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1
The book publishes in June 2010 from Continuum Books, but to coincide withNational Dyscalculia Day (3
rd
March) here is a preview featuring anintroduction to dyscalculia plus a list of useful websites and organisations forfurther information and support.
 
2
INTRODUCTION
 
How to use the Assessment
This book is for those wanting to investigate a child
’
s numeracy levels in order to plan an
intervention programme for individuals or small groups. It is aimed at teachers, teachingassistants and special educational needs co-ordinators (SENCOs).There is an introduction to Dyscalculia (chapter 1) and the problems with Numeracy(chapter 2), and an Overview of the Dyscalculia Assessment (chapter 3). The main part of the book contains detailed instructions with a suggested script for conducting theDyscalculia Assessment and forms for recording the findings (chapter 4). TheInterpretation section explains how possible errors may arise and gives advice forformulating a teaching plan (chapter 5). There are Activities and Games for multi-sensoryteaching (chapter 6).The Appendix contains a glossary of terms and suggestions for further reading, websites,organizations, software and suppliers of numeracy teaching equipment. There is also asample report, a sample IEP, and explanations of the Dyscalculia Screener and theWechsler Intelligence Scale for Children (WISC IV).
The Dyscalculia Assessment
The Dyscalculia Assessment was devised at Emerson House in London to identify thespecific numeracy problems a child has, rather than to diagnose a condition. EmersonHouse is a specialist centre in London supporting pupils with difficulties in numeracy andliteracy.The assessment is designed to be used with primary school children, whose intellectuallevel lies within the average range of intelligence, who are found to have significant mathslearning difficulties. However it could be used with older children. The results giveinformation about a particular child, without comparing them to their peers.
 
3The assessment is a detailed investigation into what the child can do and how they think about numeracy. It starts with an initial discussion about the child
’
s attitudes to school and
numeracy. There is a suggested script to provide guidance whilst investigating the pupil
’
sknowledge and skills in Number Sense, Counting and the Number System, Calculation,Place Value, Multiplication and Division, Word Problems, and Formal Written Numeracy.It can be done in one hour or over several sessions. It is not necessary to complete thewhole assessment but only until enough information has been gained to formulate ateaching plan. The length of time required will depend on the speed and ability of the child.You should stop after the child has made two or three errors in a section and proceed toinvestigate the next section. If the child has significant difficulty with many of the earlystages there is no point in continuing with the assessment; you will have already identifiedthe point at which teaching must start.The Dyscalculia Assessment is an informal diagnostic assessment. It aims to conduct theinvestigation in an atmosphere that is friendly and non-threatening in order to reduce anyanxiety to the minimum possible. It provides information about why a child is not learning,or why they are underachieving. It provides detailed information about areas of strengthand weakness in key areas of early maths development from which to develop a teachingplan for a suitable approach to teaching.The results give information about a particular child, without comparing them to theirpeers. The evidence gathered is used to devise a detailed personalized programme for thechild. Children with at similar stages of numeracy development could be taught together.
Who is The Dyscalculia Assessment designed for?
 
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