AT for Dyscalculia.pptx

Amity Institute of
Rehabilitation Sciences
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TECHNOLOGY USED IN
MATHEMATICS FOR CHILDREN
WITH LEARNING DISABILITIES
(SPED716 & 207 Technology and Disability)
SUBMITTED BY-
AMANDEEP
MEd LD (3RD SEM)
SUBMITTED TO-
MS. PARUL WALIA
ASST. PROFESSOR

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Dyscalculia
The term Dyscalculia is a medically
oriented term that describes a severe
disability in mathematics with medical
connotations. It is a brain-related
condition that makes basic arithmetic hard
to learn. Dyscalculia is a math learning
disorder that makes mathematical
reasoning and computation difficult,
despite adequate education, average or
greater intelligence, and proper motivation.
It appears as poor memory for numbers,
time, sequences, directions, layouts, and
visual-spatial information, as well as a
confounding inability to manage those
things.
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Dyscalculia
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Characteristics of Dyscalculia
Pre-school
• Has trouble learning to count
• Struggles to connect a number to an object, such as knowing
that “3” applies to groups of things like 3 cakes, 3 cars, or 3
friends
• Struggles to recognize patterns, like smallest to largest or tallest
to shortest
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Primary School
• Has difficulty learning and recalling basic number facts such as number
bonds, e.g. 6 + 4 = 10.
• Still uses fingers to count instead of using more advanced strategies (like
mental math)
• Poor understanding of the signs +, -, xx and x or may confuse these
mathematical symbols
• Struggles to recognize that 3 + 5 is the same as 5 + 3 or may not be able to
solve 3 + 26 ‒ 26 without calculating
• Has trouble with place value, often putting numbers in the wrong column
• May not understand math language or be able to devise a plan to solve a
math problem
• Finds it difficult to understand math phrases like greater than and less than.
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• Struggles to understand information on charts
and graphs.
• Has trouble finding different approaches to
the same maths problem, such as adding the
length and width of a rectangle and doubling
the answer to solve for the perimeter (rather
than adding all the sides).
• Struggles to learn and understand reasoning
methods and multi-step calculation
procedures
• Has trouble measuring items like ingredients
in a simple recipe or liquids in a bottle.
• Lacks confidence in activities that require
understanding speed, distance and directions,
and may get lost easily.
• Has trouble applying maths concepts to
money, such as calculating the exact change 6
Secondary School

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Adults
• Difficulty counting backwards
• Difficulty remembering ‘basic’ facts
• Slow to perform calculations
• Weak mental arithmetic skills
• a poor sense of numbers & estimation
• Difficulty in understanding place value
• Addition is often the default operation
• High levels of mathematics anxiety
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TYPES OF DYSCALCULIA
• Lexical Dyscalculia: cannot
decode math symbols or
numbers
• Graphic Dyscalculia: cannot
write math symbols or
numbers

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• Verbal
Dyscalculia:
cannot
identify/understan
d the name of
numbers.
• Operation
Dyscalculia:
cannot learn
and/or apply rules
and algorithms for
operational math.

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Assistive Devices
• It’s a very broad term that combines a group of digital
devices, equipment, items, or products. Those are used to
improve and comfort functional capability for people with
disabilities. Such tech is a breakthrough for schools that
offer special education.
• Assistive technology (AT) is a term for assistive, adaptive,
and rehabilitative devices for people with disabilities and
the elderly.
• Assistive technology (AT) is any item, piece of
equipment, software program, or product system that is
used to increase, maintain, or improve the functional
capabilities of persons with disabilities.
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Types of Assistive Devices
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• Low Tech
Low tech AT are devices or equipment that don’t require much
training, may be less expensive and do not have Complex or
mechanical features.
• Mid Tech
AT devices or equipment that range in the middle of the continuum
may have some complex features, may be electronic or battery
operated, may require some training to learn how to use and are
more expensive than the low tech devices.
• High Tech
High Tech AT refers to the most complex devices or equipment, that
have digital or electronic components, may be computerized, will
likely require training and effort to learn how to use and cost the
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Assistive Devices for
Dyscalculia
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Talking Calculators
A talking calculator has a built-in speech synthesizer that reads aloud each
number, symbol, or operation key a user presses; it also vocalizes the
answer to the problem. This auditory feedback may help him check the
accuracy of the keys he presses and verify the answer before he transfers it
to paper. Some calculators allow for repetition of the calculated answer, so
that students can hear the number, write it down, and then hear it again to
make sure that they have recorded the correct number.
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• Benefits-
• Can also be used for visually impaired students
• Extra large number keys, for input, are available for visually impaired users.
• The speech synthesizer comes in male or female voices for the user’s
personal preference and a variety of languages.
• Headphones come with some calculators to help users with mild to
moderate hearing loss.
• The calculators can provide basic mathematical calculations, or scientific
calculations such as algebra, trigonometry, calculus, and graphing.
• The calculators often come with volume adjustment so the synthesizer can
be turned off or adjusted
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Graphic Organizers
Graphic organizers allow kids to break down math problems
into sequential steps. They’re great tools for figuring out what’s
being asked in a word problem, which operation to use or how
to organize answers. Kids can also use graphic organizers to
learn and review new math concepts.
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• Benefit:
• Graphic organizers can help to visualize and construct ideas,
organize and/or sequence information, plan what to write,
increase reading comprehension, brainstorm, organize
problems and solutions, compare and contrast ideas, show
cause and effect, and more. The ability to color-code thoughts
in a picture can help significantly in understanding and
remembering the information
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TYPES OF GRAPHIC ORGANIZERS
VENN DIAGRAM
A Venn diagram is an illustration
that uses circles to show the
relationships among things or
finite groups of things. Circles
that overlap have a commonality
while circles that do not overlap do
not share those traits. Venn
diagrams help to visually represent
the similarities and differences
between two concepts.

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FLOWCHART
A flowchart is a picture of the
separate steps of a process in
sequential order. It is a generic tool
that can be adapted for a wide variety
of purposes, and can be used to
describe various processes, such as a
manufacturing process, an
administrative or service process, or a
project plan.

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T-CHART
T-Charts are a type
of chart, a graphic
organizer in which a
student lists and
examines two facets of
a topic, like the pros and
cons associated with it,
its advantages and
disadvantages, facts vs.
opinions, etc.

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Manipulative blocks
Kids with dyscalculia have major struggle in counting in early
years. They generally skip numbers and get confused in
sequences. Calculator is of no use this early as they are unable
to solidify the basics of numbers yet. Blocks can be of any
type, cubes, rectangles, discs, dices etc. The main component
is some kind of variation on each block, may it be different
colours, or number of dots or just numbers.
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Abacus (Low Tech)
Abacus is a manual aid for calculating that consists of
beads or disks that can be moved up and down on a
series of sticks or strings within a usually wooden
frame. It is consider one of the best way to develop
number sense. Numbers are physically constructed and
manipulated in Abacus.
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Large-Key Calculators
(Mid Tech)
Helps student to recognize numbers, because they are larger and
clearer to see and Function buttons are also larger to avoid
confusion between signs
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Process Aids (Mid Tech)
Records step-by-step sequences, so a student or the teacher
can record the steps to solve a certain math equation, and the
student can constantly play back each step, and move on to the
next step once they have completed the previous one and has a
headphone jack, so student can listen to step-by-step
instructions while in class and will not disturb other
classmates
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Math Fact Cards (Low Tech)
Memorizing and recalling facts can pose hindrance in the pace of learning
concepts of the subject. While this is essential, it shouldn’t become a
barrier to learning advanced math concepts. Hence, Students with
learning disabilities, such as Dyscalculia and Dyslexia, must be allowed
to use desk copies of math fact sheets or charts (for example, a
multiplication table fact sheet that can be kept on the desk when needed)
to help compensate for memory difficulties. This way we could ensure
that they share the same opportunity of learning the subject with other
students without getting stuck at learning facts curriculum of the class.
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Electronic math worksheets
(High Tech)
Electronic math worksheets are software programs that can
help a user organize, align, and work through math
problems on a computer screen. Numbers that appear
onscreen can also be read aloud via a speech synthesizer.
This may be helpful to people who have trouble aligning
math problems with pencil and paper.
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Tactile Braille Ruler
(Low-Tech)
The Tactile Braille Caliper is a simple-to-use, accurate, low-
cost, measuring ruler for the blind and visually impaired
that provides a braille measurement accurate to 1/16th of
an inch.The Tactile Caliper allows its user to measure with
accuracy and speed.
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FluidMath (High Tech)
FluidMath is like smart math paper for collaborative and individual
teaching and learning. FluidMath recognizes handwritten math and
typed math and connects math expressions with graphs, tables,
animations, and more! This is all done in the same workspace – no
switching between tabs, browser windows or devices. All of the
mathematical representations stay in one workspace and they are all
connected.
It is powerful and effective tool for teaching maths. It enables teachers
and students to create and solve graphs, maths problems in their own
handwriting on a screen.
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ADVANTAGES
• allow pupils who cannot manipulate a pen to write
• enable pupils that have difficulty in speaking to communicate
• assist pupils with visual impairments to read through Braille, or with
the assistance of text-magnifying devices or through voice output
• make a computer respond to voice commands through voice
recognition software
• help pupils with learning disabilities to read and write through
specialized software
• allow a blind person to read a novel through a scanner with voice
output
• provide the tools to enable a person to experience success, where
their usual experience may be regression
• reduce dependence and aid independent living

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LIMITATIONS
• some high-tech AT requires a lot of learning that may be outside the
cognitive or physical endurance abilities of the pupil
• some solutions are achievable by more simple, inexpensive low-tech
devices, or other strategies
• pupils may not 'buy-in' to assistive technology if it emphasises their disability
• electronic communication devices will not allow pupils to engage in the
normal flow of communication
• there is no 'final solution'. Pupils' circumstances and needs are always
changing. New products come on the market and technical advances may
necessitate constant re-appraisal
• some AT is very expensive
• People living in rural areas cannot always maintain the electronic devices
• Maintainance of the devices is high

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Q.1 Dyscalculia is ....
a) only found in children
b) a specific learning disability in math
c) a problem with a calculator
d) always diagnosed
Q.2 Signs of Dyscalculia in Kids
a) Difficulty with learning to count and
organizing logically
b) Difficulty with -recognizing printed
numbers
c) Difficulty with connecting idea of
number to relation in real world
d) Difficulty with reading
e) Difficulty with writing
Q.3 What are the Low Tech Assistive devices for dyscalculia?
a) Abacus
b) Electronic Math Worksheets
c) Graphic Organizers
d) Manipulative Blocks

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Q.4 Extended time is an example of a(n) ___?
a) Accommodation b) Modification
Q.5 Which are the following learning disabilities can be found in a child?
a) Dyslexia d) Dyspraxia
b) Dyscalculia e) Mental Retardation
c) ADHD
Q.6 ALL students with a Specific Learning Disability are the same.
a) True b) False

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Q.7 Treating Math LD: Select all that applies
a) Use Multisensory procedures (visual/auditory/motor/tactile/talking through)
b) Give LOTS of practice in different contexts
c) making child copy from peer notes
d) Special educator solving problems for the student
e) For Challenge problems (easy to solve using the strategy intended to be
taught
Q.8 graphic dyscalculia:
a) cannot identify/understand the names of numbers
b) cannot learn and/or apply rules and algorithms for operational math
c) cannot WRITE math symbols or numbers
d) cannot do concrete or manipulative activities with numbers

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References:
1. https://www.understood.org/en/articles/assistive-technology-for-math
2. https://fluiditysoftware.com/
3. https://www.teaching.com.au/catalogue/mta/mta-maths-magnetic-fractions
4. https://www.maxiaids.com/tactile-braille-caliper
5. http://learningabledkids.info/assistive-
technology/assistive_technology_math/assistive-technology-for-dyscalculia-
and-math-disabilities/
6. https://quizizz.com/admin/quiz/5ec8775a6a2d2d001b872aa8/dyscalculia
7. https://quickmath.com/
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AT for Dyscalculia.pptx

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