Dyscalculia: Identification to Intervention
Dyscalculia is an under-researched and often misunderstood specific learning difficulty that is estimated to affect approximately 5-7% of the population (Butterworth et al., 2011, Szucs, 2017, Morsanyi et al, 2018). In Australian mainstream school settings, like many across the world, there is very little understanding of the exact nature of dyscalculia. Dyscalculia is often described as ‘Dyslexia with Numbers’. This oversimplified definition, combined with a lack of systematic research into dyscalculia flowing through to schools, and the absence of specialist teachers qualified in this specific learning difficulty, has led to uncertainty in the identification, diagnosis and remediation of dyscalculic learners. In this online series, Dr Ange Rogers will provide teachers, learning support professionals and school leaders with a practical understanding of dyscalculia—from early identification through to evidence-informed intervention. She will combine her extensive research in the assessment, teaching and learning of place value, to provide practical ideas and strategies to support dyscalculic learners in Tier 3 settings. Participants will explore the key characteristics and indicators of dyscalculia, examine how it differs from broader mathematics difficulties, and learn about current protocols for diagnosis. The session will also highlight the cognitive processes involved in numerical understanding, and discuss the educational, social, and emotional impacts that dyscalculic learners may experience.
**This webinar will be recorded and available for 30 days after the event**
**This webinar will be recorded and available for 30 days after the event**
This course is run over 2 sessions on the following dates:
Wednesday 11th November 7 pm - 8:30 pm AEDT
Wednesday 18th November 7 pm - 8:30 pm AEDT
Please note this is Melbourne time.
Location
Online
***Recordings will be available for 30 days after the event***
Contact Details
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Dyscalculia: Identification to Intervention
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