Almost everything, from the subjects we study to daily activities, involves using numbers and maths in some form. Nonetheless, for adults and students with dyscalculia, working with maths often feels like an uphill battle. Many people have trouble recalling facts, remembering procedures, and understanding mathematical language. As a result, they invest much more time responding to numerical tasks and use multiple coping strategies, all driven by the need to get it right! This focus on precision can heighten stress and anxiety, undermining self-confidence and self-worth. In the UK alone, 4 million individuals struggle with severe maths difficulties. Maths difficulties lie on a spectrum, with dyscalculia being a significant difficulty. For adults, the effects of dyscalculia often prevent access to learning and hold back progression in further education, higher education, and the workplace. Screening for Dyscalculia in adults at schools, universities, colleges, and organisations: For some adults, just the acknowledgement of…
Blogs - Adult Dyscalculia
Signs of Dyscalculia in Adults: Challenges, Solutions and Support
Many adults with dyscalculia go unidentified and have not been screened for dyscalculia, leading to compounded challenges over time. Dyscalculia in adults affects their ability to manage maths and has a significant socio-emotional impact. However, identifying dyscalculia can be the first step toward improving skills and reducing anxiety. What is Dyscalculia in Adults? Dyscalculia is a learning difficulty that affects a person’s ability to understand and work with numbers. Unlike maths anxiety, dyscalculia is a persistent challenge that influences daily tasks involving maths, creates anxiety and professional growth at work, and can knock confidence. Common Dyscalculia Challenges at Work and Home Adults with dyscalculia often experience difficulties in various aspects of life, including: Managing monetary tasks like budgeting or paying bills. Estimating time required for tasks or meetings. Planning and organising schedules effectively. Navigating directions and distances. Keeping track of personal and professional finances. Troubleshooting technical or numerical problems. Using…
Guide to Applying for Exam Arrangements for Specific Learning Difficulties (SpLD)
1. Understanding Examination Adjustments Universities and educational institutions offer a range of examination adjustments to support students with mental health difficulties, chronic health conditions, or specific learning difficulties (SpLD), including dyscalculia. These adjustments might include: Extra exam time and/or rest time during exams Alteration to the exam mode; use of a computer or handwrite exams depending on the adjustment required Following inclusive marking guidelines A quieter exam environment 2. Register with Disability Services and Schedule a Consultation Registration with Disability Services: Begin by registering with your university’s Disability or Inclusion Services. This registration is crucial for setting up the necessary examination adjustments and support tailored to your needs. Book a Consultation: Arrange an appointment with a Disability Adviser at your university. During this meeting, the adviser will help you navigate the process and discuss the specific adjustments that may be required for your exams. 3. Provide Suitable Evidence An educational…
Reasonable Adjustments and Access to Work (AtW)
At Dynamo Post16, we’re committed to helping you secure the vital support you need to request reasonable adjustments at the workplace and apply for the Access to Work (AtW) programme, so you can excel in your career without barriers. 1. What are Reasonable Adjustments at the Workplace? Employers in the UK have a legal obligation to make reasonable adjustments in the workplace. These adjustments involve making changes to the work environment or working practices to accommodate the needs of individuals with disabilities, ensuring they are not disadvantaged. Reasonable adjustments are tailored to each person’s unique circumstances and can address both physical and mental health conditions. Reasonable adjustment changes can include and are not limited to: Modifying the Work Environment: Installing ramps, adjustable desks, or other facilities to improve accessibility and mobility for employees with physical disabilities. Flexible Work Arrangements: Offering flexible working hours or remote work options to accommodate medical…
Steps to apply for Disabled Students’ Allowance (DSA)
At Dynamo Post16, we specialise in guiding you to secure a Disabled Students’ Allowance (DSA) to ensure you get the support you need to thrive and unfold your aspirations through your studies. The following is a step-by-step guide to applying for a DSA: 1. What is a DSA? Disabled Students’ Allowance (DSA) is support from the government to cover the study-related costs you have because of a: Specific Learning difficulty, for example, ADHD, Dyslexia, Dyscalculia Mental health condition, for example, anxiety or depression Long-term illness, for example, cancer, chronic heart disease, or HIV Physical Disability, for example, if you have to use crutches or a wheelchair Sensory Disability, for example, if you’re visually impaired, deaf or have a hearing impairment Funding: The DSA can be standalone or in addition to any Student Finance received, and the amount depends on individual needs rather than household income. DSA does not need to…
The overlooked challenge of dyscalculia – An insight for SENCos
Dyscalculia, often overshadowed by its more recognised counterpart, dyslexia, deserves our urgent attention. Dyscalculia isn’t just about the occasional difficulty with numbers but a persistent and specific difficulty with arithmetic. The overlooked challenge of dyscalculia – An insight for SENCos Dyscalculia, often overshadowed by its more recognised counterpart, dyslexia, deserves our urgent attention. Dyscalculia isn’t just about the occasional difficulty with numbers but a persistent and specific difficulty with arithmetic. In a society heavily reliant on data and numerical literacy, tasks we consider routines, such as giving directions, reading a clock, or following a recipe, can evoke considerable anxiety for those grappling with dyscalculia. What is dyscalculia? Dyscalculia is a specific and persistent difficulty with arithmetic and in understanding and applying numbers. It’s a complex maths difficulty that can lead to various challenges. Dyscalculia can occur singly but often co-occurs with other specific learning difficulties and medical conditions. The impact…
Supporting Children with Mathematics Learning Difficulties
In this blog post, I will summarise the research by Dr. Ann Dowker, St. Hilda’s College, University of Oxford; Esmeralda Zerafa, PhD Student, University of Malta into Supporting Children with Mathematics Learning Difficulties: An Intervention Programme with primary school children (2017) Outline to the research: Over the course of eight weeks, the researchers wanted to discover: Do the participants show any improvement in the Dynamo Assessment after 8 weeks of following Dynamo Intervention? If subjects have improved, what has contributed to this improvement? Which components have improved and therefore are most malleable? Is there a difference between the progress made in the components intervened upon and in those not intervened upon? Participant Selection: The participants were selected with the help of the classroom teachers. All the participants were identified as struggling with maths. The sample size selected was composed of 10 participants. 5 were selected as the intervention group. The…
Understanding and Supporting Individuals with Dyscalculia
It’s heartening to acknowledge the recognition of Dyscalculia Awareness Day. Over the past two decades, our understanding of dyscalculia has evolved significantly. I remember when the concept of subitising gained prominence, highlighting a pivotal area of focus. It’s truly gratifying to witness the dissemination of subitising knowledge throughout primary schools. There was a prevailing belief that maths difficulties stemmed from a singular brain region. It was surprising to observe a uniform intervention approach for all children grappling with maths challenges – a one-size-fits-all method. During my school visits, I noticed a spectrum of maths difficulties, each child exhibiting unique behaviours, almost like a class of individuals. Precision teaching became instrumental in fostering automaticity, tailoring interventions around improving outcomes based on surface behaviours. However, while the process of automaticity may have delivered correct paper-based or verbal responses, maths was not meaningfully understood. Pockets of specialists led the work on dyscalculia –…