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)