosis is not needed.
Examples of common classroom accommodations and strategies that can support some students with dyscalculia:
These accommodations and strategies can make a significant difference in helping children with dyscalculia thrive in a school setting.
