The document discusses developmental learning disabilities such as dysgraphia and dyscalculia. Dysgraphia is a learning disorder characterized by difficulties with writing skills, including handwriting and spelling. Dyscalculia involves difficulties with number sense, math reasoning, and visual-spatial processing of quantities. Both disabilities can be challenging to identify initially as students develop at different rates. Left unaddressed, they may experience low self-esteem and difficulties with tasks involving writing, math, time management, and money as challenges increase with age and education levels. Early intervention including reinforcement of skills, tutoring, and accommodating strengths can help support individuals with these disabilities.
Autism, Attention Deficit Disorder and Learning Disabilities in a Catholic Sc...Becky Sherlock, M.Ed.
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A brief presentation to a Catholic School to address understanding of autism, ADHD, and Learning Disabilities among the teaching staff. This is an information-packed overview meant to be an introduction to key concepts associated with educating students with disabilities in a parochial school setting.
Autism, Attention Deficit Disorder and Learning Disabilities in a Catholic Sc...Becky Sherlock, M.Ed.
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A brief presentation to a Catholic School to address understanding of autism, ADHD, and Learning Disabilities among the teaching staff. This is an information-packed overview meant to be an introduction to key concepts associated with educating students with disabilities in a parochial school setting.
Learning Disability and Interventions you can do at homeRoxanne Fuentes
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We just had a reading intervention seminar for parents of our pupils this week and I was tasked to discuss about learning disabilities and what parents can do to help their children. I made a very simple presentation on interventions which I found from my readings.
Dr. Anjana Thadhani's presentation at Tata Learning Disability Forum (TDLF), 2013.
The Forum for Learning Disabilities centred on the theme âLearning Disabilities â a more inclusive perspectiveâ. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Groupâs corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Making Public Libraries Accessible to People with Learning Disabilities (Dysl...Chittaranjan Nayak
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Slide is presented and paper is published by me in the Proceedings of Two-Day National Seminar on 'Special Needs towards Inclusive Library Services in India held at the National Institute for Locomotor Disabilities (Dibyangjan), Kolkata, India, on 16th to 17th November 2019.
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
In contrast to talking or walking, which are acquired developmental milestones that emerge with brain maturation, academic skills (e.g., reading, spelling, writing, mathematics) have to be taught and learned explicitly.
âą Specific learning disorder disrupts the normal pattern of learning academic skills; it is not simply a consequence of lack of opportunity of learning or inadequate instruction.
Learning Disability and Interventions you can do at homeRoxanne Fuentes
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We just had a reading intervention seminar for parents of our pupils this week and I was tasked to discuss about learning disabilities and what parents can do to help their children. I made a very simple presentation on interventions which I found from my readings.
Dr. Anjana Thadhani's presentation at Tata Learning Disability Forum (TDLF), 2013.
The Forum for Learning Disabilities centred on the theme âLearning Disabilities â a more inclusive perspectiveâ. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Groupâs corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Making Public Libraries Accessible to People with Learning Disabilities (Dysl...Chittaranjan Nayak
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Slide is presented and paper is published by me in the Proceedings of Two-Day National Seminar on 'Special Needs towards Inclusive Library Services in India held at the National Institute for Locomotor Disabilities (Dibyangjan), Kolkata, India, on 16th to 17th November 2019.
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
In contrast to talking or walking, which are acquired developmental milestones that emerge with brain maturation, academic skills (e.g., reading, spelling, writing, mathematics) have to be taught and learned explicitly.
âą Specific learning disorder disrupts the normal pattern of learning academic skills; it is not simply a consequence of lack of opportunity of learning or inadequate instruction.
Notes on specific Learning disorder...included topics are writing impairment reading impairment, mathematic impairment and their clinical features with treatment techniques.
Jennifer Rothman NYC Psychological Treatments For People With Learning Disabi...Jennifer Rothman NYC
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Jennifer Rothman NYC clinical psychologist certified Family-Based Treatment therapist for adolescents with Jennifer Rothman NY extensive experience evidence-based treatments for anxiety depression suicidal behaviours in children adolescents and adults.
Understanding and Supporting Students with Learning Disabilities," aims to equip teachers with essential knowledge and strategies for effectively supporting students with learning disabilities (LD). It covers the definition and types of LD, including dyslexia, dyscalculia, and dysgraphia, and highlights their impact on academic performance and emotional well-being. The presentation includes guidelines on identifying LD, understanding legal frameworks like IDEA, and implementing Individualized Education Programs (IEPs) and 504 Plans. It provides practical teaching strategies such as differentiated instruction and Universal Design for Learning (UDL), along with classroom accommodations and assistive technology. Emphasizing the importance of collaboration with specialists and continuous professional development, it also features case studies and solutions to common challenges. The presentation concludes with a Q&A session and resources for further learning, aiming to foster an inclusive and supportive educational environment.
The demand for drug rehabilitation programmes in Punjab has significantly increased. Our culture is being destroyed by drug misuse more quickly now. The young people are heavily abusing narcotics. The Hermitage Rehab, the greatest Nasha Mukti Kendra in Amritsar, Punjab, is fighting against it in every way imaginable. The professionals frequently assist the neighbourhood in promoting a drug-free environment.
What Are Some Common Types of Learning Disabilities Among Kids (1).pdfStrategicLearning2
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Embark on a journey of educational discovery with insights into different types of dyslexia and effective dyscalculia intervention programs at the Strategic Learning Clinic. Our dedicated team employs strategic learning methodologies, ensuring tailored support for individuals facing diverse learning challenges. From dyslexia variations to targeted dyscalculia interventions programs, the clinic is your partner in navigating learning differences and unlocking academic success through personalized strategies.
This PPT is create to provide proper understanding about learning disabilities, Types, Early intervention, Prevention, Myth and Misconception about Learning Disabilities and Supportive system provide to Learning Disable Student inside and outside of the classroom.
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowmanâs Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganongâs Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Tom Selleck Health: A Comprehensive Look at the Iconic Actorâs Wellness Journeygreendigital
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Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
New Drug Discovery and Development .....NEHA GUPTA
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The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
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Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
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Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years â 50.4%, 20 years â 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 â more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganongâs Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
micro teaching on communication m.sc nursing.pdfAnurag Sharma
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Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Developmental learning disabilities with a special focus on dyscalculia and dysgraphia
1. DEVELOPMENTAL LEARNING DISABILITIES
With a focus on the learning disabilities dysgraphia and dyscalculia
Jean Piagetâs third stage of cognitive development, or the concrete operational stage is
characterized by the childâs ability to perform mathematical and written activities due to the
use of logic. It is at this stage that the childâs cognitive functioning matures to resemble that
of an adult. It is also at this stage (age 6/7) that the child begins formal schooling.
Subsequently, the childâs growth and development is multi-faceted. This is also when
children become slightly self-aware of their capabilities, skills, strengths and weaknesses.
This is usually decided by their success or failure in classroom activities and social skills,
among others.
At this juncture, initially, it would be difficult to distinguish between the abilities of the
students on an average. Almost every student finds it difficult to write (initially), even if they
are able to grasp concepts quickly.However, most learning disabilities, disorders that interfere
with specific aspects of learning and school achievement, are also identified at this time.
Contrary to popular belief, dyslexia is not the only developmental learning disability that
children may have. Two other common ones include dyscalculia and dysgraphia, which we
will be looking at.
One of the first skills a child is taught to acquire is to write. Language skills are extremely
important for learning to communicate better as it complements what is learned through
reading. This is where children build on their vocabulary and can express their ideas through
the written medium. Expressing ideas (through writing) also help children organize and
structure their various ideas, which usually involve multiple cognitive processes like
memory, accommodation, self-evaluation, etc. Even if every child learns at different speeds,
eventually, there would be an average pace of teaching a facilitator would follow. In some
cases, a child may have difficulty in writing, even if he/she comprehends fairly well.
Dysgraphia is a learning (writing) disorder that is characterized by lessened ability to write,
both by way of physical inability and coherence of words.
âDysgraphia is characterized as a learning disability in the category of written expression,
when oneâs writing skills are below those expected given a personâs age measured through
intelligence and age-appropriate education.â (Diagnostic and Statistical Manual of Mental
Disorders)
2. Thus those affected know and understand perfectly normally, but are unable to write
âefficientlyâ.People with Dysgraphia often have superior verbal abilities, which have
progressed well. A disparity between what one thinks and can write is the most prominent
condition. People with dysgraphia usually have difficulty with organizing letters, numbers
and words on a line or page. Their writing may often be misconstrues, as they may often cite
the write words while trying hard to put thoughts to paper. They usually also have drawing
images. Due of the great difficulty they experience with writing (primarily handwriting and
spelling), people with Dysgraphia may suffer from writing fatigue too. They may lose several
opportunities to be trusted with any official or significant work that involves writing, and thus
face a lost sense of confidence, esteem. Frustration, helplessness, depression, and even self-
loathing may follow. Students may undergo extreme levels of emotional trauma due to
comparison to written works of their peers, and inability of others to read their work, etc.
Dysgraphia is usually characterised by one or both of the following :
Motor- Exhibit poor dexterity and motor clumsiness. Illegible writing, but normal (oral)
spelling.
Spatial- Defective understanding of space is seen(in terms of writing). Illegible writing once
again, though spelling is normal.
https://www.youtube.com/watch?v=HjO27vEVZJQ
Though it may only be discovered (or never at all) when the child is first introduced to
writing, it is a disorder that may affect people through all ages. Other symptoms include
inability to handle tools normally held easily enough with one or two hands. Buttons, zippers,
shoe-laces, pencils (objects that require fine motor skills for handling).
Remedies and treatment are largely case-specific, and some include treating motor disorders
to for more controlled writing, teaching cursive writing as it considerably reduces issues as
opposed to other types of writing in terms of fewer reversible letters, etc.; and the use of
kinaesthetic memory to emphasize on the feel of the letters being written rather than their
visual form.
Generally, computers are advised to be used to by-pass the issues that plague writing, though
of course this short-steps the problem itself.
In the first grade, children are usually introduced to elementary arithmeticand in the process
of learning, begin to properly understand concepts such as order irrelevance (counting is not
dependent on the sequence of the objects, just that it is only counted once in any order), one-
to-one (assigning only one count word to an individual object that has been counted), stable
3. order (counting is a form of progression), etc., among others. It must be noted that these
abilities may be present from a much younger age, but are strengthened once children begin
working with mathematical operations. Apart from this they also possess certain (Acquired)
skills through their elementary school years to be good at math. Some of these include:
understanding arithmetical problems and laws, comprehending and solving word problems,
counting, estimating, retrieving arithmetic facts, etc. The term âdyscalculiaâ roughly translates
to âcounting badlyâ from Greek and Latin terms, and hence applies to all types of difficulties
involving manipulating numbers, including, reading analog clocks, measurements, and
visual-spatial difficulties (it may be difficult to visualize patterns or different parts of a math
problem). The cause for dyscalculia has not been clearly established. However, there are two
major contributing factors to its development. These include: Visual-spatial difficulties,
which result in a person having trouble processing what the eye sees and language processing
difficulties, which result in a person having trouble processing and making sense of what the
ear hears
As mentioned before, detecting dyscalculia, which is the difficulty in comprehending and
learning arithmetic, may be difficult to detect, owing to the fact that different people take
different amounts of time to comprehend certain concepts. Due to the nature of the disability,
dyscalculia may be passed off as laziness, or even disinterest, or just âmath anxietyâ. This
however, could lead to problems later in life. Primarily, the less than satisfactory performance
and consequent treatment from teachers, peers, and family would have a major impact on the
individualâs self-esteem and self-confidence. https://www.youtube.com/watch?v=o77ndNu6S1s
Secondly, as the child grows older, and his/her peers move on to more complex mathematical
problems, he/she will find it more and more difficult to cope and/or catch up. If still not
checked or identified, it would definitely lead to maths anxiety. Apart from this, the
individual will find challenging simple tasks like maintaining house accounts, being on time
for appointments, estimating distances, taking measurements, etc. Below is a table that
elaborates on the same.
Young Children
Trouble With:
Difficulty learning to count
School-Aged Children
Trouble With:
Trouble learning math
Teenagers and Adults
Trouble With:
Difficulty estimating costs
4. Trouble recognizing printed
numbers
Difficulty tying together the idea
of a number (4) and how it exists
in the world (4 horses, 4 cars, 4
children)
Poor memory for numbers
Trouble organizing things in a
logical way - putting round
objects in one place and square
ones in another
facts (addition,
subtraction,
multiplication, division)
Difficulty developing
math problem-solving
skills
Poor long term memory
for math functions
Not familiar with math
vocabulary
Difficulty measuring
things
Avoiding games that
require strategy
like groceries bills
Difficulty learning math
concepts beyond the basic
math facts
Poor ability to budget or
balance a checkbook
Trouble with concepts of
time, such as sticking to a
schedule or approximating
time
Trouble with mental math
Difficulty finding different
approaches to one problem
Dyscalculia can be rectified by the help of strategies that identify the strengths and
weaknesses of an individual. With support and encouragement of facilitators and parents,
individuals can boost and/or maintain their self-esteem, knowing that they are cherished and
accepted. Help outside the classroom lets a student and tutor focus specifically on the
difficulties that student is having, taking pressure off moving to new topics too quickly.
Repeated reinforcement and specific practice of straightforward ideas can make
understanding easier.
References
http://www.ncld.org/types-learning-disabilities/dysgraphia/what-is-dysgraphia
http://www.ldanatl.org/aboutld/parents/ld_basics/dysgraphia.asp
http://www.ldonline.org/article/12770/
http://en.wikipedia.org/wiki/Dysgraphia
http://en.wikipedia.org/wiki/Learning_disability
http://www.ncld.org/types-learning-disabilities/dyscalculia/what-is-dyscalculia
http://www.education.gov.uk/lamb/module4/M04U16.html#
Human Development (Edition 9) âTATA McGraw HILL
By Rijul Ray, AkashMenon, Moksha Menon, Maithreyi Mao Joshi, AhalyaAcharya
II-JPEP (CIA-3)