Céad míle fáilte romhaibh

[Luvr of Wabbits and Polar Bears]

How are you doing today?
Did your dad get kicked out or did your mom let him stay?
How are the bunnies?

 

[irishlops]

i have not been on in ages.
dad being kicked out.
some things have happened so......
and i would like to tell a friend.
i am saying good bye to ro, my friends. my stupid .....
alas, good bye, thanks for being there
when you are sad. think of rainbows. grass, rabbits, friends.
i miss you, becca, lopbar
bye ro.
elena.

 

[Luvr of Wabbits and Polar Bears]

Elena what happened?
I Pm'd you

 

[Becca]

Yeah Elena seriously please reply to our PM's We're worried.... hope your okay

 

[Becca]

Elena we're a bit worried... are you okay? Seriously?

Becca x

 

[irishlops]

im bacxk on.
i was just not on the laptop.
my buns are ok.
flies are buzzing.....me swating them...
---------------------------------------------
thanks you 2. im glad i can talk to you, saying i cant talk to my mum, the one every girl should beable to.
-----------------------
poping off line.
im not sure when i will next be on. like 1 or even 3 days.
any how.
bai,
thanks rebecca and rebecca!
elena

 

[Luvr of Wabbits and Polar Bears]

Elena I'm happy you came back. And I know Becca is too. We like talking to you.
Keep us updated on your buns.
How are your drawings coming?

Rebecca

 

[irishlops]

well i have drawin 2 horses heads. they are v. good for me....
the rabbits... coming on fine. im behind, but catching up.
so... yay! some thing nice in my life going to plan.
-----------------------------
i have joined this fourm.
www.facetheissue.com
click on commuinty ect..
its helping me , im not alone. i have them, and my two best ever online friends, who i count as my friensds in ireland.

this morning i had a pang of i miss the babies..............
its 7 weeks scince..

 

[irishlops]

i miss you baby
http://www.rabbitsonline.net/view_topic.php?id=41776&forum_id=89

 

[Becca]

If you ever need to talk ya'knoo about girl stuff that you can't talk to your mum about we're here
Glad your back and well! And well done for joining that community!

 

[irishlops]

Becca wrote:

If you ever need to talk ya'knoo about girl stuff that you can't talk to your mum about we're here
Glad your back and well! And well done for joining that community!

i tought it would help.
you now, people who the same thing happened...
-----------------
i dont really need to talk about that stuff. but if i do , hey ill post oon here.

ps.
i just remembered.
for 5 months i have bein getting vaginal discharge or what ever its name is.. does that mean my period is going to happen soon?
------------
im going now.
bai

 

[irishlops]

aaaahhhh
why do i have 4 rabbits under the ground... rotting... not growning up, and loving me?????

 

[irishlops]

i might have speical needs....
ill explain more later.

 

[irishlops]

ill post about the disabitly later in a thred.. wait, ill do it now..

 

[irishlops]

dyscalculic- really long post but hey...
The simplest way to check if you or your child is dyscalculic is to look at these points below.
This list of points does not give a definitive view of dyscalculia, but any person experiencing a number of these problems is likely to benefit from our dyscalculia programme. If you are testing a child you will need to remove those questions which relate to areas that the child has not covered at school. If you are not sure if a topic here is a problem you can test your child yourself. For example, point 1 says, “I sometimes see a number written down, but when I copy it, I write the numbers in the wrong order.” Try this with your child and see what the result is.
1. I sometimes see a number written down, but when I copy it, I write the numbers in the wrong order. yes
2. When using a phone I dial numbers in the wrong order.
I can’t remember numbers – even when I use them often – such as telephone numbers that I dial a lot. Yes
3. I always find adding up and taking away difficult. YES!
4. I can’t understand what fractions are all about. yep
5. When someone mentions odd and even numbers I don’t understand what they mean. no
6. When someone mentions odd and even numbers I have to think very carefully to work out
which is which. yes
7. I could never work in a shop because I could never work out how much change to give someone. YES!
8. The 24 hour clock always confuses me totally. Yes/no
9. I have never been able to subtract larger numbers. yes
10. I have never been able to do “times tables”. Only 2 and 5 and 10
11. Sometimes I see signs like + or ÷ but I can’t remember what they are called. If someone
says “divide” I can't think of the symbol. Yes sometimes
12. I know that everyone else in my class understands what “square root” means but I really
have no idea. YEP!
13. I find it really hard to copy a stream of numbers from a board onto paper. YES!
14. Most of the people I work with can use a calculator, but I never get the right answer. yes
15. When I get into a maths problem I often forget where I have got to, and can’t finish it off. Yes. But I normally cant start it…
16. Sometimes I forget the names of shapes like a triangle or a semi-circle. Yes and no. only strange shapes like rombus
17. When I work out a maths question on the page, the working is always very messy, YES!
18. Sometimes I know the answer to a maths problem, but can’t explain how I got to that answer. YES!!!!!!!!!!! !like a lot!
19. I get really confused between the meaning of high numbers such as 10,000 and 9,999 and I can’t work out which one is higher. YES!
20. When I go abroad I can never get the hang of foreign currency and always let someone else sort out the money. I never know what the equivalent is in British money. Yep.
21. I don’t understand percentages at all. yes
22. I know there are problems which say “if it takes a man 5 minutes to drive 10 miles, how long does it take him to drive 12 miles?” But I never have any idea how to do them even though other people in my class can. OH THAT’S YES!!!!!!
23. Maths frightens me. I really don’t understand it at all. Not frightens, I don’t like it at all. But when I was younger I was.
24. Sometimes when I am faced with a question that has to do with numbers I just cannot cope and become very anxious. I just look at one spot, or look at Fiona, and she would smile at me, and mouth words like, you can do it ect….but before I done that I would get very anxious and scared about what mr. mc kevver or thornhill teachers would think. Most people in my class think of me as the lowest in the whole yr group person.

If the answer is “yes” to half or more of these, there is every chance that the person taking the test is dyscalculic.
Only one NO out of 24, and 1 sometimes…. And 21 yeses
-------------------------------------------------------------------------------------------
What is dyscalculia?
The DfES defines dyscalculia as: ‘A condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.’
Dyscalculia is like dyslexia for numbers. But unlike dyslexia, very little is known about its prevalence, causes or treatment. Current thinking suggests that it is a congenital condition, caused by the abnormal functioning of a specific area of the brain. People with dyscalculia experience great difficulty with the most basic aspects of numbers and arithmetic.
Best estimates indicate that somewhere between 3% and 6% of the population are affected. These statistics refer to children who are ‘purely’ dyscalculic – i.e. they only have difficulties with maths but have good or even excellent performance in other areas of learning.
• 2 Not surprisingly, difficulty in decoding written words can transfer across into a difficulty in decoding mathematical notation and symbols.
Dyscalculia is a lesser known disability, similar and potentially related to dyslexia and developmental dyspraxia. Dyscalculia occurs in people across the whole IQ range, and sufferers often, but not always, also have difficulties with time, measurement, (yes me , I can only imagoin things in meters.)and spatial reasoning (that means sight as in drawing, and mior images).[citation needed] Current estimates suggest it may affect about 5% of the population. Although some researchers believe that dyscalculia necessarily implies mathematical reasoning difficulties as well as difficulties with arithmetic operations, there is evidence that arithmetic (e.g. calculation and number fact memory) and mathematical (abstract reasoning with numbers) abilities can be dissociated. That is (some researchers argue), an individual might suffer arithmetic difficulties (or dyscalculia), with no impairment of, or even giftedness in, abstract mathematical reasoning abilities.

Dyscalculia can be detected at a young age and measures can be taken to ease the problems faced by younger students. The main problem is understanding the way mathematics is taught to children. In the way that dyslexia can be dealt with by using a slightly different approach to teaching, so can dyscalculia. However, dyscalculia is the lesser known of these learning disorders and so is often not recognized.
Another common manifestation of the condition emerges when the individual is faced with equation type of problems which contain both integers and letters (3A + 4C). It can be difficult for the person to differentiate between the integers and the letters. Confusion such as reading a '5' for an 'S(some times) they not being able to distinguish between a zero '0' for the letter 'O' can keep (yes)algebra from being mastered. This particular form of dyscalculia is often not diagnosed until middle or high school is entered.
• Frequent difficulties with arithmetic, confusing the signs: +, −, ÷ and ×. yes
• Difficulty with everyday tasks like checking change and reading analog clocks. yes
• Inability to comprehend financial planning or budgeting, sometimes even at a basic level; for example, estimating the cost of the items in a shopping basket or balancing a checkbook.yes
• Difficulty with multiplication-tables, and subtraction-tables, mental arithmetic, etc. all of them
• May do fairly well in subjects such as science and geometry, which require logic rather than formulae, until a higher level requiring calculations is obtained. i got 88% in science, but the coomon mark was 81%
• Difficulty with conceptualizing time and judging the passing of time. May be chronically late. sometimes
• Particularly problems with differentiating between left and right. no
• Difficulty navigating or mentally "turning" the map to face the current direction rather than the common North=Top usage. Im pointless at this
• Having particular difficulty mentally estimating the measurement of an object or distance (e.g., whether something is 10 or 20 feet (3 or 6 metres) away).well, I cant imagion any thing unless its in meters.
• Often unable to grasp and remember mathematical concepts, rules, formulae, and sequences.yes
• An inability to read a sequence of numbers, or transposing them when repeated, such as turning 56 into 65. yes
• Difficulty keeping score during games. Not much use in pe. yes
• Difficulty with games such as poker with more flexible rules for scoring.in net ball
• Difficulty in activities requiring sequential processing, from the physical (such as dance steps) to the abstract (reading, writing and signaling things in the right order). May have trouble even with a calculator due to difficulties in the process of feeding in variables. Bad with calculater
• The condition may lead in extreme cases to a phobia or durable anxiety of mathematics and mathematic-numeric devices/coherences.i hate it! Anxiety, yes.
• Low latent inhibition, i.e., over-sensitivity to noise, smell, light and the inability to tune out, filtering unwanted information or impressions. Might have a well-developed sense of imagination due to this (possibly as cognitive compensation to mathematical-numeric deficits).drawing?or daydreaming? I vcan filter out music, to hear different instuments. But not unwanted information and impresssiopsn
•
Dyscalculia has no cure per se, but various treatment options have been explored. Counselling can help, but not necessarily to a large degree. No therapy has been properly verified and proved to be effective. Some anecdotal evidence suggests, however, that a certain amount of mathematical proficiency can be acquired by alternative systems of mathematical calculation such as Eastern mathematics. Anecdotal evidence also suggests, in fact, that dyscalculic individuals might themselves pursue such systems out of need or interest. The condition need not be seen as a disability, there is nothing preventing people who suffer from dyscalculia from succeeding in other academic fields such as history, geography and other social sciences, or in artistic fields such as music, art or drama.

http://www.dyscalculia.me.uk/





From another site
SYMPTOMS
• Many students with disabilities have histories of academic failure that contribute to the development of learned helplessness in mathematics. It is important that mathematics instructors recognize the symptoms of dyscalculia and take the necessary measures to help students that are affected. Some of the symptoms are:
• Students might have spatial problems and difficulty aligning numbers into proper columns. I cant do it
• Have trouble with sequence, including left/right orientation. They will read numbers out of sequence and sometimes do operations backwards. They also become confused on the sequences of past or future events that’s me!
• Students typically have problems with mathematics concepts in word problems, confuse similar numbers (e.g., 7 and 9; 3 and 8), and have difficulty using a calculator. Cant use a calculater at all
• It is common for students with dyscalculia to have normal or accelerated language acquisition: verbal, reading, writing, and good visual memory for the printed word. They are typically good in the areas of science (until a level requiring higher mathematics skills is reached), geometry (figures with logic not formulas), and creative arts. yes
• Students have difficulty with the abstract concepts of time and direction (e.g. inability to recall schedules, and unable to keep track of time). They may be chronically late. Yes, I cant remember my time table for school lessons…
• Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter. The odd time
• Students have inconsistent results in addition, subtraction, multiplication and division. Students have poor mental mathematics ability. They are poor with money and credit and cannot do financial planning or budgeting (e.g. balancing a checkbook). Short term, not long term financial thinking. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc all me I really cant do mental maths.
• When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals. Yes
• Inability to grasp and remember mathematics concepts, rules formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long-term memory (retention & retrieval) of concept mastery. Students understand material as they are being shown it, but when they must retrieve the information they become confused and are unable to do so. They may be able to perform mathematics operations one day, but draw a blank the next. May be able to do book work but can fails all tests and quizzes. That is so me.
• May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc. I can remember countries and oceans….. not the others
• Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. May have difficulty grasping concepts of music education. Difficulty sight-reading music, learning fingering to play an instrument, etc. I CanT READ NOTES!!!!!!!!!!!! YES!!
•
• Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.yes.
This was from http://www.as.wvu.edu/~scidis/dyscalcula.html ^^^^^^^^^

• Good at speaking, reading, and writing, but slow to develop counting and math problem-solving skills yes
• Good memory for printed words, but difficulty reading numbers, or recalling numbers in sequence sort of
• Good with general math concepts, but frustrated when specific computation and organization skills need to be used yes
• Trouble with the concept of time-chronically late, difficulty remembering schedules, trouble with approximating how long something will take YES!
• Poor sense of direction, easily disoriented and easily confused by changes in routine in school time table
• Poor long term memory of concepts-can do math functions one day, but is unable to repeat them the next day YES!
• Poor mental math ability-trouble estimating grocery costs or counting days until vacation YES
• Difficulty playing strategy games like chess, bridge or role-playing video games YES!
• Difficulty keeping score when playing board and card games. YES!


Dealing with dyscalculia?
Dyscalculia is a special need, and requires diagnosis, support and special methods of teaching. The support should give the learners an understanding of their condition, and equip them with coping and learning strategies that they can use in the classroom.


Dyscalculia - Maths Difficulties
Abridged extract from "Attention, balance and coordination - the A,B,C of learning success" by Sally Goddard Blythe, of INPP. Due to be published by Wiley-Blackwell Professional. Autumn 2008.
Dys means difficulty and calculia is derived from the Latin word for calculus meaning small stone. In the original context it refers to the ancient use of pebbles used for counting which later developed into the abacus. This earlier use of stones as "mind tools" or concrete representations of concepts, suggests that physical interaction has been used as an aid to support and precede conceptual understanding of numbers for generations.
Dyscalculia describes developmental lag of 1 year or more in the acquisition of numerical skills, including:
• Inability to recognise number symbols yes
• Mirror writing (directional) yes
• Failure to recognise mathematical operations involved in computation or problem solving (procedural sequencing and inter-hemispheric communication) cant
• Inability to recall tables (sequencing) 100 percent yes
• Inability to maintain proper order of numbers in calculation (vestibular and/or visuo-spatial) yes
Dyscalculia is more prevalent in children of lower socio-economic status. Unlike Dyslexia it is equally distributed between the sexes and there is an association between premature birth and later difficulties with number skills. Badian (1983)i proposed 3 types of dyscalculia:
• Difficulty with computational procedures such as addition, subtraction and multiplication.
• Attentional sequential dyscalculia for example, multiplication tables and sequencing of procedures.
• Spatial dyscalculia, describing difficulty handling multi-column arithmetic problems and place values.
Dysfunction in either hemisphere can impair acquisition of numerical skills but appear to be more profound if present in the left hemisphere. Left hemisphere dysfunction has been found to be associated with construction dyspraxia and below average performance on tasks such as The Embedded Figures Testi (figure ground effect), poor auditory and visual discrimination and motor coordination abilities.
Right hemisphere dysfunction in a group of children who showed no signs of structural abnormality on brain scans (MRI or CT) manifested itself as grapho-motor impairments and slow cognitive and motor performance, although reading development was normali.(I was good at reading from an early age.) Additional right hemisphere symptoms included: emotional and inter-personal difficulties, difficulty adapting to new situations, difficulty maintaining friendships, tendency to be withdrawn and shy, poor eye contact
(I don’t make eye contact with people I don’t know)and difficulties with spatial perception and imagery. Some of this group also had features of ADHD which it was suggested might be a secondary effect of right hemisphere dysfunction and brain stem factors. Many of these symptoms associated with right hemisphere dysfunction can also occur as a result of dysfunction in the vestibular system and associated pathways, which support the processes of visual perception in the right hemisphere.
Risey and Briner (1990) found a relationship between patients with central vertigo and Dyscalculia, which affected their ability to perform certain tasks counting backwards accurately. Patients with vertigo, which is indicative of faulty vestibular functioning, consistently made the same error each time they were asked to perform the task. They recognised the mistake when it was pointed out to them, but could not avoid repeating the same error, each time they were asked to perform the task. They also had difficulties with mental arithmetic and central auditory processing, lower scores for arithmetic and digit span errors on the Wechsler Adult Intelligence Scale (WAIS) and difficulty with backward digit span recall compared to non vertigo patients, suggesting that vestibular dysfunction can affect visual, auditory and mental sequencing processes.
Ok. I have vertigo. I hate high and get scared of tall buildings. I cant count backward that well at all. I do reconise a mistake but I keep getting it wrong. I am c******* at mental maths.



http://www.supportingdyslexicpupils.org.uk/resources/3_3_4Dyscalculia.pdf

Dyscalculia
In the most severe form of dyscalculia, pupils cannot tell the time, know the date , shop
competently, or do even very simple arithmetic. There may be a link between failure at
mathematics, frustration and deviant behaviour. While dyslexia is now widely recognised as a
disability in the area of literacy, in the area of numeracy it may not be, despite the fact that
dyslexia will impact on Maths learning for approximately 40% of those identified.
Dyscalculia is not part of dyslexia – it appears to be a different congenital condition and its
effects on the learning of numerical skills can be profound. It is currently estimated that
dyscalculia may affect between 3% and 6% of the population. These estimates are derived from
the proportion of children who demonstrate a specific difficulty with Maths despite good
performance in other curriculum areas. There are various causes of underachievement in Maths (I think I am ok at other subjects, I did not fail any exam, so I think im ok.)
that may not be related to a mismatch between the pupil’s learning style and the teacher’s
delivery of the curriculum. These are:
pupils’ additional support needs - developmental delay, cognitive/physical/sensory
impairment
specific language impairment, when pupils may encounter difficulty with the verbal content
discrepancies between performance in Maths and compared to other subjects – this may
be linked to dyslexia or dyscalculia
Dyscalculia may be defined as a condition affecting the ability to acquire arithmetical skills.
Dyscalculic pupils may lack an intuitive grasp of numbers, have difficulty understanding simple
number concepts, and have problems learning number facts and procedures. Even if they
produce a correct answer or use a correct method, they may do so mechanically and without
confidence.” (that’s me, I cant understand )
Preliminary evidence suggests that there may be a specific dyscalculia genotype - that is, a
genetic anomaly that may result in a specific deficit in the learning of numerical skills. Research
at UCL suggests that dyscalculic children are troubled by even the simplest numerical tasks:
selecting the larger of two numbers, counting the number of objects in a display, and activating (counting the no. of objects ina display is hard. And I mix up large and small no. and fractions)
the meanings of numerals. These findings are the basis of a new test for diagnosing dyscalculia
that depends very little on the educational experiences of the child, apart from learning the
number terms to ten, and very little on other cognitive skills such as reading, language or short term
memory. It makes it possible to assess the child's numerical potentiality independently of
their abilities and opportunities in other competencies. A critical feature of the test is the time it
takes the child to answer each question in comparison with mean for the age-group: even
children of four or five will get most of the questions right. This has the advantage of making the
same test usable for all age groups. The test battery using this approach for screening for
dyscalculia is available now. More information is available on their website.

Recognising dyscalculic problems
Personal issues:
Pupils with dyscalculia may have high levels of fear and anxiety about Maths. The may lack
confidence, even when they produce the correct answer, and they may be unable to explain
or show working to show how they determined that answer, leaving them open to accusations
of copying. (I cant show working. My primary school teacher said I coppied) They are often inconsistent from day to day in what they can do, often work more
slowly and less accurately than other pupils, may adopt avoidance strategies such as ‘learned
helplessness’ and produce messy work(my book…). They may have difficulty with direction and be unable
to tell left from right, and are likely no idea of size, time, distance, measure or prices often
making wildly improbable guesses that lead to them being ridiculed by classmates. They do not
cope well with whole class interactive lessons.
( I don’t know size, distance, measure or prices. I do make improbable guess, and people laugh at me in class. In the whole class interactive lessons, I don’t know the answer, and people already have the mini white boeards up, so, I have to copy the nswer so people will not laugh)


Numbers
Pupils with dyscalculia have an impaired sense of number size (numerosity). and find it especially
difficult to associate number words with numerals and to learn/recall number facts. This affects
their ability to make estimates of numbers or to compare numbers. While they may be able to
learn the sequence of counting words, they may have difficulty navigating back and forth,
especially in twos, threes or more. They have difficulty with mathematical concepts, transferring
these to abstract thinking and developing automaticity in number work. Difficulties with place
value and sequencing may lead to an inability to read, write or copy numbers correctly – even
reversing or inverting numbers, starting adding from the left or ignoring a decimal point.
(this all is me. I cant count backwards well, and cant at all if asked to go back in 2, 3 , 4,5 ect. I cant write or copy no. correctly and I add from the right and left)
Calculations.
Dyscalculic pupils often lack confidence even when they produce the correct answer. They
may be confused about the use of basic symbols, being unalbe to relate these to Maths
vocabulary and unable to use set rules and procedures to build on known facts. Difficulties
aligning numbers in columns, learing tables and using a calculator may also be present. The
dyscalculic’s lack an intuitive grasp of place value and size makes it particularly difficult to
check calculations.
(I line up the no.s wrong. I only know my 1,2,5 and 10 times tables. I cant use the calculater, because all the new buttons we have to use in thornhill)

Solving problems.
Dyscalculic pupils often cannot select the appropriate strategy required to solve even simple
problems or understand mathematical terminology. They may struggle to comprehend vertical
tables or find illustrations meaningless and distracting. Remembering a sequence of number
operations required to solve a problem may be impossible and dyscalulics often develop very
individual methods of reaching solutions correctly, but are unable to explain these, or even show
working fully. ( um… I really cant, select the appropite strategy to solve even a simple no. proplems. I find illustarations distracting and I draw them, and change them in my back of my book in maths. I doodle wheni cant work it out so I wont cry. I like horizontal tables and bar charts. I like to draw them horizontral)
Measures.
Dyscalculic pupils may have difficulty relating units of measurment to abbreviations, ditinguishing
between different units or be unable to select appropriate units of measurements for particulat
tasks. There may be exaggerated difficulties with formulae relating to speed, temperature,
averages and proportional measures. Some dyscalculic pupils may, like those with dyslexia,
have spatial problems that affect understanding of position and direction or forget the
properties of shapes.(I forget a hexagon has so many sides. Faces edges ect. )
Handling data.
Dyscalculic pupils may be slow and anxious when working with charts and tables, being unable
to relate pictorial representaions ot numerical values, confusing vertical and horozontal and
failing to recognise the zero. They may also have difficulty interpreting data patterns, graphs
and charts or be unable to handle specific, similar vocabulary eg median, mode, mean.
(I cant read charts well. Data patterns. No way, I cant. I cant draw a pie chart, as in the inside of it. We were doing mean, median and mode. I can do all of these. But I forget how to, and I don’t remember ehat one is which/)

Classroom management.
Dyscalculic pupils have additional support needs, and will require diagnosis and appropriate
counselling, as well as support away from whole class teaching.
Being unable to do what their classmates can do easily, can lead to anxiety and avoidance. of
number work that will make classroom experiences worse, so that pupils will fall farther and
farther behind. (like Lauren . di want to smash that stupid number filled head. Her glaosting, like se did not revise for exams and she gets higher……. I avoid no.s and I have a fear of it. I will not beable to be a vet. Forensic pathologist. Or any other jobs I would like to follow.)
Dyscalculic pupils may be particularly vulnerable in situations where teachers use an interactive
whole class teaching style and all pupils are expected to play an active part by answering
questions, contributing points to discussions, and explaining/demonstrating their methods to the
rest of the class. Asking dyscalculic children to answer Maths question in public is likely to lead to
distress, embarrassment and frustration.
(yes. Emnarrassment.people jeer and laugh. And I hate not knowing how to do it.. in school we use mini white boards. The teacher asks the questions. We write the answers down and hold up the board. Laura now lets me look at her answers because she knows I cant work it out. Sometimes she explains it to me but 1minute latter I don’t have a clue. I hate those things we do like that.)

Support.
Compared with dyslexia, there has been very little research into the problems of dyscalculic
difficulties and how to overcome them. There is uncertainty about whether there is one form of
dyscalculia or several, and whether different teaching approaches may be needed.
Dyscalculic pupils will probably need one-to-one teaching to support their learning in the
classroom. (oh, yay… “look at spastic going to her mqaths lesson, whats 2-2? ” I bet they wi;; say things like that. But sure, I don’t know who to go to, to see if I have this. Its hard to find out who to go to. )



http://www.dyscalculia.org/Edu562.html

Is a dyslexic individual likely to be dyscalculic?
A link between dyslexia and dyscalculia hasn't been proved. The International Dyslexia Association has suggested that 60% of dyslexics have some difficulty with numbers or number relationships. Of the 40% of dyslexics who don't have mathematics difficulties, about 11% excelled in mathematics. The remaining 29% have the same mathematical abilities as those who don't have learning difficulties.
Since some of the same prerequisite skills are involved in both language acquisition and mathematics- at least in the early learning levels - the coincidence of dyslexia and dyscalculia is not uncommon. Our observations show that about 40% of dyslexics also exhibit some symptoms of dyscalculia. However, the group of dyscalculic children/adults, like the group of dyslexics, is not a homogeneous one. Most people with dyscalculia don't necessarily suffer from any other learning difficulty. Indeed, they may well excel in non-mathematical areas.
Is dyscalculia widely understood?
All mathematics teachers have encountered children with mathematics learning difficulties and mathematics anxiety. Most of these teachers have some awareness of the nature of learning disabilities/problems in mathematics. However, few teachers are aware of the causes of these problems - learning disabilities, mathematics anxiety, and dyscalculia. In fact, very few of them are able to recognize and deal with the problems of dyscalculics.
American Academies of Neurology and Paediatrics have identified dyscalculia as one of the neurological conditions with a cluster of syndromes associated with it. Similarly, in 2001, as part of the national Numeracy Strategy, the government published guidance for teachers to help them support dyscalculic pupils. Dyscalculia is likely to be a more familiar condition to people who specialize in learning difficulties such as special needs coordinators and educational psychologists. In the U.S., many school psychologists, neurologists and neuro-psychologists have begun to diagnose this as a condition n.
Dealing with dyscalculia?
Dyscalculia is a special need, and requires diagnosis, support and special methods of teaching. The support should give the learners an understanding of their condition, and equip them with coping and learning strategies that they can use in the classroom and in their day-to-day encounters with quantity and space. Since this is a heterogeneous group no general or single intervention can be recommended.
(don’t want it to be a special need…..i don’t want to have it)

so im looking to who to go and see about it. gp. doctor ect. where to get it diganoised..

 

[Luvr of Wabbits and Polar Bears]

irishlops wrote:

aaaahhhh
why do i have 4 rabbits under the ground... rotting... not growning up, and loving me?????

Well Elena life does end and it was there time. If it make's you feel better I have more that 4 at the raindbow bridge :cry1:

 

[irishlops]

WHAT! since i was off line for about 4 days!!!!!!
omg! *hugs*

 

[Luvr of Wabbits and Polar Bears]

Elena have you taked to anyone about this Dyscalculia? If this something you have I'm sure it's treatable.

 

[irishlops]

Luvr of Wabbits and Polar Bears wrote:

Elena have you taked to anyone about this Dyscalculia? If this something you have I'm sure it's treatable.

i only found out about this yesterday. i had all the sympoms so i looked at the quiz...
its not treatable. is saw it typed on 15 websites....
but i would have to get taught differntly

 

[Luvr of Wabbits and Polar Bears]

irishlops wrote:

WHAT! since i was off line for about 4 days!!!!!!
omg! *hugs*

Yep.

Vanilla, Maddie and Mr. Fudge died together, neighbours dog got loose.

Cinnamom, Not sure what happned.

Princess, Chewed an electrial cord.

Zeus, Mom's fault. She learned her lesson.

Theo, Died of EC I think.

2 of mom's, dont remember names, dog attack.

Black Forrest, natural cosses.

Cookies, natural cosses.

Pumpkins, Cancer

So yah thats 12 for me And I've only had rabbits for 13 years.