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 for Education funded project ‘Teaching for neurodiversity’ led and coordinated 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 is an 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 4 years to 16 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 (2018) Assessment of Learners with Dyslexic-Type Difficulties, 2nd edition and author of Kelly (2020) Identifying, Assessing and Supporting Learners with Dyscalculia.

Kelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge  base they need to support children effectively.

• IntroductionPart I: Dyscalculia and Mathematics Related Difficulties: Setting the ContextChapter 1: The Nature of DyscalculiaChapter 2: Differences and Similarities between Dyscalculia and other Mathematics Related DifficultiesChapter 3: The Role of Memory in Learning MathematicsChapter 4: Cognitive Processing Difficulties (and Abilities)Chapter 5: Mathematics AnxietyPart II: Identification and Assessment of DyscalculiaChapter 6: Screening ProceduresChapter 7: Assessment of MemoryChapter 8: Assessment of Basic Number SkillsChapter 9: Assessment of Cognitive Thinking Style in MathematicsChapter 10: Assessment for Visual StressChapter 11: Writing an Assessment Report on Mathematics Related DifficultiesPart III: Planning an Intervention for Learners with Mathematics DifficultiesChapter 12: Models of Mathematical DevelopmentChapter 13: Planning a Programme of SupportChapter 14: Multisensory Mathematics Teaching and Lesson PlanningChapter 15: Mathematical VocabularyChapter 16: Developing Number Concept and Mathematical RelationshipsChapter 17: Deductive, Inductive and Abductive ReasoningPart IV: Practical Teaching ExamplesChapter 18: Using Mathematical Models to Develop Relational UnderstandingChapter 19: VisualisationChapter 20: Problem-solving ApproachesChapter 21: Linking Concepts to Everyday EventsAppendicesAppendix 1 (a) Digit Span TasksAppendix 1 (b) Visual Sequential Memory: SymbolsAppendix 1 (c) Visual-spatial Memory: GridsAppendix 2: Outline of Programme (and Record Sheet)Appendix 3 Solution to Algebra Problem (Grid Method)