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¶ … deficits of students with mathematics disabilities?
Mathematical skills are definitely just as crucial as literacy and reading skills when it comes to succeeding at school and beyond. Of late, researchers and policymakers have focused considerably on reading; the latter's attention was manifest in the 2001 No Child Left Behind (NCLB) Act. While reading deficiencies are commonly believed to be one among the main characteristics of learning-disabled pupils, mathematical disabilities pose an issue just as serious as reading in case of several learning-disabled pupils and might, in fact, be just as common as reading deficits. Scholastic courses and lesson plans frequently incorporate technology for ensuring students across different grades with different ability levels can learn easily. With the provision of specialized features in mainstream products, disabled children can interact with technologies in class progressively more and educators can also increasingly tailor content to meet children's diverse preferences or needs (O'Connell, Freed, & Rothberg, 2010).
Although cognitive skills (including intelligence quotient), educational experience, drive, etc. might challenge mathematical ability development, a major probable barrier is DD or Developmental Dyscalculia, a numeracy-specific developmental learning problem impacting roughly three to six percent of persons' school-level mathematical skill acquisition (Price, 2013). DD-related studies have revealed a broad array of mathematical skill-related behavioral deficiencies. But researchers are yet to identify a key selection of behavioral indicatorsconsistent across studies. Such general inconsistency may arise because of a couple of fundamental factors, besides the relative inattention to DD. Firstly, variations in research criteria for identifying students suffering from difficulties in the numeracy arena has hampered the attainment of consensus with regard to DD'sdefining aspects. Secondly, there is no consensus with regard to DD's behavioral profile: numerical ability is intrinsically heterogeneous and susceptible to disturbanceby variousinternal and external sources (Price, 2013).
2. Discuss how parents can help their child with learning disabilities at home?
The learning discipline aims at understanding the association between learning, mental development, and social interaction using principles from the disciplines of psychology, education,
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Kids facing difficulties with learning math can record what the teacher teaches and says in class using iPods or iPhones for later use at home; this will aid parents in assisting them with learning and completion of homework. Further, Grapher and Calculator apps' audio-visual features may aid such pupils in understanding and remembering equations (O'Connell, Freed, & Rothberg, 2010).
An oft-utilized parental test is the NUCALC (Neuropsychological Test Battery for Number Processing and Calculation in Children) which makes kids perform mathematical exercises entailing speaking or writing (e.g., counting backward). It affords educators and parents a better grasp of children's thoughts regarding, and understanding of, math. Various screening instruments help gauge children's grasp of shapes. For instance, if a child provided with a rectangular object cannot recognize it when depicted from another angle on paper might suffer from visual-spatial ability deficits (Morin, 2014).
3. How can the analysis of a student's mathematical errors help the teacher to plan instruction?
Error Pattern Analysis is an appraisal approach that permits teachers to figure out if the students are committing continuous errors when performing fundamental computations. By pinpointing the errors of the student, teachers can then specifically plan instruction to meet the student's unique needs. While there are basic errors that students with learning disabilities make, they may exhibit error patterns that are specific to that individual (Specialconnections, n.d.).
This also provides the teacher with an opportunity and an effective and efficient method for finding out specific errors of the students that they might be facing in math. By finding out the consistent inaccurate…
Bibliography
MCUE. (2008). Culturally Responsive Classroom Management Strategies. New York: New York University.
Morin, A. (2014, March 10). Understanding Dyscalculia. Retrieved from Understood.org: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia
NASET. (2014). Characteristics of Children with Learning Disabilities. National Association of Special Education Teachers.
O'Connell, T., Freed, G., & Rothberg, M. (2010). Using Apple Technology to Support Learning for Students with Sensory and Learning Disabilities. WGBH Educational, 9.
Specialconnections.(n.d.). Error Pattern Analysis. Retrieved from: http://www.specialconnections.ku.edu/~specconn/page/instruction/math/pdf/patternanalysis.pdf
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