Have you ever heard of neurodiversity? Maybe you associate it with autism or attention deficit disorder? If your answer is yes, you are right! This concept is often used while talking about people on the autism spectrum or with ADHD. But did you know it also describes dyslexic and dyscalculic people? Neurodiversity is a theory that regards differences in brain function and behavioural traits not necessarily as a sign of an illness but as a normal aspect of human nature. The general idea behind it is that different does not always mean worse. To represent the concept of human nature as something with infinite variations and possibilities, people often use the symbol of a rainbow infinity sign.
Thi course gives an overview of the assessment process of mathematics skills in children. Chapter 1 discusses formal and informal screening methods which assess a core deficit in processing numerosities. Chapter 2 gives an overview of the formal and informal assessment of basic number skills. It discusses some of the commonly used published assessments and provides a table summarising the skills they assess. Chapter 3 looks at the need to develop flexible thinking in mathematics and suggests ways of assessing cognitive thinking style using informal approaches.
Dyscalculia is not something we try to heal, not only because it is impossible to get rid of but also because it is not a disease. While working with dyscalculic people to improve their mathematic skills, we should not encourage them to lose their way of thinking. It would be counterproductive and harmful for the student. To help the person with dyscalculia, we have to make sure their environment is adjusted to their needs. This way they can function at school or work without sacrificing the things that make them unique. How can specific accommodations change the life of the student? Let us show you an example.
This course is divided into three lessons. The first lesson describes the role that teachers have in the recognition of a potential specific learning disorder and the relevance of a welcoming classroom climate and inclusive school. The second lesson singles out the attention to the psychological repercussions on self-esteem and the central role of parents and families, in addition to the school. The last lesson provides a general picture of dyscalculia and its prevalence in the population, of the role of the educational systems and wants to resume a list of general recommendations to raise the governments and educations ministries attention towards a correct behaviour in societies. The course closes with a test session.