Teaching Children with Dyscalculia
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Description
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Dyscalculia is a learning difficulty which encompasses a wide range of problems with mathematics, including weaknesses in understanding the meaning of numbers, and difficulty applying mathematical principles to solve problems. This learning difficulty can have negative consequences for a child’s academic performance, as well as implications for their emotional wellbeing. This course is aimed at providing a solid foundation for learners in the theoretical knowledge of dyscalculia and its practical application to supporting children affected by this learning difficulty. This online course is comprised of the most up-to-date information in the field and makes use of a range of interesting case studies, as well as a comprehensive strategy toolkit which can be applied to real life situations.
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This is a self-study course
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Credits: 5
Cost: R1450 per person
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What you get:
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full colour
text book and toolkit
portfolio
access to expert online tutoring
certificate on successful completion of the course.
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Course Outcomes
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This course has been structured according to 9 different modules. Each module is aimed at ensuring the learner achieves understanding of a specific area within the field of children and adolescents affected by dyscalculia. Assignments which include case studies are interspersed throughout the modules. The course is completed with a test. Each module and its outcomes are listed below:
[/vc_column_text][vc_empty_space height=”10px”][vc_accordion active_tab=”1″ style=”boxed_accordion”][vc_accordion_tab title=”Module 1 – Understanding Mathematics” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Identifying the various ways in which mathematics is viewed
• Understand the concept of mathematics
• Identifying the key terms associated with mathematics
• Understand the concepts and skills that mathematics develops
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 2 – The development of mathematical ability” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Identify how mathematics is learnt
• Identifying the basic skills required to develop mathematical ability
• Identifying the mathematics skills associated with each age group
• Understand how to use a learning model
• Identifying the early predictors of achievement
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 3 – The key components of dyscalculia” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Explain the background and history of Dyscalculia
• Define Dyscalculia
• Discuss the clinical diagnosis of dyscalculia
• Discuss the different subtypes of dyscalculia[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 4 – Recognising the characteristics of dyscalculia” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Discuss the features and characteristics of dyscalculia
• Identify the characteristics and symptoms of dyscalculia
• Identify the warning signs of dyscalculia
• Identify the warning signs in students from preschool age to grade 2
• Identify the warning signs in students from grade 3 to grade 8
• Identify the warning signs in students from grade 9 to grade 12
• Understand the strengths of children with dyscalculia
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 5 – Causes of dyscalculia” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Describe the causes of dyscalculia
• Identify the neurological causes of dyscalculia
• Identify the developmental and genetic causes for dyscalculia
• Identify the environmental causes for mathematical difficulties
• Identify the link between brain injury and dyscalculia
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 6 – Emotional and social difficulties associated with dyscalculia” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Describe the emotional and social difficulties associated with dyscalculia
• Understand the link between Mathematics and anxiety or phobia
• Identify the impact of mathematics anxiety
• Understand the factors that may contribute to mathematics anxiety
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 7 – Dyscalculia and comorbid difficulties” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Challenges associated with differentiating dyscalculia from other related disorders
• The relationship between dyscalculia and dyslexia are related and different
• Identify the co-morbidity relationship between dyscalculia and ADHD
• Explain how dyscalculia can be differentiated from related disorders
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 8 – Understanding educational assessment” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Screening and identifying children with dyscalculia
• Describe the primary purpose and process of and an assessment for a child with dyscalculia
• Identify who should conduct an assessment
• Describe the IQ discrepancy
• Identify what preliminary data is
• Explain how dyscalculia is diagnosed
• Describe how to evaluate assessment results[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 9 – Treatment of dyscalculia” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Describe the treatment options for dyscalculia
• Identify whether or not an individual can “outgrow” dyscalculia
• Identify whether or not dyscalculia can be prevented
• Describe the keys to successful treatment
• Identify the medical treatment options for dyscalculia
• Identify the therapeutic treatment options for dyscalculia
• Identify other treatment options [/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 10 – Inclusive education” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Explain what ‘inclusive education’ means
• Identify the guidelines associated with inclusive education
• Provide information about how to plan for inclusive education
[/vc_column_text][/vc_accordion_tab][vc_accordion_tab title=”Module 11- Strategies and techniques for supporting students with dyscalculia” background_color=”#e6e6e6″ title_color=”#143143″][vc_column_text]• Identify various strategies and techniques to effectively manage a student with dyscalculia
• Identify specific strategies for the classroom
• Identify specific strategies to assist students with the number system, calculations, problem solving and data handling
• Identify cross curriculum links
• Identify specific strategies to assist social and emotional difficulties
• Identify specific home-based strategies for parents / carers
• Identify how assistive technology can assist
• Provide useful resources
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Course Assessment Requirements
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This course is comprised of 50 notional hours. These hours are structured within the following manner:
- 20 hours of reading and self-study using the allocated readings and learner guide.
- 15 hours completing the formative and summative assessment activity requirements for the course. This includes multiple-choice questions, knowledge questions and an essay submission requirement as part of the portfolio of evidence.
- 15 hours completing the practical and case study requirements of the course through the use of case studies developed for the purposes of assessing applied knowledge of the content of the course.
*Note: hours spent reading, in self-study and completing assessment activity requirements will be recorded in a logbook/ attendance register for the purposes of confirming attendance on the course.
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Need to know more?
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